Lincoln Castle Academy

Age group 11–18 Inspection date(s) 11–12 October 2011 Inspection number 382225 Lincoln Castle Academy Inspection report

p.1

Unique Reference Number 136537 Local Authority N/A Inspection number 382225 Inspection dates 11–12 October 2011 Reporting inspector Ann Ashdown

p.1

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

p.1

Type of school Academy School category Non-Maintained Age range of pupils 11–18 Gender of pupils Mixed Gender of pupils in the sixth form Mixed Number of pupils on the school roll 815 Of which, number on roll in the sixth form 150 Appropriate authority The governing body Chair David Dubut Headteacher Rob Boothroyd Date of previous school inspection N/A School address Riseholme Road Lincoln LN1 3SP Telephone number 01522 529203 Fax number 01522 504007 Email address enquiries@lincolncastleacademy.co.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

p.1

other secure establishments. It assesses council children’s services, and inspects services for looked 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’.

p.2

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 four additional inspectors. They observed teaching and learning in 35 lessons and saw 32 teachers teach. They held meetings with members of the governing body, staff and students. They observed the academy’s work, and looked at students’ books, safeguarding information, students’ progress data and other documentation. They analysed 270 questionnaires from parents and carers and also others from students and staff.

p.3

Introduction

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

p.3

Introduction

 Whether all groups of students are making the progress of which they are capable, particularly in English and mathematics.  The effectiveness of strategies to improve attainment and progress in mathematics and whether these are having sufficient impact quickly enough.  The effectiveness of the academy’s strategies to improve teaching and learning and assessment further, and whether these are consistently good across the academy.

p.3

Information about the school

This is a below average-sized school, which gained academy status in April 2011. It has specialist status for business and enterprise. An above-average proportion of students are known to be eligible for free school meals. The percentage of students from minority ethnic groups is below average, as is that of students who speak English as an additional language. The proportion of students who have special educational needs and/or disabilities is above average. The academy has gained several awards for its work with businesses, employers and industry and also holds Healthy Schools and International 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

This is a good academy. Giving every student the chance to succeed is at the very heart of its work and, consequently, they are included particularly well in all school activities. The academy’s good quality of care, guidance and support contributes well to students’ good personal development. Students are punctual, behave well, are keen to contribute to their own and the wider community, and have a well-developed understanding of the world of work. Attainment is rising and progress, particularly in English and mathematics, is accelerating. The governing body, leaders and managers know their academy well, self-evaluation is accurate and appropriate priorities for further development have been identified clearly. Consequently, the academy has a good capacity to sustain improvement.

p.4

Main findings

From below-average starting points when they enter the academy, students make good progress and achieve well as they move through both the main academy and the sixth form. In 2011, an impressive 95% of students attained five higher grade GCSE and equivalent passes. They attained particularly highly in a wide range of vocational courses, including business studies, where the positive impact of the academy’s business and enterprise specialism can be seen clearly. In 2011, GCSE results in English were close to the national average, but those in mathematics were below the national average, partly because staffing turbulence in the predecessor school left a small legacy of underachievement. The academy has put in place a number of strategies to improve attainment and progress in mathematics and these are having a marked impact on improving outcomes for students. Consequently, current students are making good progress and the academy’s rigorous monitoring

p.4

Main findings

systems indicate that they are on track to reach their challenging targets this year.

p.4

Main findings

Students make good progress because teaching and learning are good and because the curriculum they follow provides courses which interest them and allow them to succeed. Teachers explain their subjects clearly and use a range of interesting resources to engage the students’ interest. The majority of lessons are briskly paced, teachers have high expectations of the students and work is suitably challenging. However, in some lessons, the pace of learning slows when work is not sufficiently challenging and matched well to student’s needs, or when students are not given sufficient time to learn independently and work out things for themselves. Work is marked regularly, but feedback to students is not always of sufficiently high quality for them to be clear about how to improve their work.

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

What does the school need to do to improve further?

 Improve attainment and accelerate progress, particularly in mathematics, by:  giving students more opportunities and incentives to develop their numeracy skills across all areas of the curriculum  ensuring that marking and feedback to students is always of high quality so they are clear about how to improve their work.

p.5

What does the school need to do to improve further?

 Improve teaching and learning so that all lessons are at least good and more are outstanding by:  providing students with more opportunities to learn independently and work things out for themselves  ensuring that teachers’ expectations are high and work is sufficiently challenging and matched well to students’ needs in all lessons.

p.5

Outcomes for individuals and groups of pupils 2

Students enjoy learning and achieve well. Most have good attitudes to learning, concentrate on the task in hand and work hard in lessons. In a good lesson, students worked confidently in pairs and assessed each other’s work while developing their speaking and listening skills and their understanding of the play ‘Romeo and Juliet’. Work in students’ books and that on display, together with the academy’s tracking information, confirms the good progress that students are making. Students with special educational needs and/or disabilities make similarly good progress as their peers. That is because they receive timely and well-focused help from teachers and teaching assistants which extends their skills and understanding and gives them the confidence to succeed. In each of the last three years, both in the predecessor school and the academy, over 85% of students attained five A* to C GCSE or equivalent grades at the end of Year 11 and data indicate that the predecessor

p.5

Outcomes for individuals and groups of pupils 2

school and the academy have been in the top 10% of schools nationally for adding value to its students. All groups of students, including those with English as an additional language and those known to be eligible for free school meals, are making equally good progress in their learning.

p.5

Outcomes for individuals and groups of pupils 2

Students are well prepared for the next stage of their education and for future life. Their attendance is average. They have an excellent understanding of the working environment through the academy’s very close links with businesses, employers and industry. They have well-developed teamwork skills, are enterprising and willingly take on responsibility. Students show respect for each other and for academy staff and are welcoming to visitors. They have a good understanding of other communities and cultures through the academy’s many overseas links, numerous fund-raising activities and through assemblies and citizenship lessons.

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

Taking into account: Pupils’ attainment 1 The quality of pupils’ learning and their progress The quality of learning for pupils with special educational needs and/or disabilities and their progress

p.6

contribute to their future economic well-being

Taking into account: Pupils’ attendance 1

p.6

How effective is the provision?

Teaching is good. It is never less than satisfactory and some lessons have outstanding qualities. Teachers have good relationships with their students and lessons are conducted in an atmosphere of respect and trust. Most teachers make good use of varied teaching methods to give students opportunities to work in pairs and teams and to assess their own work. In a few lessons, students have too few opportunities to learn independently and find out things for themselves. Most lessons are briskly paced, so no learning time is wasted and students enjoy the challenge of demanding work. Less successful, although satisfactory, lessons are characterised by a slower pace, less challenging work and lower teacher expectations. Although the academy has successfully focused on raising attainment in mathematics, there are still too few opportunities and incentives for students to develop their numeracy skills in all subjects. Examples of high-quality marking and feedback to students were seen

p.6

How effective is the provision?

in lessons, but this good practice is not yet consistent throughout the academy, so students are not always sure how to improve their work.

p.6

How effective is the provision?

The curriculum is broad, reflects the academy’s specialism in business and enterprise, and offers students a wide choice of academic and vocational courses which are matched to their needs well. A good range of extra-curricular activities adds to students’ enjoyment of learning and has a high take-up. Students speak enthusiastically of their varied sporting successes and of taking part in the academy’s twice-yearly dramatic productions. They value also the many opportunities the academy provides to visit places such as London and Germany.

p.6

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

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

Parents, carers and students are very appreciative of the good care, guidance and support the academy provides. Several parents and carers commented on how well their Year 7 children had settled into the academy. Transition arrangements are well organised and ensure that students move smoothly from one stage of their education to the next. The academy’s systems of ‘rescue and reward’ and ‘rescue and return’ ensure that all students receive timely help, when this is needed, and that their efforts are recognised. Good links with outside agencies ensure that students whose circumstances may make them vulnerable receive the specialist help they need.

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

Taking into account: The use of assessment to support learning

p.7

How effective are leadership and management?

The governing body, leaders and managers at all levels have a clear and shared vision for academy improvement. The headteacher has been instrumental in promoting an ethos in the academy whereby students and staff feel valued and are given the confidence to succeed. Teaching and learning are monitored carefully, the tracking of students’ progress is thorough and accurate, and the academy sets and meets challenging targets for its students. Governance is good. The governing body knows the academy well, monitors its work carefully and is increasingly involved in its strategic development. The academy has good relationships with a very wide range of partners. Its strong links with business and industry both enhance the curriculum and contribute significantly to students’ understanding of the working environment. Students have very productive opportunities to be involved in all aspects of academy life. Discrimination of any kind is not tolerated. Safeguarding

p.7

How effective are leadership and management?

procedures are robust. Staff are well trained and have a good understanding of child protection and risk assessment procedures. The academy promotes community cohesion well both through its links with partners in the local community and through its many connections with communities and cultures overseas.

p.7

How effective are leadership and management?

These are the grades for leadership and management

p.7

driving improvement

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

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

Sixth form

Students make good progress in the sixth form. They enter Year 12 with below- average and often low levels of attainment. However, they are able to choose from a range of courses which are matched to their needs well and they make good progress in their learning. Consequently, their overall attainment is much closer to the national average and, for some students, higher than this when they leave the academy. Teaching and learning are good. Students are keen to succeed and have good relationships with their teachers. Relevant courses and knowledgeable teaching ensure students are engaged in their studies fully. Students were seen making particularly good progress in a course on countryside management, when they were planning a research project. Retention and attendance rates are satisfactory. Students are keen to take on responsibilities. They work as volunteers and organise events within the sixth form, the wider academy and local community. The care,

p.8

Sixth form

support and guidance provided by the academy ensure that students are well prepared for their learning, for future work and for entry into higher education. Leadership and management, with the experienced support and involvement of the headteacher, are good.

p.8

Overall effectiveness of the sixth form

Taking into account: Outcomes for students in the sixth form The quality of provision in the sixth form Leadership and management of the sixth form

p.8

Views of parents and carers

The overwhelming majority of parents and carers responding to the inspection questionnaire is entirely happy with the education the academy provides. They particularly appreciate the way in which the academy keeps their children safe, the good teaching it provides and the good progress children make. Inspection evidence

p.8

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.9

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

supports these views entirely. A few parents and carers felt that the academy did not deal effectively with unacceptable behaviour and did not help their children to develop a healthy lifestyle. Inspectors found both behaviour and the academy’s promotion of healthy lifestyles to be good. Inspection evidence showed that behaviour was managed well by staff and most students had a good understanding of how to stay fit and healthy.

p.9

Responses from parents and carers to Ofsted’s questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Lincoln Castle Academy 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 270 completed questionnaires by the end of the on-site inspection. In total, there are 815 pupils registered at the school.

p.10

Total % Total % Total % Total %

My child enjoys school 91 34 162 60 13 5 4 1 The school keeps my child safe 98 36 165 61 5 2 0 0

p.10

Total % Total % Total % Total %

The school informs me about my child’s progress 108 40 155 57 6 2 0 0

p.10

Total % Total % Total % Total %

My child is making enough progress at this school 97 36 166 61 4 1 1 0

p.10

Total % Total % Total % Total %

The teaching is good at this school 92 34 175 65 1 0 0 0

p.10

Total % Total % Total % Total %

The school helps me to support my child’s learning 64 24 179 66 14 5 0 0

p.10

Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 52 19 185 69 24 9 0 0

p.10

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) 81 30 168 62 7 3 0 0

p.10

Total % Total % Total % Total %

The school meets my child’s particular needs 79 29 178 66 8 3 0 0

p.10

Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 80 30 155 57 20 7 1 0

p.10

Total % Total % Total % Total %

The school takes account of my suggestions and concerns 45 17 197 73 12 4 0 0

p.10

Total % Total % Total % Total %

The school is led and managed effectively 92 34 164 61 6 2 2 1

p.10

Total % Total % Total % Total %

Overall, I am happy with my child’s experience at this school 128 47 136 50 4 1 1 0

p.10

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.10

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.11

Type of school Outstanding Good Satisfactory Inadequate

Nursery schools 43 47 10 0 Primary schools 6 46 42 6 Secondary schools 14 36 41 9

p.11

Type of school Outstanding Good Satisfactory Inadequate

Sixth forms 15 42 41 3 Special schools 30 48 19 3 Pupil referral units 14 50 31 5

p.11

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 08 April 2011 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.11

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning, development or training.

p.12

Common terminology used by inspectors

Attainment: the standard of the pupils’ work shown by test and examination results and in lessons.

p.12

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.12

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.12

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.12

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 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.12

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.12

carers to share with their children. It describes Ofsted’s

main findings from the inspection of their school.

p.13

Inspection of Lincoln Castle Academy, Lincoln, LN1 3SP

Thank you for the very warm welcome you gave the inspection team when we visited your academy this week. We are particularly grateful to those of you who gave up your time to discuss with us your experience at the academy. Please thank your parents and carers for filling in our questionnaire.

p.13

Inspection of Lincoln Castle Academy, Lincoln, LN1 3SP

This is what we have said about the academy in our report.

p.13

Inspection of Lincoln Castle Academy, Lincoln, LN1 3SP

 It is a good academy where you are all given very positive opportunities to succeed, teaching and learning are good, you make good progress, your attainment is average and your achievement is good.  The care, guidance and support you receive, the curriculum you follow and the way your academy is led and managed are all good.  Many aspects of your personal development, including your behaviour, are good and consequently you are well prepared for the next stage of your education and for future work.

p.13

Inspection of Lincoln Castle Academy, Lincoln, LN1 3SP

We have asked the academy to focus on two main areas for improvement. The first is to raise the standards you reach and accelerate progress you make, particularly in mathematics. We want teachers to give you clear guidance about what you need to do to improve your work and for them to provide you with more opportunities to use your numeracy skills in different subjects. The second area is to improve teaching and learning so that all lessons are at least good and more are outstanding. We want teachers to make sure that the work they give you is challenging and that they give you more opportunities to work things out for yourselves. You can all help your academy to improve even further by attending regularly and continuing to work with your teachers to achieve the very best you can.

p.13

Inspection of Lincoln Castle Academy, Lincoln, LN1 3SP

Ann Ashdown Lead inspector (on behalf of the inspection team)

p.13

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.14