Joseph Rowntree School

Joseph Rowntree School Inspection report

p.1

Unique Reference Number 121711 Local Authority York Inspection number 359074 Inspection dates 15–16 September 2010 Reporting inspector Tanya Harber Stuart HMI

p.1

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

p.1

Type of school Secondary School category Voluntary controlled Age range of pupils 11–18 Gender of pupils Mixed Gender of pupils in the sixth form Mixed Number of pupils on the school roll 1235 Of which, number on roll in the sixth form 210 Appropriate authority The governing body Chair Mr Frank Dixon Headteacher Mrs Maggi Wright Date of previous school inspection 7 November 2007 School address Haxby Road New Earswick, York North Yorkshire YO32 4BZ Telephone number 01904 552100 Fax number 01904 750458 Email address maggi.wright@josephrowntree.york.sch.uk

p.1

Age group 11–18 Inspection dates 15–16 September 2010 Inspection number 359074 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.

p.1

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 .

p.2

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 1234 234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.2

Introduction

This inspection was carried out by one of Her Majesty's Inspectors and four additional inspectors. During the inspection, 33 lessons were observed and 33 teachers were seen. Twenty one of the lessons observed were undertaken as joint observations with the senior leadership team. Meetings were held with staff, groups of students and members of the governing body. Inspectors observed the school's work, and looked at the school improvement plan, records of teaching, assessment data and information about the sixth form. The inspection team also took into account 116 parental questionnaires, the 46 questionnaires completed by the staff and the 148 questionnaires filled in by the students. The inspection team reviewed many aspects of the school's work. It looked in detail at the following.  The levels of attainment and achievement especially in the two core subjects of English and mathematics.  The quality of the teaching in the school and how well it enables students to make

p.3

Introduction

progress.  The standard of care and guidance and how effectively these support the students and their parents and carers throughout the students' time at the school.

p.3

Information about the school

This is a larger than average secondary school. Most of the students are from a White British heritage and the vast majority of them speak English as their first language. The proportion of students who have special educational needs and/or disabilities is much lower than the national average, as is the percentage of students who have a statement of special educational needs. The school has held specialist status in technology since 1998. The school moved into a new building on 22 February 2010.

p.3

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

p.4

Main findings

Joseph Rowntree School provides its students with a satisfactory education. The good care, guidance and support mean that students develop into confident and articulate young people. Students are welcoming and appreciate the opportunities that they have to make a good contribution to the school community. The provisional results for 2010 indicate that Year 11 students left the school with levels of attainment which are broadly in line with the national average in terms of the proportion of students who gained five A* to C grades including English and mathematics. This means that these students made satisfactory progress during their time at the school. Students with special educational needs and/or disabilities make the same satisfactory progress as their peers. Evidence gathered during the inspection shows that students in the school are making satisfactory progress. Teaching is satisfactory. However, there is inconsistency in the quality of teaching. Good

p.4

Main findings

lessons are planned well, based on accurate data and ensure that the activities meet the needs and interests of all students in the group. In these lessons, the resources used, engage and motivate the students and they make good progress. However, there is too little good teaching to enable the students to make better than satisfactory progress. The specialist technology status enhances the good curriculum through extra resources which are used both by the school and local community. Leaders and managers, including the members of the governing body, know the strengths and weaknesses of the school. However, there is a lack of systematic and rigorous monitoring, evaluation and review of actions. This means leaders and managers are not always aware of how the actions taken have, or will, impact on outcomes for students. The quality of self-evaluation completed by the school is developing. Since the last

p.4

Main findings

inspection some actions have been taken to support students to make better progress and these provide the evidence that the capacity to improve is satisfactory. The school provides satisfactory value for money.

p.4

What does the school need to do to improve further?

 Improve the quality of teaching and learning so that it is consistently good or better by ensuring that: all lessons are planned to a consistently high standard resources are engaging and motivate the students assessment is accurate and is used to ensure that all lessons meet the needs and interests of all students.

p.4

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

p.5

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

 Ensuring that all students make better progress by: regularly and consistently monitoring, reviewing and evaluating actions to ensure that they have the maximum impact on outcomes for students.  About 40% of the schools whose overall effectiveness is judged satisfactory may receive a monitoring visit by an Ofsted inspector before their next section 5 inspection.

p.5

Outcomes for individuals and groups of pupils 3

During their time at the school students make satisfactory progress. They enter the school with levels of attainment which are broadly in line with the national average. In science and technology, two specialist subjects, the students make better progress, this is because the activities provided in the lessons engage and challenge the students. Overall, students with special educational needs and/or disabilities make the same satisfactory progress as their peers. In lessons, where learning support assistants take an active role in engaging and supporting these students, they make better progress. In the lessons seen during the inspection the students achieved satisfactorily, their levels of achievement were better in the well planned lessons which included activities which motivated and engaged them. The students were actively engaged in the development of the new school building and its design supports them to feel very safe in school. Their behaviour satisfactory but in the

p.5

Outcomes for individuals and groups of pupils 3

corridors and in social areas is good. The students are polite and welcoming. However, in 2009 to 2010 there were a large number of exclusions. The school has recognised that the rate of exclusion was too high and has put in place support systems to reduce the number used, although it is too early to judge the impact of these on outcomes for students. Students know and understand about healthy lifestyles. This knowledge is reinforced through the curriculum. They make responsible choices to ensure that they stay healthy.

p.5

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

p.6

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

These are the grades for pupils' outcomes

p.6

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

Taking into account: Pupils' attainment¹

p.6

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

The quality of pupils' learning and their progress 3

p.6

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

p.6

3

Taking into account: Pupils' attendance¹

p.6

The extent of pupils' spiritual, moral, social and cultural development 3

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

p.6

How effective is the provision?

The curriculum is good. This is because it interests and engages students. In particular, the newly introduced vocational courses provided through the strong partnerships with other educational establishments, match the needs and interests of students. However, it is too early to judge the impact of these changes in terms of students making better progress. There is a wide range of teaching in the school. The best lessons are well planned. In these lessons, there is a brisk pace and good quality questioning challenges the students to make good progress. Nevertheless, there are too few of these types of lessons to ensure that, overall, students make better than satisfactory progress. In the weaker lessons, expectations are lower, planning is weaker and lessons are dominated by the teacher talking. In a small number of lessons, students do not pay attention because the resources are not engaging. Students are supported and cared for well. There are very effective strategies to support

p.6

How effective is the provision?

students who miss some of their education. Parents, carers and students are very happy with the transition arrangements for when they move from primary school to Joseph Rowntree. The guidance given at other key points of a student's education is also good.

p.6

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

p.7

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

These are the grades for the quality of provision

p.7

The quality of teaching 3

Taking into account: The use of assessment to support learning

p.7

How effective are leadership and management?

Leaders and managers do monitor the work of the school. This means that they have an overview of the strengths and weaknesses. Members of the governing body are extremely supportive but they have not challenged the school with enough rigour to ensure that the variations within teaching are eradicated. The monitoring of teaching is regular and informative. But there is a lack of systematic review and evaluation. This means that points for development are not always followed through. The improvements seen in teaching in some areas are not consistent throughout the school and the quality of teaching is too variable. The promotion of equalities is good. The school takes effective steps to tackle discrimination. The promotion of community cohesion is satisfactory. Safeguarding is good. Effective policies and procedures are in place. These policies and procedures support the students and mean that they feel safe in the school.

p.7

How effective are leadership and management?

These are the grades for leadership and management

p.7

3

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

p.7

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

p.8

Sixth form

In the sixth form, students make satisfactory progress. This achievement is supported by satisfactory teaching. There are variations between the subjects in terms of the quality of teaching and this impacts on the progress students make. The curriculum is developing well and there are links with other schools to enable the students to access courses which the school can not provide. The support students receive particularly in terms of their academic guidance and their personal development is excellent and students appreciate it highly. This enables them to make suitable choices and all students progress to further education, training or employment. Students in the sixth form play an active role in the school, for example, through mentoring younger students. The leadership and management of the sixth form are satisfactory. A proactive approach is taken to running the sixth form. However, not all the systems are monitored as

p.8

Sixth form

rigorously or systematically as they need to be to ensure that the variations between subjects are narrowed.

p.8

Overall effectiveness of the sixth form 3

Taking into account: Outcomes for students in the sixth form

p.8

Overall effectiveness of the sixth form 3

The quality of provision in the sixth form 3

p.8

Overall effectiveness of the sixth form 3

Leadership and management of the sixth form 3

p.8

Views of parents and carers

One hundred and sixteen parental and carer questionnaires were completed. These show that the overwhelming proportion of parents and carers is supportive of the school. In particular, the parents appreciated the help they were given to support their children's learning.

p.8

Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Joseph Rowntree 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.

p.9

Responses from parents and carers to Ofsted's questionnaire

The inspection team received 116 completed questionnaires by the end of the on-site inspection. In total, there are 1235 pupils registered at the school.

p.9

Total % Total % Total % Total %

My child enjoys school 71 61 41 35 4 3 0 0 The school keeps my child safe 72 62 40 34 1 1 1 1

p.9

Total % Total % Total % Total %

My school informs me about my child's progress 56 48 54 47 2 2 0 0

p.9

Total % Total % Total % Total %

My child is making enough progress at this school 59 51 47 41 4 3 0 0

p.9

Total % Total % Total % Total %

The teaching is good at this school 64 55 46 40 0 0 0 0

p.9

Total % Total % Total % Total %

The school helps me to support my child's learning 49 42 58 50 4 3 0 0

p.9

Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 50 43 56 48 5 4 0 0

p.9

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) 70 60 38 33 3 3 0 0

p.9

Total % Total % Total % Total %

The school meets my child's particular needs 65 56 47 41 2 2 0 0

p.9

Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 63 54 42 36 6 5 1 1

p.9

Total % Total % Total % Total %

The school takes account of my suggestions and concerns 54 47 50 43 3 3 1 1

p.9

Total % Total % Total % Total %

The school is led and managed effectively 72 62 39 34 1 1 0 0

p.9

Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 78 67 34 29 1 1 0 0

p.9

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%.

p.9

Grade Judgement Description

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

p.10

Grade Judgement Description

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

p.10

Grade Judgement Description

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

p.10

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.

p.10

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.

p.10

Common terminology used by inspectors

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

p.11

Common terminology used by inspectors

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

p.11

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.

p.11

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.

p.11

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.

p.11

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.

p.11

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.

p.11

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.

p.11

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

main findings from the inspection of their school.

p.12

Inspection of Joseph Rowntree School, York, YO32 4BZ

Thank you for welcoming me and my team of inspectors when we visited your school recently. The large number of you that talked to us, and filled in a questionnaire meant that your views were paramount when we made our judgements. It was also helpful that some of your parents and carers filled in a form as this meant we were able to take their views into account also. Joseph Rowntree School is a satisfactory school which enables you to make satisfactory progress in your learning. You feel very safe in school. Your behaviour in social areas and around the school is good and you are polite and welcoming to visitors. However, a number of you are excluded from school because of poor behaviour. You make a good contribution to the school and the local community. You appreciate the opportunity to do this, and especially appreciated the opportunity to participate in designing the new school. Those of you in the sixth form support and help younger students through your

p.12

Inspection of Joseph Rowntree School, York, YO32 4BZ

volunteering scheme. To make Joseph Rowntree an even better school we have asked the school to:  make sure all your lessons are of the standard of the best  put in place structures and systems to support you to make better progress. You can contribute to making Joseph Rowntree an even better school by attending school and continuing to contribute to the development of the school. I wish you well for the future.

p.12

Inspection of Joseph Rowntree School, York, YO32 4BZ

Tanya Harber Stuart Her Majesty's Inspector

p.12

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 .

p.13