Lea Manor High School Performing Arts College

Lea Manor High School Performing Arts College Inspection report

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Unique Reference Number 109709 Local Authority Luton Inspection number 356609 Inspection dates 22–23 March 2011 Reporting inspector Bill Stoneham

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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 Foundation Age range of pupils 11–16 Gender of pupils Mixed Number of pupils on the school roll 1189 Appropriate authority The governing body Chair Lincoln James Headteacher Christine Lenihan Date of previous school inspection 2 July 2008 School address Northwell Drive Luton LU3 3TL Telephone number 01582 652600 Fax number 01582 652601 Email address lea.manor.admin.head@luton.gov.uk

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Age group 11–16 Inspection dates 22–23 March 2011 Inspection number 356609 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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Introduction

This inspection was carried out by five additional inspectors. Forty lessons were observed, each taught by a different teacher. In addition, meetings were held with members of the governing body, staff, groups of students and the local authority. A range of documentation was scrutinised including the school's self-review analysis, the school development plan, analysis of the attainment and progress of students, records of lesson observations, 105 parents' and carers' questionnaires and questionnaires from staff and students. The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas.  How effectively are the various measures designed to raise attainment being implemented?  How effective are the school's efforts to boost the overall level of performance in literacy?  How well is the school monitoring teaching and learning to ensure that all groups of

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Introduction

students are well provided for?  How well does the school's developing curriculum ensure that the needs of all are met and that attainment continues to improve?

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Information about the school

Lea Manor High School is larger than the average secondary school. It is a specialist performing arts college that has gained a number of awards including Healthy Schools status and Investors in People accreditation. Approximately half the students are of White British heritage. The percentage of students from minority ethnic backgrounds is high compared with other schools, as is the proportion who speak English as an additional language. The proportion of students with special educational needs and/or disabilities is above the national average, but the proportion with statements of their special educational needs is below average. Students?special educational needs and/or disabilities are invariably associated with behavioural, emotional and social needs. yThe proportion of students known to be eligible for free school meals is high. A higher-than-average percentage of students join or leave the school's year groups during the academic year,

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

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

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Main findings

This is a good school. It is improving and many aspects of what it offers to its students are outstanding. All students receive a rich and varied education. Aspects that are outstanding include: the curriculum, the care, guidance and support provided and the promotion of community cohesion, especially in students' work undertaken in the local community. Students' adoption of healthy lifestyles is also outstanding and, in part, reflected in award of Healthy School status. The provision made for the students' personal, social and emotional development is difficult to fault and contributes strongly to their outstanding spiritual, moral, social and cultural development. The school's success as a specialist performing arts college contributes significantly to boosting students' confidence and self- esteem. The leadership and management of teaching and learning are good, having improved well since the previous inspection. This improvement has helped to boost attainment because

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Main findings

teaching and learning are good, with examples of high-quality practice being seen in several subjects. Attainment is average, but there has been a trend of improvement over the last three years, especially for the very large majority of students who attend regularly. The progress students make is good overall, but it is not always consistent. Most students enter the school with below-average skills in literacy and numeracy. Considerable emphasis has been placed on improving literacy, in particular, and work undertaken over the last four years to improve skills in reading and phonics, for example, is having success. However, in lessons, not all staff consistently seize every opportunity to develop the students' literacy skills. Key words and subject vocabulary are not always displayed or developed properly. Basic techniques such as encouraging students to read aloud, or making presentations to their peers, are not always utilised, nor are students consistently

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Main findings

required to write in detail, or write for different audiences. These techniques are used fully in lessons where learning is most effective, but where learning is satisfactory rather than good, a common feature is that literacy is not being given sufficient priority. The use of data and other information about students' performance and potential has improved considerably, especially at a whole-school level. Teachers' practice in the use of assessment is good, overall. All students are set appropriately ambitious targets and monitoring and tracking of their performance at all levels have improved well since the previous inspection. This good practice, too, is helping to accelerate progress. However, the information available is not always used with full consistency to help plan lessons that will enable all students to progress well. Where learning is most effective, teachers know their students well and set challenging, individual targets and monitor progress effectively.

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Main findings

Where learning is slower, such strategies are not applied consistently. Students feel very safe and, consequently, thrive with the confidence to take full advantage of the many educational opportunities available. Attendance has improved

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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

considerably and is in line with the national average. Since the previous inspection, attainment has improved, teaching and learning are stronger, the curriculum responds to the needs of all students, resulting in higher attainment. These improvements and the effective leadership and management that inspires them demonstrate the school's good capacity for sustained improvement.

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What does the school need to do to improve further?

 Raise attainment by ensuring that, in all lessons, staff: consistently seize all opportunities for students to make progress by developing their literacy skills, by always displaying key words and vocabulary and checking that meanings and relevance are understood by all take every opportunity to encourage the students to write in an extended form and for different audiences. use assessment and other information accurately to make sure that all students are always appropriately challenged to reach the targets set.

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Outcomes for individuals and groups of pupils 2

In a large majority of lessons, learning is at least good; in a minority it is even better. Students frequently enjoy their work and, where learning is most effective, they help one another in their studies. For example, in an excellent Year 10 drama lesson, students collaborated impressively, made suggestions and helped each other to secure high standards. Several students told inspectors that the quality of their learning had improved. The school sets all its students challenging targets and monitors the progress of different groups well. These procedures have become more robust since the previous inspection and have contributed to improved outcomes, especially in English and mathematics. All groups of students, including those with special educational needs and/or disabilities, and those for whom English is an additional language, make comparable rates of progress. An impressive feature of the school's outcomes is that different groups of students gain better

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Outcomes for individuals and groups of pupils 2

GCSE results than expected, based on their prior attainment. Students with special educational needs and/or disabilities do well because of the careful support offered. Students who join the school after the start of Year 7 are integrated well and all students benefit from the improved target setting and monitoring procedures that are now well established. Students say the school is a safe environment and they are confident that staff will respond effectively to any concerns. Behaviour seen in lessons was consistently good. Around the school's large campus, it was equally good with most students displaying common sense and maturity. The only issue identified is that a very small minority are slow to return to lessons after the lunch break. Students are strongly encouraged to follow lifestyles that reflect an excellent understanding of health issues. This is reflected in high participation rates in sport, for example. Their understanding of potential risks to their

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Outcomes for individuals and groups of pupils 2

health and well-being is also well developed. Considerable efforts are made to develop the students' key skills, especially in literacy and numeracy. Much advice is also offered about the career pathways at the end of Key Stage 4. The promotion of future economic well- being is satisfactory because of the inconsistencies that exist in lessons in promoting literacy in particular.

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

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

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

Students have a well-developed sense of right and wrong and value fairness and justice. They have a keen sense of life beyond their immediate locality. Their understanding of multiculturalism and the spiritual aspects of their lives are developing very well. These aspects are boosted through the 'Opening Minds' humanities lessons in Year 7, and through work in subjects such as drama, art and music. The school's specialist status also makes a significant contribution to the students' outstanding spiritual, moral, social and cultural development. Students make an outstanding contribution to the school and its wider community. They are proud of their school and they also contribute to the wider community including, for example, being involved in a regeneration project based in the immediate area around the school.

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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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3

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?

A large majority of lessons are purposeful, challenging and enjoyable. Most lessons involve students in a range of learning activities that are well matched to their interests and ability. In most observed lessons, learning was at least good because of the level of challenge and the opportunities students had to learn by doing things for themselves. Where learning is good or better, lessons are characterised by a brisk pace and staff challenge the students to explain their understanding. In such cases, students also benefit from the good subject knowledge of the staff. Teachers' expectations are usually high with students responding well. In lessons where learning is less strong, a contributory factor is

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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

that staff have an inconsistent approach to developing literacy. Unevenness in learning also arises because some teachers are not using assessment information consistently to ensure that the work set always matches individual needs. An excellent and continually evolving curriculum is offered. The curriculum, especially in Years 10 and 11, gives students a very extensive range of learning opportunities and is thoughtfully enhanced by a range of suitable vocational qualifications. Specialist performing arts status extensively enhances the curriculum, both through formal lessons and extra-curricular activities, such as clubs and school productions. Enrichment provision is also impressive in sport and, in the school's desire to boost levels of attainment, especially in English and mathematics, with revision clubs and booster lessons. Master classes are offered after school, on Saturdays and during school holidays. All students

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

have ample scope to immerse themselves in a range of academic, cultural, social and sporting activities. Personal, social and health education is provided for very well and makes a significant contribution to students' personal development, such as adopting healthy lifestyles and understanding risk. The curriculum improvements that have taken place, especially in terms of vocational education, have led to greatly improved outcomes because the needs of different groups are being catered for very well. This means that all students by the end of Year 11 have clear pathways to follow and this is reflected in the school's very low figure for those who leave and do not continue in education, employment or training. The school's systems to care for and support students are outstanding. All students are valued and considerable care is taken to ensure that transition to the school in Year 7 is calm and orderly. The school's work with families, students and a range of agencies to

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

sustain the learning, personal development and well-being of individual students facing challenging circumstances is very strong. This is a school where every child certainly does matter and where each individual is valued highly. Improvements in attainment can also be attributed to the work undertaken to ensure better attendance. Since the previous inspection, the proportion of persistently absent students has almost halved. The figure is now in line with the national average. The headline attendance rate has also improved, from below average to a level that is now equal to the national average.

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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 school has improved well since its previous inspection. This is because of the outstanding and visionary leadership of the headteacher. In her quest to raise standards and improve the prospects of all students, the headteacher has been supported well by

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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

her senior colleagues and all other staff. There is a clear commitment to obtaining improved outcomes for all groups of students, regardless of their background or level of ability. The promotion of equality of opportunity and tackling discrimination are good, with careful tracking of students' progress and clarity about how the school will provide for the specific needs of its students. Equality of opportunity is also fostered well through the specialist status as students from many different backgrounds are given opportunities to perform and help with productions. Self-evaluation is largely accurate and there is a clear understanding of where improvements are needed. Any areas of underperformance are identified and tackled with vigour and determination resulting in much improved outcomes. The effective governing body takes its responsibilities seriously. Members successfully ensure that the students are

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

safe and that all safeguarding requirements are met. Child protection procedures are applied well and risk assessments are thorough and detailed. Staff improvement and training are given high priority, and are recognised in the Investors in People accreditation. Specialist status leads to the school being at the centre of its local community. This, together with the school's highly effective work to promote and celebrate diversity, and to analyse the impact of its work in the local community and beyond, has helped to ensure that community cohesion is outstanding.

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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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Views of parents and carers

Although fewer parents and carers responded to the inspection questionnaire than is usual in inspections of secondary schools, responses indicate a positive level of satisfaction about the education offered. This is a view that is shared by the inspection team. Though few written comments were made, most were favourable. One respondent commented: 'Lea Manor is an excellent school. It is well managed.' Another commented: 'My child has

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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

been able to participate in many trips, visits and vacations which have greatly benefited her in her studies.' Some concerns were expressed about how the school takes account of suggestions and ideas but no evidence was found to indicate that this is an issue impeding the school's progress. The school's work in developing 'the parent voice' makes a strong contribution in this respect. A very small minority raised concerns about behaviour management. Inspectors looked at this, especially in lessons and in public areas. Overall, they concluded that behaviour is good and well managed.

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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 Lea Manor Hig h School Performing Arts 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 105 completed questionnaires by the end of the on-site inspection. In total, there are 1189 students registered at the school.

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Total % Total % Total % Total %

My child enjoys school 32 30 64 61 8 8 1 1 The school keeps my child safe 30 29 66 63 6 6 1 1

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Total % Total % Total % Total %

My school informs me about my child's progress 46 44 51 49 4 4 2 2

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Total % Total % Total % Total %

My child is making enough progress at this school 32 30 55 52 10 10 5 5

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Total % Total % Total % Total %

The teaching is good at this school 22 21 68 65 12 11 1 1

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Total % Total % Total % Total %

The school helps me to support my child's learning 23 22 68 65 10 10 2 2

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 20 19 65 62 17 16 0 0

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Total % Total % Total % Total %

The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment) 26 25 63 60 9 9 1 1

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Total % Total % Total % Total %

The school meets my child's particular needs 29 28 64 61 5 5 1 1

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 33 31 49 47 8 8 9 9

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 24 23 55 52 15 14 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 37 35 57 54 5 5 2 2

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 35 33 60 57 6 6 2 2

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Total % Total % Total % Total %

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

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Grade Judgement Description

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

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Grade Judgement Description

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

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Grade Judgement Description

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

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Grade Judgement Description

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

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Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously. The data in the table above are for the period 1 September 2009 to 31 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.

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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 Lea Manor High School Performing Arts College, Luton, LU3 3TL

My colleagues and I thoroughly enjoyed our recent visit. I wish to thank you for making us so welcome and for your responses to our questionnaires. You told us that your school is good and that there are many things for you to do. We agree. Lea Manor is a good school. Some aspects of its work are outstanding. Staff in your school are committed to helping you to improve. Most of the lessons we observed were good learning experiences for you, helping you make good progress in your work. Specialist performing arts status helps you to gain confidence and provides you with many opportunities. My colleague and I who watched a scene enacted by Year 10 drama students were moved by the quality and sensitivity of the performances. I also greatly enjoyed Year 9 music students' tribute to Michael Jackson. The dancing was especially impressive. All the inspectors were impressed with your excellent understanding

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Inspection of Lea Manor High School Performing Arts College, Luton, LU3 3TL

of how to be healthy and stay safe. We were equally impressed with your impressive contributions to your school and wider communities. Although we have concluded that you are making good progress, we have left the school with some areas for further improvement. We want to see you reach higher levels of attainment and to do this we want your school to:  consistently help you to develop your literacy skills by always displaying key words and checking that meanings and relevance are understood by all of you  seize every opportunity to encourage you to write in an extended form and for different audiences  use assessment information accurately to make sure that all of you are always challenged in your work to reach your targets. You can help to achieve these outcomes by attending regularly, behaving well and being attentive and keen in class as almost all of you are already. We enjoyed meeting you and

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Inspection of Lea Manor High School Performing Arts College, Luton, LU3 3TL

would like to wish you every success in your future endeavours.

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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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