Moat Community College

Moat Community College Inspection report

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Unique Reference Number 120292 Local Authority Leicester Inspection number 358734 Inspection dates 16–17 March 2011 Reporting inspector Martin Cragg 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 Community Age range of pupils 11–16 Gender of pupils Mixed Number of pupils on the school roll 1060 Appropriate authority The governing body Chair Jo Hollings Headteacher Nigel Boyd Date of previous school inspection 4 March 2008 School address Maidstone Road Leicester LE2 0TU Telephone number 0116 2625705 Fax number 0116 2510653 Email address office@moat.leicester.sch.uk

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Age group 11–16 Inspection dates 16–17 March 2011 Inspection number 358734 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

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Introduction

This inspection was carried out by one of Her Majesty's Inspectors and four additional inspectors. Inspectors observed 40 lessons involving 40 teachers and made brief visits to other lessons and tutorial groups. They held meetings with groups of students and staff, and conducted a telephone interview with the Chair of the Governing Body. They observed the college's work, and looked at the improvement plan, current assessment data, monitoring documents and governing body minutes and policies. They considered 308 parent and carer, 141 student and 68 staff questionnaires. The inspection team reviewed many aspects of the college's work. It looked in detail at a number of key areas.  How well do boys and students with special educational needs and/or disabilities attain and make progress?  How effective is teachers' use of assessment in lessons and in their marking?  How does the college encourage participation in extra curricular activities and

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Introduction

events, especially for those who may be hard to engage?  How effectively do senior and middle leaders monitor performance, evaluate progress and identify priorities to drive improvement in outcomes for all students?

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Information about the school

The college is slightly larger than average and draws students from areas of considerable social and economic disadvantage. Over a third of students are known to be eligible for free school meals. Students come from a wide range of ethnic groups with around half from Indian and one fifth from Somali backgrounds. Around 90% speak English as an additional language. The proportion of students with special educational needs and/or disabilities is average but there are fewer than average with a statement of special educational needs. The main areas identified are moderate learning difficulties and behavioural, emotional and social needs. A higher than average proportion of students joins the college during the year. The college has specialist status in science and mathematics and offers extended services for students and families. Among other achievements, it has the Intermediate International Schools award and Healthy Schools status.

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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

The college provides a good education for its students. It has many outstanding features and is a harmonious community in which students achieve well. Students speak enthusiastically about the strong sense of community at the college and are proud of their successes. They show respect and tolerance for each other, understand each other's cultures and work together very well. They make an outstanding contribution to the college and local community, demonstrated by extensive charity activities and thriving links with other schools. Their attendance is high and they behave well in lessons and around the college. Staff know students individually and provide excellent support and guidance for them. The principal and senior leaders set a clear vision for the college. They monitor performance closely and analyse the progress of students in depth, identifying trends of underachievement for particular groups or for individuals. The college's self-evaluation is

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Main findings

rigorous and accurate. Improvement plans are detailed and effective. Consequently, previous areas for action, such as developing speaking and listening skills and raising achievement in mathematics, have been successfully remedied. There is an improving trend in many areas of the college's work and its capacity for sustained improvement is good. The results of Year 11 students have improved consistently since the last inspection and were broadly average in 2010. Attainment in science is now particularly strong and it has also improved markedly in mathematics and English, showing the effectiveness of the college's specialism. Students, including those with special educational needs and/or disabilities, make good progress from their starting points which are well below average. The progress of students from different ethnic groups is also good. Teaching is good and has improved since the last inspection. Students show positive

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Main findings

attitudes to their learning and respond well to lessons which have clear objectives and a rapid pace. They learn best when challenged to solve problems or encouraged to work collaboratively. There are examples of very good assessment practice but it is still inconsistent overall. Teachers do not always set work to match students' differing abilities. Although some use questions extremely effectively to check understanding, others do not probe for explanations or encourage quieter students to volunteer an answer. Teachers mark students' work regularly and comments are often detailed and show students exactly how they should improve their work. However, they are sometimes too vague or focused more on effort than the 'next step' in learning. The curriculum is outstanding in its breadth and flexibility to meet students' needs. The college specialism, especially in science, provides a wide range of experiences and opportunities to raise students' achievement

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Main findings

and develop their employment and life skills. This is further enhanced by the extra support available through the college's extended services for students and their families.

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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 consistency in the use of assessment across the college by ensuring that all teachers: match work closely to the differing needs of students use targeted questions to check students' understanding regularly during lessons make very clear to students in their marking and comments exactly how they should improve their work.

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Outcomes for individuals and groups of pupils 2

Students enter the college with attainment which is well below average. The attainment of Year 11 students in 2010 improved and was the best in the college's history. Students made good progress overall. Girls and students who were known to be eligible for free school meals made very good progress. Those from different ethnic backgrounds, including Indian and Somalian, or at an early stage of learning English made good progress. Students with special educational needs and/or disabilities, including those with moderate learning difficulties and most of those with behavioural, emotional and social needs, made good progress because of extensive study support and successful intervention strategies. Boys made proportionately less progress than girls in 2010 but the college's assessment information indicates that this is not the case for the current Year 11 because of effective action to raise boys' achievement. The current Year 11 students are

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Outcomes for individuals and groups of pupils 2

on track to exceed the challenging targets set for them and improve results again. In lessons, students of all backgrounds make good progress. They have positive attitudes to learning, listen attentively and settle to work promptly. They work well collaboratively in groups or pairs, often reviewing each other's work. Students enjoy practical tasks and most are keen to contribute to discussion and answer teachers' questions. When given the opportunity, they take responsibility for their learning and are confident in assessing their own progress. Students of all ages and from differing backgrounds report that they feel very safe at the college and almost all parents and carers agree in their response to the questionnaire. Students trust staff to resolve any problems that arise and feel that their views are taken into account, for example through the active college council and in discussions about their

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Outcomes for individuals and groups of pupils 2

work. They participate enthusiastically in a range of health-related activities and some promote healthy living for others. They show very detailed understanding of a healthy diet, supported by the good range of food in the canteen. Some students benefit from targeted programmes to reduce obesity, including a Saturday morning club. Students are proud of the college and readily take on responsibilities. They conduct extensive charity work, raising funds to educate young people about the danger of land mines in Afghanistan, sponsoring students in Bangladesh and sending football shirts to children in Africa. The latter project is run by a selected group of Year 10 boys and is successfully designed to develop their leadership skills. Students use their basic skills effectively in team and individual work. They are highly motivated and determined to succeed, demonstrated by their high levels of attendance at weekend and holiday programmes.

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Outcomes for individuals and groups of pupils 2

They show real interest in the lives and cultures of others and respect different beliefs. Through the college's wide and active partnerships with a range of schools nationally and internationally, students appreciate the differences between their own community 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

others. They are supportive of each other and their good behaviour ensures that learning is not disturbed. However, there are a few occasions when the concentration of a small number of students falters when teaching is not lively and conducted with pace.

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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 2

Taking into account: Pupils' attainment¹

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

The quality of pupils' learning and their progress 2

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

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

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1

Taking into account: Pupils' attendance¹

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

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 which they use effectively to plan lessons with clear objectives. They use modern technology well to engage students' interest. Relationships in lessons are very good and ensure that students enjoy learning and work productively. Students respond well to challenges, such as developing an understanding of how people feel through watching film of the recent tsunami in Japan. The use of assessment is rightly a priority for the college and staff have received relevant training which is beginning to improve practice. In the best lessons, teachers encourage students to review their own work using given criteria, as in design and technology, or the work of their peers, as in English. However, this is not consistent across the college. The curriculum is very comprehensive and meets the needs of students from different backgrounds extremely well. There are extensive vocational and applied courses as well as

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How effective is the provision?

numerous academic options including the opportunity to take three sciences at GCSE level. Increasingly, students commence courses in Year 9 and enter examinations before the end of Year 11 which has led to improving results. Students also take qualifications which include citizenship, religious education and modules on personal finance. The college

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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

provides open choice across the full range of courses to students. They confirm that guidance is excellent and that they are studying at an appropriate level for their needs, including those who require individualised programmes. The impact of the college's specialism, especially in science, is outstanding. There are highly effective links with successful companies, the National Space Centre and universities which enhance students' learning and broaden their experiences. There is also very good outreach to primary schools, families and the community such as the family science day and 'nutty professor' classes. Students receive excellent care, guidance and support which is reflected in their outstanding personal development and good achievement. Procedures for transition and mid-year arrival are very effective in giving students confidence and making them welcome. Students are known to staff individually and their progress is regularly and

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

closely monitored. The assessment of students' learning, language or behaviour needs is prompt and very efficient, ensuring that the right level of support is available. There are excellent activities and support provided through the college's extended service provision and specialist status, including work with families in holidays or weekends. As a result, students from a wide range of different backgrounds, including those at an early stage of learning English, make good progress and have excellent personal skills.

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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 2

Taking into account: The use of assessment to support learning

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How effective are leadership and management?

The principal and senior staff set high expectations for staff and students, strongly focused on achievement. The systems for monitoring and evaluating performance are rigorous and ensure that staff know the college's strengths and areas for development. Improvement plans are detailed and contain relevant priorities. Teaching is improving because of the clear expectations and careful monitoring, support and training provided by senior staff. Students' progress is reviewed regularly against challenging targets and there is accurate identification of those who require additional support to achieve better. Concerted action to bring about improvement has created a trend of rising achievement. The work of the governing body is structured well with rigorous review of policies and an overview of strategic planning. Members of the governing body know the college's strengths and areas for development. They make regular visits to the college to review

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How effective are leadership and management?

specific areas of work and report on their findings. They hold the college to account for its performance and provide good links with parents and local communities. Most parents and carers are very positive about the college in questionnaire responses. Parents are informed

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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

regularly about their children's progress. Very effective links with parents and carers are made for students who may be vulnerable or in need of specific support. The college has a range of excellent partnerships which enhance students' learning and broaden their experiences. These include strong contacts with groups which represent the main ethnic communities of the college and active links with schools in other countries such as Russia and the United States, as well as across England. The college's promotion of community cohesion is outstanding. It is a harmonious and cohesive community, drawing together young people from widely different backgrounds, promoting mutual respect and a common desire to be successful. Students gain from their interest in and understanding of other cultures and communities. They show a mature appreciation of situations across the world and are very active in raising charity funds for specific projects.

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

The college promotes equality of opportunity and tackles discrimination well. There is a strong commitment to tolerance and respect for students from varying backgrounds, religions and cultures. Students show a deep understanding of the community and each other. Although there is some variation in the performance of different groups, the college has identified key areas for development. It has successfully intervened to raise achievement, for example engaging those known to be eligible for free school meals in weekend and holiday study sessions, and targeting particular ethnic groups such as Somali and Slovakian families. Procedures for safeguarding students are rigorous and well- established. Staff receive regular training and are very aware of their responsibilities. There are good opportunities for students to learn about being safe through the curriculum, including a drama event based on knife crime and e-safety guidance.

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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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2

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

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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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Views of parents and carers

The percentage response to the questionnaire was well above that found nationally. The views of most parents and carers who responded are positive, especially in endorsing that their children enjoy school and are safe, and that teaching is good and they are kept informed about their child's progress. There was no common area of concern in the small number of negative comments.

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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 Moat Community 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. The inspection team received 308 completed questionnaires by the end of the on-site inspection. In total, there are 1060 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 148 48 157 51 2 1 0 0 The school keeps my child safe 162 53 142 46 3 1 1 0

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Total % Total % Total % Total %

My school informs me about my child's progress 175 57 123 40 7 2 2 1

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Total % Total % Total % Total %

My child is making enough progress at this school 153 50 144 47 5 2 4 1

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Total % Total % Total % Total %

The teaching is good at this school 144 47 156 51 2 1 2 1

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Total % Total % Total % Total %

The school helps me to support my child's learning 131 43 153 50 9 3 5 2

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 112 36 165 54 16 5 6 2

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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) 155 50 135 44 7 2 1 0

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Total % Total % Total % Total %

The school meets my child's particular needs 114 37 172 56 12 4 1 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 147 48 133 43 17 6 3 1

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 106 34 166 54 19 6 2 1

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Total % Total % Total % Total %

The school is led and managed effectively 135 44 150 49 8 3 1 0

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 184 60 114 37 6 2 2 1

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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 August 2010 and are consistent with the latest published official statistics about maintained school inspection 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.

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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 Moat Community College, Leicester, LE2 0TU

Thank you for the welcome you gave us when we visited your college. We enjoyed talking to you in lessons, meetings and at breaks. Thanks also to those of you who filled in a questionnaire. Your views helped us to find out about the college. This letter is to tell you what our conclusions are following the inspection. Your college provides you with a good education and it has many outstanding features. Your attendance is high and you have positive attitudes to learning. You settle to work well in lessons and most of you try to do your best. You told us that you respect each other's beliefs and cultures and that there is a strong sense of community in the college. Results are improving and in 2010 they were the best the college has achieved. They are particularly good in science and are improving in English and mathematics. You make good progress in your learning. The college provides an excellent curriculum with a very

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Inspection of Moat Community College, Leicester, LE2 0TU

wide range of choices across different levels of qualifications. There is also an excellent range of extra-curricular activities and very good links, through the specialist subjects, with universities, local companies and the community. You receive excellent guidance and support from teachers and other staff, including additional help outside lesson time. The college is led very well by the principal and senior staff who set a very clear direction based on improving your achievement. We asked the college to improve some aspects of assessment. In particular, ensuring that all teachers:  set work in lessons to meet your differing needs and abilities  use questions effectively to check your understanding in lessons  make it clear when they mark your work exactly what you need to do next to improve. We enjoyed our visit to the college and wish you success in the future.

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Inspection of Moat Community College, Leicester, LE2 0TU

Martin Cragg Her Majesty's Inspector (on behalf of the inspection team)

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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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