Our Lady Queen of Peace Catholic High School

Our Lady Queen of Peace Catholic Engineering College Inspection report

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Unique Reference Number 119782 Local Authority Lancashire Inspection number 358625 Inspection dates 16–17 February 2011 Reporting inspector Shirley Gornall HMI

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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 Voluntary aided Age range of pupils 11–16 Gender of pupils Mixed Number of pupils on the school roll 783 Appropriate authority The governing body Chair Mrs Cath Cresty Headteacher Mrs Carmel Foster Date of previous school inspection 27 February 2008 School address Glenburn Road Skelmersdale Lancashire WN8 6JW Telephone number 01695 725635 Fax number 01695 556046 Email address c.foster@olqp.lancs.sch.uk

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Age group 11–16 Inspection dates 16–17 February 2011 Inspection number 358625 Inspection report: Our Lady Queen of Peace Catholic Engineering College, 16–17 February 2011 2 of 15

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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 123 4234, or email enquiries@ofsted.gov.uk .

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You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the documentation in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to 'Subscribe'. Royal Exchange Buildings St Ann's Square Manchester M2 7LA T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk Inspection report: Our Lady Queen of Peace Catholic Engineering College, 16–17 February 2011 3 of 15

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Introduction

This inspection was carried out by one of Her Majesty's Inspectors and three additional inspectors. Inspectors observed teaching and learning in 42 lessons taught by 42 teachers. They held meetings with school leaders, staff, governors, students, and partners who work with the school in various ways. They observed the school's work in detail and looked at many documents including the school's self-evaluation and plans, monitoring records, policies, safeguarding protocols, minutes of meetings and students' work. They considered 244 questionnaires returned by parents and carers, 33 from staff and 105 from students. The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas.  The current progress of different groups of students in lessons and whether this is sufficient to drive further increase in attainment.  The effectiveness of the school's system to track and improve students' progress,

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Introduction

especially in mathematics.  The quality of teaching across subjects and year groups and the impact of the school's actions to improve consistency.  The impact of the three-lesson day on students' motivation and achievement.  The impact of the school's care, guidance and support systems on improving outcomes, especially for students identified by the school as vulnerable.

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Information about the school

Our Lady Queen of Peace Catholic Engineering College is a smaller-than-average comprehensive school serving the community of Skelmersdale. The proportion of students known to be eligible for free school meals is higher than average. The proportion of students from minority-ethnic backgrounds is lower than average but steadily rising. The proportion of students with special educational needs and/or disabilities is lower than average, although the proportion with a statement of special educational needs is slightly higher than average. The school holds numerous awards including Leading Parent Partnership, Healthy Schools, Investor in People and International School. It was recognised by the Specialist Schools and Academies Trust as one of the most improved schools nationally on the basis of its performance in 2009 and 2010. The school was redesignated as a specialist engineering college in 2008. Inspection report: Our Lady Queen of Peace Catholic Engineering College, 16–17 February 2011 4 of 15

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Information about the school

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

Our Lady Queen of Peace Catholic Engineering College is a good and improving school, characterised by ambitious leadership, harmonious relationships and spirit of innovation. The school's Catholic mission and specialist engineering status underpin its ethos and provision. Students enjoy their learning and make good progress. Attainment has risen strongly since the previous inspection and is now close to the national average in terms of the proportion of students gaining five or more GCSE qualifications including English and mathematics at grades A* to C. The percentage of students gaining five good passes including functional English and mathematics is much higher than average. Achievement in mathematics, which had been relatively low, has improved in response to consistent action to identify and overcome weaknesses and share good practice in teaching. Evidence from lesson observations and students' attainment in recent examinations indicates that

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Main findings

the trajectory of improvement is being maintained. There is still some variability in standards of attainment in different subjects. The school prepares students exceptionally well for the next stage in their lives. Virtually every student leaves school to enter education or training. Attendance is above average and punctuality is exemplary. Students behave well, have a mature understanding of the world of work and demonstrate impressive cooperation, resilience and perseverance. Many students make an exceptional contribution to their community through taking on various leadership roles. They have mature moral awareness and a high level of understanding and respect for people from different cultures. The quality of teaching has improved since the previous inspection and is now good, with an increasing proportion that is outstanding. The school's decision to organise its teaching day into three one-hundred-minute lessons was well-judged; the vast majority of lessons

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Main findings

are effectively planned to include challenging, varied activities and promote meaningful reflection. Engineering specialism has a positive impact on the design of lessons; students are regularly encouraged to research, refine, share and present ideas. The best teaching is imaginative, resourceful and effectively tailored to meet the needs of individuals. In the small proportion of lessons which are satisfactory, good relationships prevail but teachers' questioning skills do not always enable progress to be maximised, pace is slower, teachers talk for too long and assessment, including marking, is not sufficiently precise. The curriculum is well designed and provides students at Key Stage 4 with an interesting range of options, including courses delivered in partnership with local schools, colleges and training providers. The school has recognised the need to refine its cross-curricular planning at Key Stage 3 to enable students' basic skills to be developed more

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Main findings

systematically. The school provides outstanding care, guidance and support. Older students value the opportunity, provided through mixed-age tutor groups, to support younger members of Inspection report: Our Lady Queen of Peace Catholic Engineering College, 16–17 February 2011 5 of 15

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Main findings

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

the school community. Pastoral support is excellent, including that provided for students identified as vulnerable. One student commented, 'Teachers at this school know us really well and do everything they can to help us.' This view was endorsed by many and is a strong indication of the nurturing, compassionate nature of the school. Exclusions have been almost eradicated because of the effective and consistent interventions made to support students experiencing difficulties. Rigorous, insightful and detailed self-evaluation leading to improved outcomes and provision indicate the school's good capacity to sustain future improvement. The headteacher provides dynamic and tenacious leadership. Ably supported by her senior leadership team, she inspires staff and students with a sense of ambition and self-esteem. Staff and students are consistently encouraged to seize new opportunities. Governors discharge their duties conscientiously and ensure that the school's safeguarding policies

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What does the school need to do to improve further?

 Raise standards of attainment, particularly in those subjects where performance is below the national average.  Increase the proportion of teaching which is outstanding by: ensuring that the needs of all individuals are recognised and met broadening the range of questioning skills used by teachers building on the school's best practice in assessing students' work.

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Outcomes for individuals and groups of pupils 2

Students enjoy what the school has to offer and achieve well from starting points which are broadly just below average. Attainment was particularly low in 2008 but has risen strongly since then. In 2010, the proportion of students gaining five or more GCSE qualifications at A* to C grades including English and mathematics was much closer to the national average. The proportion of students attaining five good grades including functional English and mathematics is much higher than the national average, as is the proportion gaining good qualifications in a modern foreign language. Students' attainment is high in art and design, engineering and science subjects. Attainment in a minority of subjects is below national average, particularly with regard to the performance of students at A* and A grades. School data and lesson observations confirm that students make good progress and that that rates of progress are improving strongly. Progress in mathematics had been weak but

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Outcomes for individuals and groups of pupils 2

has now accelerated as a result of determined action to improve engagement, teaching and learning. The proportion of students meeting ambitious targets in mathematics has increased as a result of a number of well-considered measures. Higher-attaining students relish the challenge of undertaking Advanced level mathematics work and are motivated through this to consider studying the subject at college and university. Students report that the school day, with its three one-hundred-minute lessons, provides them with the necessary time to develop their skills and apply them in varied challenging activities. They also appreciate the considerable efforts taken by teachers to support them through additional targeted revision sessions. The progress made by students with special Inspection report: Our Lady Queen of Peace Catholic Engineering College, 16–17 February 2011 6 of 15

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Outcomes for individuals and groups of pupils 2

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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Outcomes for individuals and groups of pupils 2

educational needs and/or disabilities is similar to that of their peers due to high-quality support which is carefully matched to their needs. Students behave well in lessons and around the site. The vast majority are courteous, polite and friendly, arriving punctually to school and to lessons and demonstrating very good levels of perseverance. Some students lose concentration if they are not actively engaged in a lesson, but they quickly respond to teachers' directions, and relationships are extremely positive. Students report that racist incidents are very rare because they have a strong sense of respect for each other. During their time at school, students develop attitudes and skills that equip them exceptionally well for the world of work. Their attendance is above the national average and very few students are persistently absent. Many students develop creative and practical skills as a result of the school's specialist status; 'engineering thinking' is

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Outcomes for individuals and groups of pupils 2

embedded within the curriculum. Virtually no student leaves school without a place secured with an education or training provider and the vast majority of students complete the college courses on which they subsequently embark. Students assume a variety of roles within their community including as sports leaders, librarians, prefects, tour guides, councillors, mediators, subject ambassadors and members of the Youth Parliament and Children's Trust. Decisions they take have influenced the development of school policy, for instance in the provision of a wider range of vegetarian food to encourage healthy eating. The design of a local youth centre is the result of efforts made by students. They undertake substantial charity work on national and international bases. Many have a profound moral understanding and willingly engage in discussions to explore the consequences of actions. Inspection report: Our Lady Queen of Peace Catholic Engineering College, 16–17 February 2011 7 of 15

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Outcomes for individuals and groups of pupils 2

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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Outcomes for individuals and groups of pupils 2

These are the grades for pupils' outcomes

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Outcomes for individuals and groups of pupils 2

Pupils' achievement and the extent to which they enjoy their learning 2

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Outcomes for individuals and groups of pupils 2

Taking into account: Pupils' attainment¹

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Outcomes for individuals and groups of pupils 2

The quality of pupils' learning and their progress 2

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Outcomes for individuals and groups of pupils 2

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

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Outcomes for individuals and groups of pupils 2

The extent to which pupils adopt healthy lifestyles 2

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Outcomes for individuals and groups of pupils 2

The extent to which pupils contribute to the school and wider community 1

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Outcomes for individuals and groups of pupils 2

The extent to which pupils develop workplace and other skills that will contribute to their future economic well-being

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Outcomes for individuals and groups of pupils 2

Taking into account: Pupils' attendance¹

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Outcomes for individuals and groups of pupils 2

The extent of pupils' spiritual, moral, social and cultural development 1

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Outcomes for individuals and groups of pupils 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?

The quality of teaching has improved since the previous inspection. Teachers work very hard to ensure that the hundred-minute lesson promotes deep, reflective learning. The majority of teaching is now securing good progress, and some is outstanding. The best lessons are characterised by lively, engaging, creative teaching which challenges students to achieve their best. As one student commented with reference to a particularly effective science lesson investigating the life cycle of a star, 'It's great when we work things out for ourselves – it makes us think.' In an outstanding history lesson, Year 7 students analysed evidence sources carefully and used higher-order literacy skills in creating a police report about the death of Thomas Beckett. An excellent mathematics lesson included integration and differentiation bingo which challenged students to think quickly and accurately while having fun. Relationships in school are excellent, providing students with the confidence to

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How effective is the provision?

experiment with different learning styles. A small minority of teaching is satisfactory. In these lessons, although a positive atmosphere still prevails, there is less evidence of high- level engagement from students, too much teacher talk and less recognition of how individual learning needs should be met. Questioning is sometimes too reliant on a 'hands up' approach. Most students know their targets and have a good understanding of their next steps towards achieving them. Teachers' marking is generally good, including a balance of praise and advice on improvement, although on occasions students' spelling errors remain Inspection report: Our Lady Queen of Peace Catholic Engineering College, 16–17 February 2011 8 of 15

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How effective is the provision?

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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How effective is the provision?

uncorrected and advice is insufficiently precise. The curriculum is broad and generally meets the needs of students. Personalised pathways have been developed at Key Stage 4 enabling students to gain vocational qualifications, in subjects such as construction, through collaborative arrangements with other schools and providers. The school is instrumental in developing diploma provision in engineering within the locality. The revision of cross-curricular planning to embed skills, particularly in Year 7, has been recognised as a need by the school. Extra-curricular provision is good and students particularly enjoy the wide range of sporting activities available to them. Students are unanimous in their view that care, guidance and support are major strengths of the school. They are very appreciative of the outstanding support they receive at transition points from primary school and leading to college entry or the world of work.

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How effective is the provision?

Students who are potentially vulnerable are particularly well nurtured, for example, through additional help they receive when returning to school after a period of absence. The school's mixed-age tutor groups are highly effective in enabling older students to take some responsibility for encouraging and guiding younger ones. The school's exceptionally strong partnerships with external agencies enable students to have access to a range of services that help them make choices with regard to their own health, lifestyles and futures.

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How effective is the provision?

These are the grades for the quality of provision

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How effective is the provision?

Taking into account: The use of assessment to support learning

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How effective is the provision?

The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships

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How effective is the provision?

The effectiveness of care, guidance and support 1

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How effective are leadership and management?

The headteacher provides intelligent, principled and ambitious leadership. She is profoundly dedicated to the school and the local community and works tirelessly to remove barriers to individuals' learning. She has established a culture whereby positive change and innovation are welcomed. The school sets itself increasingly challenging targets and demonstrates a high degree of confidence, supported by inspection evidence, that these will be met. Students' attainment in 2010 exceeded the school's target. Staff development is given high priority, as indicated by the significant number of middle leaders pursuing masters' level qualifications in education. Sharing of best practice is relished, both within school and with partner schools. The skills of subject leaders have been enhanced since the last inspection. Their planning and evaluation is good and they have clear understanding of the next steps to be taken in improving teaching and learning.

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How effective are leadership and management?

There is still some variability in their impact on raising standards. The deputy headteacher has co-developed a highly sensitive management information system enabling tracking and intervention information, as well as other key school data, to be processed swiftly. The school has provided the same system for its family of primary Inspection report: Our Lady Queen of Peace Catholic Engineering College, 16–17 February 2011 9 of 15

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How effective are leadership and management?

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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How effective are leadership and management?

schools to further support transition. The development of a virtual international summer school in conjunction with partners in Mauritius, Holland and America is an excellent example of how engineering specialism is being used to embed community cohesion in its widest sense and provide students with exciting opportunities to develop new skills and relationships. On a local level, the school is at the hub of its community and contributes proactively and insightfully to community cohesion. Actions taken in partnership with other agencies have benefited the community, for example through an initiative to develop awareness of anti-social behaviour related to alcohol. Students raise considerable sums of money for national and international charities and demonstrate an excellent awareness of the moral and cultural issues faced by those whom they support. Governors provide effective support and ensure that strategic decisions are properly

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How effective are leadership and management?

considered. The Chair of the Governing Body has a long association with the school and a very clear understanding of its strengths and areas for development. There are effective processes in place enabling the governors to monitor the school's work and ensure that statutory functions are fulfilled. Equality of opportunity is tenaciously pursued, for example through the school's curriculum policies and through interventions that support students with special educational needs and/or disabilities in accessing all that the school provides. The school monitors all outcomes and has taken effective action to narrow gaps in achievement between groups of students. Students are adamant that discrimination of any form is not tolerated. Safeguarding procedures are exemplary and additional safeguarding training undertaken by staff and governors has been undertaken alongside primary-school colleagues to ensure complementary practice. School self-evaluation is rigorous, insightful and detailed. The

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How effective are leadership and management?

headteacher's mantra: 'persistent, insistent, consistent' is having a clear impact on raising standards. Outcomes and provision have improved since the last inspection and the school demonstrates good capacity, including through sensitive succession planning, to sustain future improvement. Inspection report: Our Lady Queen of Peace Catholic Engineering College, 16–17 February 2011 10 of 15

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How effective are leadership and management?

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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How effective are leadership and management?

These are the grades for leadership and management

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How effective are leadership and management?

The effectiveness of leadership and management in embedding ambition and driving improvement

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How effective are leadership and management?

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

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How effective are leadership and management?

The effectiveness of the governing body in challenging and supporting the school so that weaknesses are tackled decisively and statutory responsibilities met

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How effective are leadership and management?

The effectiveness of the school's engagement with parents and carers 1

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How effective are leadership and management?

The effectiveness of partnerships in promoting learning and well-being 1

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How effective are leadership and management?

The effectiveness with which the school promotes equality of opportunity and tackles discrimination

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How effective are leadership and management?

The effectiveness of safeguarding procedures 1

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How effective are leadership and management?

The effectiveness with which the school promotes community cohesion 1

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How effective are leadership and management?

The effectiveness with which the school deploys resources to achieve value for money 2

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Views of parents and carers

There was a much higher than average response rate from parents and carers. The overwhelming majority of those who returned questionnaires stated that their children enjoyed school, were kept safe there and made sufficient progress. They felt that the school was well led and that the quality of teaching was good. 'This is a great school where staff really care and make a difference.' was a comment written by one parent, typifying the views of many. A few parents and carers expressed concerns relating to the management of unacceptable behaviour. Inspectors considered behaviour in lessons and around the school site and examined records. They found behaviour to be good and its management to be consistent and highly effective. Inspection report: Our Lady Queen of Peace Catholic Engineering College, 16–17 February 2011 11 of 15

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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 Our Lady Queen of Peace Catholic High School and Engineering College 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 244 completed questionnaires by the end of the on-site inspection. In total, there are 783 pupils registered at the school.

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Responses from parents and carers to Ofsted's questionnaire

Statements Strongly agree Agree Disagree Strongly disagree Total % Total % Total % Total % My child enjoys school 77 32 146 60 17 7 4 2 The school keeps my child safe 102 42 135 55 4 2 2 1

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Responses from parents and carers to Ofsted's questionnaire

My school informs me about my child's progress 99 41 138 57 7 3 0 0

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Responses from parents and carers to Ofsted's questionnaire

My child is making enough progress at this school 89 36 140 57 11 5 0 0

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Responses from parents and carers to Ofsted's questionnaire

The teaching is good at this school 88 36 151 62 2 1 1 0

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Responses from parents and carers to Ofsted's questionnaire

The school helps me to support my child's learning 67 27 154 63 17 7 0 0

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Responses from parents and carers to Ofsted's questionnaire

The school helps my child to have a healthy lifestyle 43 18 178 73 17 7 2 1

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Responses from parents and carers to Ofsted's questionnaire

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) 63 26 164 67 7 3 1 0

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Responses from parents and carers to Ofsted's questionnaire

The school meets my child's particular needs 69 28 155 64 13 5 3 1

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Responses from parents and carers to Ofsted's questionnaire

The school deals effectively with unacceptable behaviour 84 34 143 59 12 5 3 1

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Responses from parents and carers to Ofsted's questionnaire

The school takes account of my suggestions and concerns 45 18 161 66 25 10 3 1

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Responses from parents and carers to Ofsted's questionnaire

The school is led and managed effectively 84 34 143 59 11 5 3 1

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Responses from parents and carers to Ofsted's questionnaire

Overall, I am happy with my child's experience at this school 94 39 130 53 10 4 6 2

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Responses from parents and carers to Ofsted's questionnaire

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%. Inspection report: Our Lady Queen of Peace Catholic Engineering College, 16–17 February 2011 12 of 15

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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 August 2010 and are consistent with the latest published official statistics about maintained school inspec tion outcomes (see www.ofsted.gov.uk ). The sample of schools inspected during 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. Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary schools, special schools and pupil referral units. Inspection report: Our Lady Queen of Peace Catholic Engineering College, 16–17 February 2011 13 of 15

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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. Inspection report: Our Lady Queen of Peace Catholic Engineering College, 16–17 February 2011 14 of 15

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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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Skelmersdale, WN8 6JW

Thank you for the very warm welcome you gave to my colleagues and me when we inspected your school recently. We were very impressed with your concentration in lessons and the respectful relationships you have with the staff. Thank you to those of you who gave up time to speak to us and those who completed the questionnaire. We agree with you that your leaders and teachers provide you with an exceptionally high standard of care and ensure that you leave school with the skills and attitudes you need to be successful in later life. Many of you enjoy taking on additional responsibilities to help the school run very smoothly; you make a very valuable contribution to your school and your town. The inspection team considers Our Lady Queen of Peace Catholic Engineering College to be a good school. It provides you with a good standard of education and most of you make good progress. Aspects of the school's work are outstanding and there have been

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Skelmersdale, WN8 6JW

major improvements over the last few years. The way in which the school's engineering specialism has been developed is particularly impressive. We think that the hundred- minute lesson gives you great opportunities to enjoy a range of activities that deepen your learning. The school is exceptionally well led and works very well with other schools, colleges and community organisations to ensure that nothing stops you from achieving your ambitions. We have asked Mrs Foster and the staff to increase the amount of teaching which is outstanding. Your teachers already work extremely hard and you enjoy most of your lessons. We think that the standard can be raised still further. You can help with this by letting your teachers know the sorts of activity that enable you to learn and think best. We have also asked the school to look at how it can improve examination results in some subjects. Please continue to support your school as strongly as you do. On behalf of the

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Skelmersdale, WN8 6JW

inspectors, I would like to wish you every success in the future.

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Skelmersdale, WN8 6JW

Shirley Gornall Her Majesty's Inspector Inspection report: Our Lady Queen of Peace Catholic Engineering College, 16–17 February 2011 15 of 15

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Skelmersdale, WN8 6JW

out in the guidance 'Complaining about inspections', which is available from Ofsted's website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk .

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