The Royal Harbour Academy

Age group 11–16 Inspection date(s) 22–23 June 2011 Inspection number 360761 The Ellington and Hereson School Inspection report

p.1

Unique Reference Number 135826 Local Authority Kent Inspection number 360761 Inspection dates 22–23 June 2011 Reporting inspector Stephen Long HMI

p.1

This inspection was carried out under section 8 of the Education Act 2005 under pilot arrangements; it was also deemed a section 5 inspection under the same Act .

p.1

Type of school Secondary School category Community Age range of pupils 11–16 Gender of pupils Mixed Number of pupils on the school roll 781 Appropriate authority The governing body Chair Tony Carpenter Headteacher Tony Hamson Date of previous school inspection N/A School address Newlands Lane Ramsgate Kent CT12 6RH Telephone number 01843 572500 Fax number 01843 572501 Email address reception@ehs.kent.sch.uk 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

p.1

after children, safeguarding and child protection. 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 . 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 information 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

p.2

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.2

Introduction

This pilot inspection was carried out by one of Her Majesty’s Inspectors and three additional inspectors. They observed the school’s work including approximately 16 hours of teaching, tutorial sessions, an assembly and observations of students at break and lunchtimes. Discussions were held informally with students between lessons, with five focus groups of students, with staff and with the Chair of the Governing Body. Inspectors scrutinised students’ work and documents including safeguarding procedures, student assessment information, school development plans and questionnaires from 54 parents and carers, 100 students and 39 staff.

p.3

Information about the school

The Ellington and Hereson School is smaller than most secondary schools and is in an area where there is selective education. It opened as a Trust school in September 2009 after the amalgamation of separate boys’ and girls’ schools. Its roll is smaller than those of the two schools it replaced due to falling numbers of eligible students in the area. Since amalgamation, most of the teaching has taken place in what was the girls’ school, newly built in 2007. Only the Year 11 boys were taught at the boys’ school site this year, but were the last students to do so. The site had been vacated by the time of the inspection. Boys and girls learn in separate classes for most lessons, with the exception of some Key Stage 4 option subjects. The school has specialist status for humanities and collaborates with a college of further education to provide Key Stage 4 courses. The great majority of students are White British and

p.3

Information about the school

very few speak first languages other than English. The proportion of students known to be eligible for free school meals is above average. The proportion of students who have special educational needs and/or disabilities, including those with a statement of special educational needs, is much higher than in most schools. Government floor targets were not met in 2010. 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.3

Behaviour and safety 3

Does the school adequately promote the pupils’ well-being? Yes Does the school adequately promote community cohesion? Yes Does the school provide value for money? Yes

p.4

Key findings

 This satisfactory school has been through significant change and has established solid foundations for improvement.  From low starting points, students make satisfactory progress. Attainment when they leave is below average but improving steadily, most notably in mathematics and English, and gaps in achievement between different groups are narrowing as their progress improves. Students achieve well on vocational courses.  Better tracking of students’ progress and intervention when progress is slow are now embedded practice in mathematics and English but less established in other subjects.  Teaching is satisfactory but inconsistent. Assessment information is not always used well enough to plan tasks which challenge students of all abilities or enable them to move their own learning forward, and some lessons foster an over dependency on staff guidance. Homework is not exploited fully as a vehicle to develop students’ independent learning skills.

p.4

Key findings

 Most students, and their parents and carers, say they feel safe and enjoy the new school. Behaviour in lessons is satisfactory. It is sometimes good, but students easily become restless when lessons are not engaging. Attendance is below average and improving, although the school is not fully engaging some parents and carers whose children attend poorly.  The headteacher and senior team have steered the school securely through turbulent times. The assessment system in mathematics and English provides a good template for other subjects but has yet to be deployed consistently. School development planning centres on suitably challenging overall targets, but the impact of the steps intended to reach those targets is not always clear enough to show what is or is not working. Subject leaders’ use of lesson observation and analysis of assessment data to improve provision is Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

p.4

Key findings

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

p.5

Key findings

inconsistent, leading to variability in progress between subjects.  Most parents and carers take a positive view of school, but a significant minority have concerns over the level of communication with them about their children’s learning and about behaviour in lessons.

p.5

Key findings

Schools whose overall effectiveness is judged satisfactory, and where leadership and management are no better than satisfactory, may receive a monitoring visit by an Ofsted inspector before their next section 5 inspection.

p.5

What does the school need to do to improve further?

 Increase the impact of teaching on learning by:  making consistently good use of assessment information to plan activities in lessons so that students of all abilities are fully challenged  ensuring students clearly understand the features of successful work so they can take responsibility for moving their learning forward to meet their targets  using homework effectively to develop students’ independent learning skills.

p.5

What does the school need to do to improve further?

 Engage more effectively with parents and carers to:  tackle the attendance of persistently absent students so they attend regularly  enable them to support their children’s learning.

p.5

What does the school need to do to improve further?

 Improve the impact of leaders at all levels through:  making sure all the actions intended to bring about improvement have precisely defined goals so their impact can be checked, adjustments made if required, and the next steps planned  developing consistently effective leadership within all subject areas.

p.5

Main report

Most students make satisfactory progress over time. Their attainment is rising but remains variable between different subjects. Students’ basic literacy and numeracy skills are below the levels expected. Last year’s GCSE results were below average overall, but results were above average on vocational courses. In lessons, students make satisfactory progress and usually approach learning with positive attitudes. They achieve most where there are linked sequences of tasks and where they understand what to do to succeed in their work. This is most evident in vocational courses, leading to good progress and enjoyment of learning. It is also more common in mathematics and English lessons than elsewhere. Students enjoy lessons which feature a mixture of activities, including practical tasks, because these enable the exploration of ideas through physical engagement. Achievement is hindered by students’ relatively weak independent learning skills. Where students are required to

p.5

Main report

think for themselves they are not always confident enough in doing so and this 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

Main report

reduces, for example, the numbers gaining higher grades at GCSE. Homework plays a useful role in some classes, but its inconsistent use prevents students from fully developing their independent working and research skills. Students with special educational needs and/or disabilities make good progress in additional small-group sessions, such as those in the learning support centre to aid basic literacy skills. Additional adult support in other lessons enables them to make satisfactory and sometimes good progress, but adults tend to do too much for these students, reducing the challenge for them to think for themselves.

p.6

Main report

Teachers have appropriate expectations of students’ learning in lessons. Most have good subject knowledge, as shown when giving demonstrations and dealing with students’ questions. They manage resources well, including computers and practical equipment. Teachers make satisfactory use of information about students’ differing attainment and targets when planning lessons. However, students are typically expected to do different amounts of the same work, or work with varied levels of support, rather than having tasks tailored to their abilities. Teachers sometimes target questions in relation to students’ attainment so as to challenge them, but this too is not routine practice so as to fully extend students’ thinking. Lessons often include discussions at the start and as the work proceeds. These are useful where the objectives for learning are clarified so that students know what they are trying to achieve. When this happens they build confidence in assessing their own progress

p.6

Main report

and deciding how to improve their work. However, this is not consistent enough to secure good progress in all lessons, and where discussions go on too long, students become restless. Additional adults are deployed at appropriate times to help students with additional learning needs. They keep students engaged effectively but do not always know enough about how to help students develop independent learning skills. Some opportunities to develop students’ literacy and numeracy skills are exploited well in lessons other than mathematics and English. However, some opportunities are also missed, for example to develop recording skills in noting key words in discussions. Marking is regular in most books. Some teachers make explicit and useful reference to students’ targets and expect them to respond to marking. The impact is mixed because these expectations are not reinforced consistently across the school.

p.6

Main report

The school environment is usually calm and orderly. Most students arrive punctually to lessons and their behaviour makes a satisfactory contribution to their learning. They enjoy learning in separate boys’ and girls’ groups, but older students also like the mixed classes. They cooperate with teachers by mainly following expected rules. Students have a satisfactory understanding of how to keep themselves safe, including when using the internet. The school community is harmonious with students displaying satisfactory social and moral development. They are welcoming to visitors and ready to engage in discussion. Students take advantage of the satisfactory range of opportunities for them to reflect on spiritual issues, as seen in an assembly, but these are not systematically developed in all lessons. They make a satisfactory contribution to the school through activities such as peer mentoring by older students and charity fundraising. A good range of links have been developed

p.6

Main report

with the local community, including music and drama performances. However, there 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

Main report

are limited opportunities for students to learn about cultural diversity by linking with communities further afield.

p.7

Main report

The school takes effective steps to support students who have difficulty managing their own behaviour, so exclusions are low. These steps include individual and small- group sessions and work with external agencies such as social services. Good use is made of external provision, such as in a local authority unit to offer an alternative curriculum and behaviour support for the students whose circumstances may make them most vulnerable. A wide range of actions are taken to improve attendance and these are bringing improvement, but the school knows that it has not yet resolved this deep-seated problem. Staff work closely with families, especially of older students, to improve their attendance as they approach the end of their courses. However, some opportunities are missed to intervene when students are younger so as to establish good habits early on. Staff go to considerable lengths to provide nurture provision at break and lunchtimes and students value the discussion and

p.7

Main report

‘friendship’ groups offered. There is some bullying, mainly associated with low-level name calling. It is usually dealt with well by the school and students say they are confident to talk to staff, including additional adults, if they have any concerns.

p.7

Main report

The headteacher and his senior colleagues show determination to build on what has been achieved so far. Their concerted focus on improving teaching is evident in better provision in mathematics and English. They know that some of the measures taken, such as additional teaching sessions, are short-term remedies for past underachievement and that good day-to-day teaching is the ultimate goal. Judicious use is made of external expertise. For example, a consultant is helping to improve the assessment and tracking of students’ progress across all subjects. Monitoring involves a satisfactory range of lesson observation and data analysis and gives senior leaders a broadly accurate picture of the school’s provision. They take satisfactory measures to promote equal opportunities for all groups of students, evident in raising attainment for boys with special educational needs and/or disabilities. School action

p.7

Main report

plans are ambitious for further gains but are not always explicit enough about the impact expected from different initiatives so their effectiveness can be checked. The governing body monitors the school’s work reasonably well. It provided good support during the transition to Trust status and continues to do so during the move onto a single site. Communication with staff is effective and visits are regular, but the lack of clarity in some areas of the school’s planning documents undermines the governing body’s ability to hold it fully to account.

p.7

Main report

Subject leadership is satisfactory and developing. It is effective in mathematics and English because of the close focus on these subjects and much collaborative work between the subject leaders and senior staff. Other subject leaders also benefit from working alongside senior staff to monitor their areas. However, the assessment data available to them are not as comprehensive as in mathematics and English, and they are not as systematic in monitoring and improving the quality of teaching. The school takes satisfactory steps to communicate with parents and carers in reports about their children’s progress and information in newsletters and the website. However, some parents and carers want to know more about what their children are learning 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

Main report

and how they can support them. Sensible curriculum adjustments are made to meet students’ needs. These include additional lessons where needed for English and mathematics, a wide range of vocational courses in school and at college, early entry to GCSEs for more-able students, and innovative projects such as designing the school uniform with designers from Creative Partnerships. Humanities is underdeveloped as a feature of the curriculum, with students not viewing it as at the core of the school’s identity. Safeguarding procedures are secure. Procedures for child protection, staff training and site security are regularly reviewed and updated.

p.8

Responses from parents and carers to Ofsted’s questionnaire

Ofsted invited all the registered parents and carers of pupils registered at The Ellington and Hereson 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. The inspection team received 54 completed questionnaires by the end of the on-site inspection. In total, there are 781 pupils registered at the school.

p.9

Responses from parents and carers to Ofsted’s questionnaire

Statements Strongly agree Agree Disagree Strongly disagree Total % Total % Total % Total % Q1 My child is happy at school 21 39 26 48 6 11 1 2

p.9

Responses from parents and carers to Ofsted’s questionnaire

Q2 My child feels safe at school 24 44 26 48 2 4 2 4

p.9

Responses from parents and carers to Ofsted’s questionnaire

Q3 The school helps my child to achieve as well as they can 26 48 15 28 9 17 2 4

p.9

Responses from parents and carers to Ofsted’s questionnaire

Q4 The school meets my child’s particular needs 25 46 19 35 7 13 1 2

p.9

Responses from parents and carers to Ofsted’s questionnaire

Q5 The school ensures my child is well looked after 24 44 26 48 2 4 1 2

p.9

Responses from parents and carers to Ofsted’s questionnaire

Q6 Teaching at this school is good 25 46 20 37 5 9 2 4

p.9

Responses from parents and carers to Ofsted’s questionnaire

Q7 There is a good standard of behaviour at this school 12 22 24 44 10 19 4 7

p.9

Responses from parents and carers to Ofsted’s questionnaire

Q8 Lessons are not disrupted by bad behaviour 12 22 17 31 15 28 7 13

p.9

Responses from parents and carers to Ofsted’s questionnaire

Q9 The school deals with any cases of bullying well 21 39 17 31 7 13 3 6

p.9

Responses from parents and carers to Ofsted’s questionnaire

Q10 The school helps me to support my child’s learning 17 31 21 39 15 28 1 2

p.9

Responses from parents and carers to Ofsted’s questionnaire

Q11 The school responds to my concerns and keeps me well informed 20 37 16 30 10 19 5 9

p.9

Responses from parents and carers to Ofsted’s questionnaire

Q12 The school is well led and managed 22 41 17 31 7 13 3 6

p.9

Responses from parents and carers to Ofsted’s questionnaire

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

p.9

Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils’ needs. Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well. Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils. 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

Nursery schools 46 48 6 0 Primary schools 6 47 40 7 Secondary schools 12 39 38 11

p.10

Type of school Outstanding Good Satisfactory Inadequate

Sixth forms 13 42 41 3 Special schools 28 49 19 4 Pupil referral units 14 45 31 10

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 2010 to 31 December 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 2010/11 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:  the achievement of all pupils  behaviour and safety  the quality of teaching  the effectiveness of leadership and management and taking into consideration  how well the school promotes pupils’ spiritual, moral, social and cultural development.

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 The Ellington and Hereson School, Ramsgate CT12 6RH

Thank you for your help in the recent inspection and for giving us your views. Your school is satisfactory overall. It has gone through a period of great change in the last two years but is now stable and ready to move on.

p.12

Inspection of The Ellington and Hereson School, Ramsgate CT12 6RH

 Standards in key subjects are below average overall at the end of Year 11, but they are rising. In vocational subjects, standards are above average.  The school carefully checks your progress towards good exam results, particularly in GCSE mathematics and English, so that more of you are getting higher grades.  You make satisfactory progress in lessons but sometimes the work is too easy for some and too hard for others, and you are not always helped enough to think for yourselves about how to improve. Homework is not set regularly enough to help you work independently.  Most of you enjoy school and feel safe. However, while many of you attend well, a small minority regularly miss school. Behaviour is satisfactory. There is some bullying but you told us that it is usually dealt with well by staff.  The headteacher and staff have high expectations for the school. They have many ideas about what needs improving, but their plans are not always clear

p.12

Inspection of The Ellington and Hereson School, Ramsgate CT12 6RH

about the purpose of the steps planned or how they will check the difference made. Staff who lead subjects are keen to make sure you do well but are not all equally effective in doing so, so that progress varies between subjects.

p.12

Inspection of The Ellington and Hereson School, Ramsgate CT12 6RH

I have asked the headteacher to include the following in his plans for improvement.

p.12

Inspection of The Ellington and Hereson School, Ramsgate CT12 6RH

 Ensure lessons are planned to help you all make good progress and take responsibility for your learning, and that homework is set to help you develop your independent learning skills.  Work more effectively with your parents and carers to make sure that everyone attends well and that they can support your learning.  Make sure the actions planned by school leaders to improve the school have clearly measurable goals so their impact can be checked, and ensure all subject leaders make an equally good impact on their areas.

p.12

Inspection of The Ellington and Hereson School, Ramsgate CT12 6RH

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

p.12