Bedale High School

Unique Reference Number 121670 Local Authority North Yorkshire Inspection number 359061 Inspection dates 13–14 December 2010 Reporting inspector Christine Harrison

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This inspection of the school was carried out under section 5 of the Education Act 2005.

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Type of school Secondary School category Community Age range of pupils 11–16 Gender of pupils Mixed Number of pupils on the school roll 820 Appropriate authority The governing body Chair Mr David Mollard Headteacher Mr Graham Turner Date of previous school inspection 12 September 2007 School address Fitzalan Road Bedale North Yorkshire DL8 2EQ Telephone number 01677 422419 Fax number 01677 425488 Email address turnerg@bedalehigh.n-yorks.sch.uk

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Age group 11–16 Inspection dates 13–14 December 2010 Inspection number 359061 achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 1234 234, or email enquiries@ofsted.gov.uk .

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Introduction

This inspection was carried out by five additional inspectors. Inspectors observed 33 teachers and conducted detailed scrutinies of students' written work in English and mathematics. Meetings were held with senior and middle leaders, groups of students from four year groups, representatives of the governing body, the School Improvement Partner and a representative of the local authority. Inspectors observed the school's work, and looked at information about students' attainment, the school development plan and the school's records of lesson observations. They analysed the findings from 316 questionnaires returned by parents and carers. The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas.  Whether students are making enough progress, particularly in English and mathematics.  Whether students' behaviour is making a strongly positive contribution to their

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Introduction

learning.  The extent to which the school's specialism in humanities is being used to raise attainment, extend students' experience and move the school forward.

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Information about the school

This smaller than average size secondary school serves the town of Bedale and the surrounding rural area. One in six students comes from RAF Leeming and other service families. The proportion of students known to be eligible for free school meals is well below the national average. The vast majority of students come from White British backgrounds and almost all speak English as their first language. The proportion of pupils with special educational needs and/or disabilities and the number with a statement of special educational needs are both below average. The school has been an Enhanced Mainstream Secondary School for students on the autistic spectrum since March 2010 and 10 students are currently supported by a specialist team. The school has held specialist status in humanities since 2007. It has received a number of awards, including the International Schools award. The Bright Beginnings Day Care shares the school site. This provision is not managed by

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Information about the school

the school's governing body and is subject to a separate inspection.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Main findings

This is a satisfactory school providing a friendly and supportive environment where students develop self-confidence and good personal skills which provide a secure preparation for the next stage of their education and future working lives. The school makes good arrangements for safeguarding so that students feel safe in school. Attendance is high, reflecting students' enjoyment in coming to school. Behaviour is good, both in lessons and around the school. Students, particularly those who are vulnerable, are well supported and cared for in school. They are confident that any isolated incidents of bullying are dealt with swiftly and effectively. The quality of teaching is satisfactory overall. There is some good, and occasionally outstanding, teaching. In those lessons, students respond enthusiastically and take an active role in their learning. However, in other lessons, teachers often do not pay enough

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Main findings

attention to making sure that all groups within the class make good, rather than satisfactory, progress. Students are cooperative and behave well, even when teaching is not particularly engaging. The result is that their learning is satisfactory. Over the last two years, there have been significant weaknesses in students' progress particularly, though not exclusively, in English and mathematics. A detailed analysis of students' current progress shows that the trend of improvement, initially shown by the 2010 examination results, is continuing. Students' progress is now satisfactory, though weaker in English and mathematics than in most other subjects. Students' attainment is broadly in line with the national average and their achievement is satisfactory. The school's specialism in humanities has a very positive impact on students' experience. Work undertaken in history and geography provide some of the most exciting teaching. As

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Main findings

one student put it 'They are just inspirational'. These departments also make a strong contribution to the wide range of extra-curricular activities and visits that are much appreciated by students and their parents and carers and are an important component of the good curriculum. The school's leaders have worked hard to overcome problems with staffing that arose in English and mathematics and to develop better management systems to make the quality of students' experience more secure. However, the school does not make enough use of assessment information to: identify precisely where there are strengths and weaknesses in the progress of different groups of students; relate these findings to variations in the quality of teaching and to encourage teachers to take more responsibility for ensuring good progress. The school's self-evaluation is mostly accurate and there is recent evidence of students making better progress. Therefore, the school has satisfactory capacity for

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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What does the school need to do to improve further?

 Improve learning and progress, especially in English and mathematics, by: ensuring that all students are appropriately challenged by the work they are given providing students with more opportunities to work independently and at length.  Increase the proportion of good or better teaching by: making students' progress the main priority both in planning lessons and in monitoring and evaluating the quality of lessons making better use of assessment information to plan lessons that meet the precise needs of all groups of students improving the consistency of the quality of teachers' written feedback so that students always know what they need to do to improve their work.  Make better use of assessment information to analyse the progress of different groups of students, across all subjects, and use the information to make teachers more accountable for the progress of their groups.  Up to 40% of the schools whose overall effectiveness is judged satisfactory may

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What does the school need to do to improve further?

receive a monitoring visit by an Ofsted inspector before their next section 5 inspection.

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Outcomes for individuals and groups of pupils 3

Students' learning is satisfactory in the majority of lessons. Their learning is good when they are provided with suitably challenging work. For example, in design and technology, students are often engaged in developing several skills in a short time so that they have to concentrate very hard in order to produce work of good quality. However, in satisfactory lessons, the work is sometimes too straightforward or students do not have enough extended opportunities to work independently and learn for themselves. Students arrive in school with broadly average attainment and leave with attainment which is also average, so they make satisfactory progress during their time in the school and their achievement is also satisfactory. Students with special educational needs and/or disabilities, including those students who are on the autistic spectrum, receive skilful support in class and are enabled to make progress that, although satisfactory overall, is

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Outcomes for individuals and groups of pupils 3

often slightly better than that of other students. The good, mutually respectful relationships that are to be found throughout the school, provide a secure foundation for students' spiritual, moral, social and cultural development. Students understand the importance of a healthy lifestyle and almost half take part in extra-curricular sporting activities. School meals are nutritious and balanced and the proportion of students taking these meals is steadily increasing. However, sometimes the food and drink that students bring into school do not represent the healthiest choices. Many students make a positive contribution to the life of the school community, notably as prefects, as members of the anti-bullying group or the school council. The school does not yet have detailed information about how well various groups of students are represented in these important activities. Although students make satisfactory progress in English and

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

mathematics, other aspects of their skills are particularly strong. For example, they speak clearly and confidently and their skills in using information and communication technology are above average. They participate enthusiastically and skilfully in enterprise activities. As a result, students are well prepared for the future and all of last year's leavers found a place in education, employment or training.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for pupils' outcomes

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Pupils' achievement and the extent to which they enjoy their learning 3

Taking into account: Pupils' attainment¹

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Pupils' achievement and the extent to which they enjoy their learning 3

The quality of pupils' learning and their progress 3

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Pupils' achievement and the extent to which they enjoy their learning 3

The quality of learning for pupils with special educational needs and/or disabilities and their progress

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2

Taking into account: Pupils' attendance¹

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The extent of pupils' spiritual, moral, social and cultural development 2

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4

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How effective is the provision?

Teachers have good subject knowledge and good relationships with students. They are well aware of the levels and grades at which students are working and the targets that they are expected to reach. However, teachers do not always make enough use of this information to plan activities that meet the particular needs of all students in the class. Some of the work is rather too easy, and lacks challenge, especially for higher attainers. At times, teachers intervene too frequently when students are working alone or in groups, thus restricting their opportunities to study at length and learn for themselves about a particular topic. There is considerable variation in the quality of teachers' marking. Some books contain clear indications of how the work could be improved, others contain very little written response from the teacher. Teachers then miss the opportunity to reinforce advice and guidance that has been given in class and to ensure that students are clear

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Students comment on the variation in teaching quality both within and across subjects. They say, and inspectors confirm, that although some lessons are interesting and exciting, others are rather dull. Occasionally, teaching is outstanding. For example, in a history lesson, students were given a range of interesting resources and were required to analyse, make deductions, construct an argument and present their findings, all within a very short time. Students had to think and act quickly to keep up, resulting in considerable enjoyment and satisfaction and excellent development of knowledge, understanding and skills. The school's curriculum is well organised and provides a good range of courses that match the needs of students of different abilities and interests. In Key Stage 3, students benefit from the recently introduced Activate programme where they develop good learning skills. In both key stages, 'curriculum days' make a good contribution to students' personal

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

development. Where valuable opportunities exist beyond the school, partnerships have been established to enable students to follow, for example, courses leading to diplomas. Although students' progress is satisfactory rather than good, this is a result of weaknesses in teaching rather than in the school's curriculum. The school works well in partnership with other agencies to provide very good care and support for students, particularly those who are vulnerable. The staff in the Learning Base and Bridge Street centre provide very effective additional support for vulnerable students and those who are at risk of becoming disaffected. They are also valued by other students in providing a source of help and sensible advice for anyone with problems. Parents, carers and students appreciate the good quality of the transition arrangements for students entering Year 7. Advice and guidance on careers and future opportunities is

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

thorough. However, general guidance for students is not yet fully effective in ensuring that they make good progress.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for the quality of provision

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The quality of teaching 3

Taking into account: The use of assessment to support learning

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How effective are leadership and management?

The school has, over the last two years, introduced satisfactory systems for ensuring quality and there is now greater involvement of middle leaders in driving the school forward. However, some of the arrangements, notably those for departmental self- evaluation, are not sufficiently well structured and are not used consistently by the various subject departments, especially to analyse the progress of different groups of students. Although the school's self-evaluation is broadly accurate, its judgement on driving school improvement is too positive. This is because leaders place too much emphasis on the work that they have done and not enough on the impact on students' progress. Similarly, when

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

observing lessons, the school's judgements are sometimes higher than is justified because the lesson observation forms encourage a judgement based on what the teacher does rather than on how well students learn. The governing body is supportive and understands the strengths and weaknesses of the school but have not yet been sufficiently effective in ensuring good progress for students. The school makes a good and steadily improving contribution to community cohesion. Partnerships with organisations in the local area are strong and the school's many international links and exchanges have rightly been recognised in the International Schools award. In addition, the school has recognised the need to introduce students to life in more multicultural areas of Britain and has made a good start with a series of visits and visitors that help to broaden students' understanding. Staff share a strong commitment to equality of opportunity for all students, with the result

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

that there is little difference between the progress of different groups. The school acknowledges that it has not yet fully analysed the participation of the various groups in all the school's activities in order to ensure that all groups are fully represented. There are good arrangements for safeguarding students.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for leadership and management

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3

Taking into account: The leadership and management of teaching and learning

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Views of parents and carers

Over a third of parents and carers returned the questionnaires. This proportion is more than twice the average response rate for secondary schools and reflects the good partnership between parents and carers and the school. Several parents and carers provided written comments giving their views of the school. Parents and carers are generally positive about all aspects of the school. They are particularly pleased that their children are happy in school and that the transition from primary school is well managed. Several parents and carers commented on the value of the wide range of visits and extra- curricular activities. Inspection judgements confirm these positive views. Some parents and carers indicated that their children were making good progress in school. While some

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

individual students do make good progress, inspection evidence shows that students' overall progress is satisfactory rather than good.

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Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Bedale High School to complete a questionnaire about their views of the school. In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements about the school.

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Responses from parents and carers to Ofsted's questionnaire

The inspection team received 294 completed questionnaires by the end of the on-site inspection. In total, there are 820 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 108 37 163 55 14 5 5 2 The school keeps my child safe 118 40 160 54 11 4 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 129 44 143 49 16 5 5 2

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Total % Total % Total % Total %

My child is making enough progress at this school 114 39 149 51 21 7 5 2

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Total % Total % Total % Total %

The teaching is good at this school 92 31 174 59 19 6 1 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 87 30 162 55 34 12 5 2

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 77 26 181 62 26 9 1 0

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Total % Total % Total % Total %

The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment) 83 28 171 58 19 6 4 1

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Total % Total % Total % Total %

The school meets my child's particular needs 84 29 170 58 24 8 7 2

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 74 25 170 58 27 9 9 3

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 72 24 167 57 28 10 4 1

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Total % Total % Total % Total %

The school is led and managed effectively 105 36 160 54 16 5 4 1

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 118 40 148 50 17 6 6 2

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Total % Total % Total % Total %

The table above summarises the responses that parents and carers made to each statement. The percentages indicate the proportion of parents and carers giving that response out of the total number of completed questionnaires. Where one or more parents and carers chose not to answer a particular question, the percentages will not add up to 100%.

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Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils' needs.

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Grade Judgement Description

Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well.

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Grade Judgement Description

Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils.

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Grade Judgement Description

Grade 4 Inadequate These features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves.

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Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously. The data in the table above are for the period 1 September 2009 to 31 March 2010 and are the most recently published data available (see www.ofsted.gov.uk ). Please note that the sample of schools inspected during the autumn and spring terms 2009/10 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools. Percentages are rounded and do not always add exactly to 100. Secondary school figures include those that have sixth forms, and sixth form figures include only the data specifically for sixth form inspection judgements.

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Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning, development or training.

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Common terminology used by inspectors

Attainment: the standard of the pupils' work shown by test and examination results and in lessons.

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Common terminology used by inspectors

Capacity to improve: the proven ability of the school to continue improving. Inspectors base this judgement on what the school has accomplished so far and on the quality of its systems to maintain improvement.

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Common terminology used by inspectors

Leadership and management: the contribution of all the staff with responsibilities, not just the headteacher, to identifying priorities, directing and motivating staff and running the school.

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Common terminology used by inspectors

Learning: how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.

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Common terminology used by inspectors

Overall effectiveness: inspectors form a judgement on a school's overall effectiveness based on the findings from their inspection of the school. The following judgements, in particular, influence what the overall effectiveness judgement will be.

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Common terminology used by inspectors

 The school's capacity for sustained improvement.  Outcomes for individuals and groups of pupils.  The quality of teaching.  The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships.  The effectiveness of care, guidance and support.

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Common terminology used by inspectors

Progress: the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils' attainment at the end of a key stage with their attainment when they started.

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carers to share with their children. It describes Ofsted's

main findings from the inspection of their school.

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Inspection of Bedale High School, Bedale, DL8 2EQ

As you know, we have just finished inspecting your school and I am writing to tell you about our findings. First of all, I would like to thank you for making us feel welcome and for talking to us about how you feel about the school. As a result of the inspection, I judged yours to be a satisfactory school. The school has several important strengths. It makes good arrangements for safeguarding so that you feel safe in school. Your attendance levels are high and you behave well. I was impressed by the friendly atmosphere around school and the fact that, as one Year 11 student told me: 'You are never alone; there is always someone to help if you have a problem'. You told me how much you value the wide range of extra-curricular visits and activities, some of which you organise yourselves, and I agree that these are an important feature of the school. However, there are things about the school that could be improved. In particular, the

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Inspection of Bedale High School, Bedale, DL8 2EQ

progress that you make is satisfactory rather than good and it is not as strong in English and mathematics as it is in some other subjects. In order to improve your progress, I have asked senior leaders in school to make better use of your grades and levels to find out where things are not going well and then to make improvements. I have asked teachers to focus more closely on ensuring that every group of students learns quickly, that the work they set is difficult enough and that you have more chances to learn for yourselves. I have also asked them to give you more detailed feedback when they are marking your work. I hope that you will play your part and make even more effort in your lessons and homework. I know that you are all very busy in the run-up to Christmas and it was good to hear about the services in the local church and the busking to raise money for charity. I wish you all the best for the future.

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www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please

telephone 0300 1234 234, or email enquiries@ofsted.gov.uk .

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