Brighton Hill Community School

Brighton Hill Community College Inspection report

p.1

Unique Reference Number 116441 Local Authority Hampshire Inspection number 357968 Inspection dates 23–24 March 2011 Reporting inspector Christopher Russell HMI

p.1

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

p.1

Type of school Comprehensive School category Community Age range of pupils 11–16 Gender of pupils Mixed Number of pupils on the school roll 1238 Appropriate authority The governing body Chair Lawrence Jolly Headteacher David Eyre Date of previous school inspection 24 March 2011 School address Brighton Way Hampshire RG22 4HS Telephone number 01256 350606 Fax number 01256 840116 Email address admin@brightonhill.hants.sch.uk

p.1

Age group 11–16 Inspection dates 23–24 March 2011 Inspection number 357968 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 123 4234, 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 123 4234 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. Forty lessons were observed, taught by 39 teachers; there were also a number of short visits to lessons. Meetings were held with students, staff and members of the governing body, and telephone discussions were held with a local authority officer. Inspectors observed the school's work, and looked at a wide range of documentation, 102 questionnaires completed by parents and carers, and questionnaires completed by staff and students. The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas.  Whether all groups of students, particularly those of lower-ability, make at least satisfactory progress.  Whether teaching and the curriculum meet the needs of all groups of students.  The way in which leaders monitor and evaluate the school's effectiveness.

p.3

Information about the school

Brighton Hill is larger than most secondary schools. The large majority of students are of White British heritage. The proportion of students with special educational needs and/or disabilities is below the national average. The school is a specialist sports college and a training school. It holds a number of other awards including Healthy School status.

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

In accordance with section 13 (3) of the Education Act 2005, Her Majesty's Chief Inspector is of the opinion that this school requires significant improvement, because it is performing significantly less well than in all the circumstances it could reasonably be expected to perform. The school is therefore given a notice to improve. Significant improvement is required in relation to students' achievement, the quality of teaching and the effectiveness of the governing body. Brighton Hill has a number of significant strengths. Students are well cared for and supported, and the way in which the school keeps them safe is exemplary. Most aspects of their personal development, such as the way in which they make a contribution to the school, are good. There have also been a number of important improvements recently, most notably to students' attendance, which has increased dramatically. Behaviour is also improving and there have been a number of useful changes to the curriculum.

p.4

Main findings

However, examination results have fallen over the past three years, particularly in 2010, because students are not making enough progress as they move through the school. This is especially the case for lower-ability students; it is also particularly the case in mathematics. The reason for this dip in achievement is the variability in the quality of teaching. While much is good and some is outstanding, too much teaching is inadequate or barely satisfactory. Leaders have demonstrated the capacity to make the necessary improvements. They understand the school's strengths and weaknesses, although their views of some aspects of the school's work are overly positive. They acknowledge the sharp decline in achievement and recognise that the key to improvement lies in more consistent teaching. They know where the weaker and strong teaching is to be found and are working to reduce the variability; this is gradually leading to better teaching. This in turn is leading to

p.4

Main findings

improvements in achievement, particularly in the lower year groups, although the attainment of Key Stage 4 students in particular is still too low, given their abilities. The governing body provides some useful support, but the way in which it challenges the school's leaders is not sufficiently focused on the key areas of achievement and teaching.

p.4

What does the school need to do to improve further?

 Improve the overall achievement of all groups of students, particularly those of lower ability, and raise achievement in mathematics.  Reduce the variability in teaching by ensuring that, in all lessons: the work is appropriate for students of different abilities, so that everyone is challenged appropriately and everyone can make progress

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

teachers use skilled questioning to engage and challenge students, enabling them to achieve more teachers make consistent use of the behaviour policy.  Ensure that the governing body provides appropriate challenge to the school's leaders, focusing on the key areas of achievement and the quality of teaching.

p.5

Outcomes for individuals and groups of pupils 4

Students' achievement is inadequate: their attainment at the end of Year 11 is average, but they do not make as much progress as they should as they move through the school. Examination results have declined in recent years from a previously very strong position. Until a few years ago, they were significantly above national averages by almost all measures; in 2009 and 2010, they were broadly average. Patterns of achievement across different groups are variable. Lower-ability students and most of those identified as having special educational needs and/or disabilities make less progress than others. This is because the work in lessons is often not closely matched to their needs. The exception is the group of students with more significant needs who receive specialist support outside of lessons: this support is well focused and enables these students to make better progress than others. Students are polite and courteous. They say that they feel safe in school and are very well

p.5

Outcomes for individuals and groups of pupils 4

supported by staff. They behave well around the site and in most lessons, although misbehaviour does occur in a few lessons. Most of the younger students have good attitudes and respond enthusiastically to effective teaching. This is also true of most older students, although some can be rather uninterested and difficult to motivate at times. Most students collaborate well with each other in group work. Most speak with confidence, although some are more reticent. A large number of students take up the wide range of opportunities to contribute to the school community. Specialist status plays an important part here, as many students act as sports leaders at Brighton Hill and other schools. Many students in Years 10 and 11 also play a valuable role by acting as peer mentors for younger students. The school also does much to help students enjoy a healthy lifestyle. Everyone has at least three hours of physical education (PE) per week and a large proportion of students take part in extra-

p.5

Outcomes for individuals and groups of pupils 4

curricular sporting activities. Attendance is an area of particular improvement. It was low in 2007/09, but improved last year and was just below the national average. It has continued to improve this year. The proportion of students who are persistently absent has fallen appreciably, although it is still relatively high. The extent to which students develop skills that will contribute to their future economic well-being is satisfactory. There are some notable strengths, such as the way in which the school helps students to prepare for their next steps when they reach the end of Year 11. As a result, almost all go on to education, employment or training. However, while students leave with average levels of attainment, in many cases, their basic skills such as numeracy are not as well developed as they should be given their abilities.

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 4

Taking into account: Pupils' attainment¹

p.6

Pupils' achievement and the extent to which they enjoy their learning 4

The quality of pupils' learning and their progress 4

p.6

Pupils' achievement and the extent to which they enjoy their learning 4

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 2

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 overall quality of teaching is inadequate because it is too variable. There is much good teaching and provision in some subjects, such as the specialist subject of PE, is consistently strong. However, too many lessons do not enable students to make sufficient progress. To some extent, this reflects a period of relatively high staff mobility as, at times, the school has struggled to recruit new teachers. In the best lessons seen during the inspection, students made rapid progress because activities were varied, they were very interested by the work and the pace of learning was brisk. Teaching took full account of students' targets and current levels and students were closely involved in assessing their own and each other's work. This motivated them and helped them to achieve more. Where teaching is less effective, it is normally because the teacher has taken too little account of individual students' abilities and what students already know and are able to

p.6

How effective is the provision?

do. This means that students are sometimes insufficiently challenged because the work is too easy or because they are simply repeating things that they can already do. In some cases, activities are too difficult for lower-ability students and they struggle to make any progress. Teachers' questioning skills are also variable. In many cases, questioning is not probing enough to capture students' interest or test and extend their understanding. Behaviour sometimes deteriorates in less-effective lessons when teachers do not make appropriate use of the school's behaviour policy.

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

The curriculum has many strengths, including the way in which it supports students' personal development. The sports specialism supports a number of popular extra- curricular activities. Leaders recognised that the curriculum was not as closely matched to students' needs and interests as it could be and have made a range of changes. While these curriculum changes have been carefully considered, it is too early to see their impact on students' achievement. Opportunities are sometimes missed to develop students' basic skills, such as numeracy and literacy, in lessons. The way in which staff care for and support the students is a notable strength. Good arrangements are established to support students' smooth transition into the school. Students are also well supported when they choose their Key Stage 4 option subjects or plan for the future when they are in Year 11. The recent introduction of a support centre

p.7

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

for students who have become disengaged and disruptive is helping to promote better attendance and behaviour from these students. The appointment of staff to manage attendance and work more closely with parents and carers has led to much better attendance.

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 4

Taking into account: The use of assessment to support learning

p.7

How effective are leadership and management?

Leaders are ambitious for the school. They recognise the need to improve the consistency of teaching and a range of strategies are in place, including a useful programme of professional development. Lessons are observed and monitored and this has had positive impact on the quality of teaching. The results of lesson monitoring are analysed, but the analysis is not detailed enough to identify trends and patterns in teaching with sufficient precision to establish consistency. For example, leaders do not analyse differences between the quality of teaching in the two key stages. Staff morale is good and the overwhelming majority of staff who replied to the inspection questionnaire said that they were proud to work at Brighton Hill. Students' achievement is tracked on a regular basis by individual faculty areas, allowing staff to identify and offer useful additional support to underachieving students. This gives

p.7

How effective are leadership and management?

senior leaders a broad picture of achievement, but they do not make full use of the data, for example, to look for patterns and trends, evaluate the impact of actions or monitor the progress of different groups. Levels of achievement across different groups are variable, although the school records, monitors and vigorously tackles any discrimination. The governing body is committed to the school and discharges its statutory duties appropriately. However, the way in which the governing body monitors the school's work is not giving governors a sufficiently clear understanding of the school's strengths and

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

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

weaknesses. The governing body does not provide sufficient challenge to leaders on the key areas for the school: whether teaching is improving and whether groups of students are making enough progress. A range of constructive work, including some undertaken as a specialist sports college, contributes to community cohesion within school and the local area; the formal planning and evaluation of this work are less well developed. Partnership work has a positive impact on the school's provision. Close work with a range of agencies, for example, helps the group of students with more significant special educational needs and/or disabilities to make better progress than other students. The school's systems for safeguarding have many exemplary features; for example, all visitors are photographed at reception and provided with photographic identification badges before they enter the school.

p.8

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

These are the grades for leadership and management

p.8

3

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

p.8

Views of parents and carers

The proportion of parents and carers who responded to the questionnaire was relatively low. While some parents and carers wrote with positive comments, many had concerns. The majority of these related to variability in the quality of teaching and its effect on students' progress; some referred to the impact of staff changes and temporary staff. These comments matched the findings of the inspection team.

p.8

Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Brighton Hill 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 102 completed questionnaires by the end of the on-site inspection. In total, there are 1205 pupils registered at the school.

p.9

Total % Total % Total % Total %

My child enjoys school 22 22 68 67 8 8 4 4 The school keeps my child safe 18 18 75 74 8 8 1 1

p.9

Total % Total % Total % Total %

My school informs me about my child's progress 27 26 62 31 11 11 2 2

p.9

Total % Total % Total % Total %

My child is making enough progress at this school 20 20 60 59 12 12 5 5

p.9

Total % Total % Total % Total %

The teaching is good at this school 8 8 69 68 17 17 2 2

p.9

Total % Total % Total % Total %

The school helps me to support my child's learning 10 10 64 63 19 19 7 7

p.9

Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 11 11 69 68 19 19 2 2

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) 13 13 69 68 8 8 4 4

p.9

Total % Total % Total % Total %

The school meets my child's particular needs 14 14 62 61 20 20 4 4

p.9

Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 10 10 63 62 20 20 6 6

p.9

Total % Total % Total % Total %

The school takes account of my suggestions and concerns 13 13 62 61 21 21 3 3

p.9

Total % Total % Total % Total %

The school is led and managed effectively 19 19 55 54 17 17 3 3

p.9

Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 16 16 66 65 11 11 4 4

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 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.

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 Brighton Hill Community College, Basingstoke RG22 4HS

Thank you for your help and for taking the time to talk to us during the recent inspection. I am writing to you to tell you about our main findings. The inspection team found that the school has a number of strengths, but also some important weaknesses. We have, therefore, given the school a 'notice to improve'. This means that the school will be inspected again next year. The way in which staff support you is good and the way in which they keep you safe is excellent. Many aspects of your personal development, such as the way in which you contribute to the school community, are good. Your attendance has improved considerably. The main problem is that the quality of teaching is too variable. Many lessons are good and some are excellent, but too many are not good enough. In particular, work in some lessons does not take sufficient account of your abilities and what you already know and can do. This means that you do not make as much progress as you could as you move

p.12

Inspection of Brighton Hill Community College, Basingstoke RG22 4HS

through the school, particularly those of you who find learning more difficult and particularly in mathematics. As a result, examination results have fallen over the past three years. We have asked the school to improve the less-effective lessons so that you are able to achieve more. We have also asked them to ensure that behaviour improves in the few lessons where it is a problem. We have also asked the school's governing body to question and challenge the school's leaders more about teaching and achievement. Nevertheless, the school's leaders know what to do to improve the school. They have already made some important improvements.

p.12

Inspection of Brighton Hill Community College, Basingstoke RG22 4HS

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

p.13