Up Holland High School

Up Holland High School Inspection report

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Age group 11–16 Inspection date(s) 14–15 September 2011 Inspection number 363910 Unique Reference Number 119751 Local authority Lancashire Inspection number 363910 Inspection dates 14–15 September 2011 Reporting inspector Jane Austin 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 776 Appropriate authority The governing body Chair R Foster Headteacher Kathryn Barton Date of previous school inspection 20 May 2010 School address Sandbrook Road Orrell Wigan WN5 7AL Telephone number 01695 625191 Fax number 01695 633379 Email address head@upholland.lancs.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 rates council children's services, and inspects services for looked after

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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.

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T: 0300 123 4234 Textphone: 0161 618 8524 enquiries@ofsted.gov.uk 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 taught by 39 teachers; held meetings with groups of students, the Chair of the Governing Body and staff; and had conversations with several parents and carers. They observed the school's work, and looked at data regarding students’ attainment and progress as well as documentation relating to safeguarding procedures and the curriculum. Responses to questionnaires completed by 161 parents and carers, 100 students and 41 staff were analysed.

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Introduction

The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas.

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Introduction

 Students’ attainment, particularly in mathematics and music, and their achievement was examined.  The impact of strategies to improve the quality of teaching and learning was evaluated.  The extent to which leadership at middle level has developed and contributes to the school’s capacity to improve was investigated.

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Information about the school

Up Holland is a slightly smaller than average-size secondary school where almost all students are White British and speak English as their first language. The proportion of students known to be eligible for free school meals is below average. The percentage with special educational needs and/or disabilities is broadly average, although the proportion with a statement of special educational needs is half the national average. The school has specialist status in music, mathematics and computing.

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Information about the school

When the school was inspected in May 2010 it was judged to require significant improvement in relation to students’ achievement, the quality of teaching, leadership and management.

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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

In accordance with section 13 (5) of the Education Act 2005, Her Majesty’s Chief Inspector is of the opinion that the school no longer requires significant improvement. It is providing a satisfactory education for its students.

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Main findings

The headteacher’s drive and passion for improving the school have been pivotal in the progress made since the previous inspection. Her clearly articulated, long-term vision has been translated into carefully targeted strategies for embedding the improvements required. These are bearing some fruit. Attainment is broadly average and students’ achievement is satisfactory overall. Although unvalidated GCSE results for 2011 indicate a dip in outcomes in English, concerted efforts to raise attainment in mathematics paid dividends with the school’s best ever results in this subject. There was a substantial rise in results in music, one of the school’s specialist areas. Additionally, across the range of subjects there was a significant increase in the proportion of students gaining the highest GCSE grades.

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Main findings

The quality of teaching, which is satisfactory overall, is improving as a consequence of a systematic approach to developing teachers’ repertoire of classroom skills. Students make satisfactory progress overall but an increasing proportion of lessons are at least good, and in such lessons students’ progress is accelerating. A key feature of the better teaching is an accurate grasp of the levels at which students are working and the next steps needed to move their learning on. Where assessment is less secure, teaching is not as sharply focused and this inhibits students’ progress. Planning does not always reflect the sequential steps in learning, both over time and in individual lessons, acutely enough. The identification of suitable strategies to support the learning of students with special educational needs and/or disabilities is variable so, although their progress is satisfactory overall, it is uneven as they move

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Main findings

Students’ personal development is good. They are polite, courteous and treat others with respect. Their levels of attendance are high. The care, guidance and support for students are good, particularly so for those whose circumstances make them vulnerable. Beyond school, almost all continue with education or training.

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Main findings

Leadership and management are satisfactory. The headteacher’s relentless focus on improving students’ achievement rightly provides the basis for structuring the roles of leaders at all levels. Middle leadership, previously identified as a weakness, has improved. Middle leaders are stepping up to the plate. They have received pertinent training and support to equip them with the skills and understanding needed to fulfil their responsibilities. New arrangements for the leadership of each year group helpfully focus on ensuring that all students make the progress of which they are capable. The governing body has a clear view of the school’s strengths and areas for development and provides an increasingly detailed level of challenge to the school’s leaders. The strides the school has made in the areas identified by the previous inspection demonstrate that it has a satisfactory capacity to improve. It provides

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Main findings

Up to 40% of the schools whose overall effectiveness is judged satisfactory may receive a monitoring visit by an Ofsted inspector before their next section 5 inspection.

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What does the school need to do to improve further?

 Improve students’ achievement by: - raising attainment across the curriculum and particularly in English - accelerating learning by improving the quality of teaching - increasing the accuracy of assessments to promote better progress in lessons and over time - consistently matching strategies to the needs of students with special educational needs and/or disabilities to support their learning more effectively - ensuring that progression in learning over time and in individual lessons is planned for effectively.

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Outcomes for individuals and groups of pupils 3

When students join the school their attainment is broadly average. They make satisfactory progress, so that by the end of Key Stage 4 their attainment remains broadly average. There are no marked variations in the performance of groups of students, although progress for students with special educational needs and/or disabilities is uneven. Students’ good behaviour and positive attitudes make a significant contribution to their satisfactory learning. Lessons are characterised by good relationships. Students listen very well in class, collaborate effectively in pairs and groups, and apply themselves diligently to tasks. They readily take responsibility for their learning. Students’ preparation for the next stage of their life is satisfactory overall; strengths in their personal development are tempered by their broadly average attainment in English and mathematics.

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Outcomes for individuals and groups of pupils 3

Students say school is somewhere they feel very safe and this is borne out by their high levels of attendance. They make a good contribution to school life and gain leadership experience, for instance, as prefects, sports captains and school councillors. Their views are taken into account, for example, when the junior leadership team reports to the governing body. Students also make a good contribution to the local community through a wide range of sporting activities, charitable fundraising and performances by the very well-regarded band. Students have a well-developed understanding of the choices involved in leading a healthy lifestyle. They have influenced the selection of healthy foods available at lunchtimes. In addition, a significant proportion engages in extra-curricular sport both at school and beyond. There are evident strengths in students’ moral and social development: their spiritual and cultural development is comparatively weaker.

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Outcomes for individuals and groups of pupils 3

These are the grades for pupils' outcomes

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3

Pupils' attainment 1 3 The quality of pupils' learning and their progress 3 The quality of learning for pupils with special educational needs and/or disabilities and their progress

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How effective is the provision?

The school’s determined efforts to improve teaching are having a positive impact. The proportion of good or better lessons is rising and there is no longer any inadequate teaching. The best lessons thoroughly engage students through a range of fast-paced activities, sharply targeted on the next steps in learning. Students know what they are learning, and why, and relish the challenge to reach new heights. Where teaching is less successful, the pace is slower and some lessons are dull. The emphasis on target levels is not accompanied by fine-tuned assessments of precisely what students already know and can do and what their next small steps in learning should be. Hence, activities are not always precisely matched to students’ needs, including for those with special educational needs and/or disabilities.

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How effective is the provision?

The curriculum is satisfactory overall. It is too early to gauge the impact of recent promising changes at Key Stage 4, founded on a careful evaluation of students’ needs. Provision at Key Stage 4 for potentially vulnerable students is well-matched to their requirements. Across the school, there is good take-up of the broad range of enrichment and extra-curricular opportunities, with sporting and musical activities featuring prominently. The school provides good care, guidance and support for students. A new leadership system reflects the school’s increasing emphasis on securing not only students’ well-being, but also their academic progress. Good arrangements are in place to ensure a smooth transition into Year 7: students say they are settling in well. A broad range of partnerships with external agencies helps the school to meet the specific needs of potentially vulnerable students well. Measures to reduce persistent absence have proved very successful.

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How effective is the provision?

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4 is low These are the grades for the quality of provision

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3

The use of assessment to support learning 3

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How effective are leadership and management?

The headteacher’s open and dynamic leadership has been instrumental in setting high expectations for the school and gradually gaining the commitment of staff to the improvements needed. Self-evaluation is accurate and an appropriate leadership structure has been put in place to meet the school’s priorities. The drive to improve teaching and learning, notably the work of the critical difference team, has had a positive impact on classroom practice. Staff are being held to account for the performance of students. Middle leaders are now playing an appropriate part in the systematic monitoring and evaluation of teaching and learning. Regular tracking of students’ progress towards their targets contributes to this, although increased accuracy in assessments is needed in some instances.

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How effective are leadership and management?

Governance is satisfactory overall. The governing body fulfils its statutory responsibilities and safeguarding procedures are satisfactory. There are effective systems in place to ensure that the governing body is well-informed about the school’s work and progress. A discrete committee has rigorously tracked the school’s progress on the issues identified by the previous inspection and provided considerable challenge to the senior leadership team. The school takes suitable steps to tackle discrimination and promote equal opportunities. Outcomes for the most able have improved but progress is less consistent for those with special educational needs and/or disabilities.

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How effective are leadership and management?

The school has a varied range of partnerships, including some contributing to the professional development of staff. Links with local high schools have been influential in helping to improve the quality of teaching. The school shares expertise and resources with local primary schools through its specialist subjects as well as through sporting links. Engagement with parents and carers is good. Liaison with parents and carers of potentially vulnerable students is a particular strength. Information about school life is shared regularly through the school newspaper. Review days and termly reports keep parents and carers abreast of their child’s progress. The promotion of community cohesion is satisfactory. There are many links with the local community and a long standing partnership with a school in Germany. However, the school lacks a strategic approach to ensuring that students’ understanding and experience of the

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How effective are leadership and management?

diversity of Britain as well as wider global issues are extended.

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How effective are leadership and management?

These are the grades for the leadership and management

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3

The leadership and management of teaching and learning 3

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Views of parents and carers

An above average proportion of parents and carers completed the inspection questionnaire. Areas of concern, such as behaviour and the extent to which students adopt healthy lifestyles were investigated and are commented on in the report.

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questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Up Holland High 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 161 completed questionnaires by the end of the on-site inspection. In total, there are 776 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 51 32 98 61 8 5 1 1 The school keeps my child safe 54 34 105 65 1 1 0 0 The school informs me about my child's progress 44 27 95 59 11 7 0 0 My child is making enough progress at this school 29 18 99 61 13 8 1 1 The teaching is good at this school 26 16 104 65 13 8 0 0 The school helps me to support my child's learning 30 19 86 53 27 17 1 1 The school helps my child to have a healthy lifestyle 20 12 97 60 23 14 3 2 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) 39 24 92 57 12 7 1 1

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Total % Total % Total % Total %

The school meets my child's particular needs 27 17 111 69 8 5 2 1 The school deals effectively with unacceptable behaviour 32 20 91 57 14 9 3 2

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 25 16 95 59 14 9 3 2

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Total % Total % Total % Total %

The school is led and managed effectively 49 30 90 56 8 5 0 0 Overall, I am happy with my child's experience at this school 51 32 92 57 8 5 1 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. 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.

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Outstanding Good Satisfactory Inadequate

Nursery schools 43 47 10 0 Primary schools 6 46 42 6 Secondary schools 14 36 41 9 Sixth forms 15 42 41 3 Special schools 30 48 19 3 Pupil referral units 14 50 31 5 All schools 10 44 39 6

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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.

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Outstanding Good Satisfactory Inadequate

The data in the table above is for the period 1 September 2010 to 08 April 2011 and are consistent with the latest published official statistics about maintained school inspection outcomes (see www.ofsted.gov.uk ).

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Outstanding Good Satisfactory Inadequate

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.

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Outstanding Good Satisfactory Inadequate

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

findings from the inspection of their school.

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Inspection of Up Holland High School, Wigan, WN5 7AL

Thank you for making us welcome when we inspected your school. The discussions we had with a number of you, including the junior leadership team, as well as the questionnaires some of you completed, helped us to reach our judgement that your school no longer requires a notice to improve. It is providing you with a satisfactory education.

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Inspection of Up Holland High School, Wigan, WN5 7AL

Some things have improved since the previous inspection, including attainment in mathematics, the number of high GCSE grades achieved in the recent examinations and the way you learn in lessons. We were pleased to see that you behave well and treat each other with respect. Your positive attitudes to learning help you to make progress. You make a good contribution to the school and local community, for instance as prefects, school councillors, band members and in sports’ teams. You are to be congratulated on your high levels of attendance.

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Inspection of Up Holland High School, Wigan, WN5 7AL

As you know from your own work, there is always room for improvement so we have asked your headteacher and the staff to ensure that:

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Inspection of Up Holland High School, Wigan, WN5 7AL

 you achieve more by reaching higher standards in all subjects and particularly in English  teaching and the rate at which your learn improves further  the assessment of your learning is as accurate as possible so lessons are sharply targeted on what you need to learn next  the strategies used to help those of you who find learning difficult are consistently matched to your learning needs  courses and lessons are carefully planned to help you develop your learning in manageable steps.

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Inspection of Up Holland High School, Wigan, WN5 7AL

On behalf of the inspection team, I wish you every success in the future.

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from Ofsted's website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy

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