Selwood Academy

Age group 9–13 Inspection date(s) 11–12 January 2012 Inspection number 388324 Selwood Academy - Anglican/Methodist foundation Middle School Inspection report

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Unique reference number 137741 Local authority Somerset Inspection number 388324 Inspection dates 11–12 January 2012 Lead inspector Jonathan Palk 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 Middle deemed secondary School category Voluntary controlled Age range of pupils 9–13 Gender of pupils Mixed Number of pupils on the school roll 676 Appropriate authority The governing body Chair Clare Cardnell Headteacher Stephen Kirby Date of previous school inspection 30 April 2009 School address Berkley Road Frome Somerset BA11 2EF Telephone number 01373 462798 Email address SKirby1@educ.somerset.gov.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

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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’.

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T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when.

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You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk, or look for the link on the main Ofsted website: www.ofsted.gov.uk

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Introduction

This inspection was carried out with two days’ notice. Inspectors observed 28 lessons, taught by 26 teachers across the full range of subjects. Three lessons were observed jointly with senior staff, and inspectors also visited sessions to evaluate the additional provision for disabled pupils and those with special educational needs. Inspectors met with groups of pupils to listen to them read and to discuss their reading progress, to evaluate the quality of their work in lessons, to explore their views about behaviour and safety and to discuss learning with those who had special educational needs. Inspectors observed the school’s work, and looked at a range of documentation underpinning school evaluation. They considered the responses of 314 parents and carers, 64 members of staff and 106 pupils who completed the Ofsted questionnaires. The lead inspector looked at the on-line questionnaire (Parent View) but no responses were recorded.

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Information about the school

Selwood Academy is a large, middle-deemed-secondary Anglican/Methodist school. The school has a 12-place language centre on site, which caters for seven pupils with severe, specific language disorders. The proportion of disabled pupils and those with special educational needs is average, as is the proportion with a statement of special educational needs; these pupils have moderate learning difficulties, speech and language difficulties or social, emotional and behavioural needs. In all, 12% of pupils are known to be eligible for free school meals, which is low. Since the last inspection the school has received accreditation as a performing arts school and gained the Green Flag award for its work in sustainable and environmental education. It also has national Healthy School Plus status. The school met the current floor standard set by the government, which determines the minimum expectations for attainment

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Information about the school

and progress. 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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Key findings

 Selwood is a good school. The pupils’ overall good achievement is encouraged by the purposeful relationships between staff and pupils and among the pupils themselves. Pupils make more progress in mathematics and science than they do in English.  The school is led well and any issues parents and carers have are dealt with efficiently and effectively. Almost all the parents and carers returning the Ofsted questionnaire would recommend this school to others.  Leaders at the school are unwavering in their commitment to involve all staff and pupils in decision making and checking on the effectiveness of the action they undertake.  Teaching is good and weaknesses are addressed robustly. Teachers have a good knowledge of pupils’ academic and personal development which they use well in lessons to provide activities that stimulate thinking and encourage positive attitudes to learning.  The staff are enthusiastic and inspire each other. They are fully supportive of

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Key findings

the rich extra curriculum provision that over 80% of pupils are involved in.  The good provision for those with speech, language and communication difficulties supports their good progress.  Pupils behave well, show respect for the beliefs and values of others and play a full part in keeping each other safe. They work well together to develop a greater awareness of environmental issues.  Pupils are well prepared for their next stage in education.  The reading and writing targets for more-able pupils are not sufficiently challenging and in lessons teachers do not always make them explicit.  The activities in some lessons are not as well matched to the needs of the pupils who the school have identified as needing additional help as they are for others.

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What does the school need to do to improve further?

 Accelerate more-able pupils’ progress in reading and writing and increase the 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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What does the school need to do to improve further?

proportion of lessons that are outstanding by September 2013, by:  raising the aspirations of high-attaining pupils by setting challenging objectives in lessons  ensuring greater consistency across subjects when setting targets for the higher-attaining pupils  ensuring there is an appropriate match of activities in lessons which support the literacy objectives of pupils who the school have identified as needing additional help  ensuring that in lessons all teachers make explicit the learning objectives for all ability groups.

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Achievement of pupils

Pupils enter school with attainment that is below those expected in reading and writing but with expected attainment in mathematics. By the time they leave school in Year 8, their attainment is in line with expectations in reading and writing and exceed those expected in mathematics and science. The trend in all pupils’ achievements by the end of Year 8 is upwards.

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Achievement of pupils

Inspection evidence supports the views of the overwhelming majority of parents and carers that pupils’ achievements are good. The resilience and confidence of pupils are strengths among all ability ranges in all the lessons seen. As a result of the good analysis of progress data and an understanding of their needs, those pupils who are lagging well behind others and those with special educational needs are well supported with modifications to the curriculum. In the classroom, good use is made of signs and symbols to help those with communication and language difficulties and the nurture groups play a key role in developing pupils’ social and communication skills and a positive attitude to learning.

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Achievement of pupils

The learning of pupils who are low attaining, or who the school have identified as needing additional help, is good overall. The nextsteps for these pupils are well understood and consequently good learning and progress in lessons help to bring them quickly to where they are expected to be. The tasks set inspire and encourage them to do their best, although not all lessons cater sufficiently for these pupils in challenging them to meet their literacy targets.

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Achievement of pupils

A recent focus on the teaching of reading has helped to improve all pupils’ achievement. The additional reading sessions each day for pupils in Year 5 are used well to encourage the reading habit, and there is generally good support at home. The library and displays around the school promote and encourage good literacy and communication skills.

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Achievement of pupils

Higher-attaining pupils make satisfactory progress. In the lessons observed, girls motivate each other to ‘go the extra mile’, even when aspirational targets have not 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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Achievement of pupils

been set. Evidence from lessons, records and a scrutiny of work shows that higher- ability boys do not stretch themselves as well in English lessons as they do in mathematics and science.

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Quality of teaching

Without exception all the lessons observed had a real buzz of learning about them. There was an effective mix of teaching exposition, questioning and group and paired work. Tasks were inviting and pupils were keen to get thinking. Presentations, for example small dramatic vignettes in a lesson on direct speech and slide presentations on the properties of elements and compounds, were eagerly prepared for an attentive audience. These techniques, alongside good strategies for self- assessment, lead to the rapid assimilation of skills and objectives and contribute well to their spiritual, social, moral and cultural development. Teachers’ subject expertise is good and questioning is regularly used to steer misconceptions into good learning. So it was that in an effective mathematics lesson the teacher offered clear guidance on how to replicate strategies for calculating mean and mode in everyday life. Teachers capitalise on boys’ interests well across the broad curriculum to accelerate

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Quality of teaching

High expectations of behaviour and well-differentiated tasks are consistent features of lessons. The involvement of pupils in discussions with each other and well-led question and answer sessions have become strengths of the teaching style at the school. This is recognised by parents, carers and pupils; summed up by the comment my child ‘always talks about lessons and his learning with enthusiasm’. However, the learning objectives of higher-attaining pupils are not always made clear either in the lesson planning or during the teacher’s exposition. This constrains the attainment for these pupils.

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Quality of teaching

The support from teaching assistants is effective; it does not inhibit pupils’ thinking but ensures that during small group work pupils maintain their focus. The trained assistants provide a valuable contribution to pupils’ reading and writing through the effective teaching of reading programmes.

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Quality of teaching

Marking is greatly improved since the last inspection and is now of good quality. Pupils are shown what they need to do next to help them improve but the targets set for high-attaining pupils are of inconsistent quality across subjects.

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Behaviour and safety of pupils

There was a very high rate of response to the Ofsted parent and carer questionnaire which is a good indication of the extent of support for the school within the parent body. Responses were overwhelmingly positive. A few parents and carers considered that some lessons were disrupted by unsatisfactory behaviour, and about a third of pupils thought so too. Inspectors observed only good behaviour, but were aware that this is not always the case. Incidents of unacceptable behaviour are dealt with swiftly and effectively. Discussions with pupils indicate that the overwhelming majority of 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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Behaviour and safety of pupils

pupils behave well and want others to do so too. They are rightly proud of the work they do to promote this through, for example, the peer support groups they have set up to tackle bullying, befriend those who are lonely at playtimes and to organise activities at lunchtime. The systems for sanctioning unacceptable behaviour have refocused on strategies to deflect those at risk by engaging them in the school’s wide range of extra-curricular activities, particularly drama. This is working, and exclusions are now much lower than they were, and for fewer pupils.

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Leadership and management

The drive to improve teaching and learning and pupils’ achievements is shouldered by staff and pupils alike, and ensures the good capacity of the school to continue to improve. Good improvement to l eadership and management effectiveness has been made at all levels since the last inspection. Continuing professional development is well structured to meet the needs of individual teachers within the priorities outlined in the teaching and learning policy and school action plans. The programme encourages curriculum innovation and teachers’ ambitions. For example, the school provides the time and resources for a teacher to lead on sustainability issues, which has resulted in an impressive commitment from pupils to monitor energy efficiency. In another example, the school funded the training for a teacher to develop spirituality across the school. Work that further develops pupils’ interest and pride in their religious or spiritual identity.

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Leadership and management

Leaders and managers have not been afraid to tackle weaknesses in teaching and middle leaders recognise their role in this process. As a consequence they feel better able to play their part in raising expectations and supporting staff to provide high quality independent learning in lessons. There is good communication too between those responsible for the pastoral welfare of pupils, which helps ensure that additional support and provision are planned effectively. Subject leaders work well together to share achievement information and are prepared to adapt pupils’ subject timetables to respond quickly to meet their individual needs. By these means pupils are treated equally and kept free from discrimination.

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Leadership and management

Very thorough moderation procedures are now in place to secure the baseline information against which the school evaluates the achievements of pupils. The strong partnerships between the first schools and the college, supported well by the governing body, are ensuring a greater continuity of expectations for pupils.

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Leadership and management

Leaders have robust channels of communication with parents and carers through reporting systems which contribute to the understanding the school has of all pupils. A typical comment received stated that ‘I can call anytime and they will always help’. This, along with robust systems for ensuring compliance with all safeguarding requirements, ensures that the safety and well-being of pupils are of a high standard.

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Leadership and management

There is good provision for spiritual, moral, social and cultural development and outcomes are good. Displays around the school reflect diversity and the value placed 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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Leadership and management

on each pupil’s contribution to the school. The raised profile of the spiritual development of pupils is evident in lessons, assemblies and the use of a spirituality room. The school rightly recognises that lessons other than in religious education do not always provide enough opportunity for pupils to reflect on their learning. Sanctions and rewards are regularly reviewed with the pupil councils taking a lead on this and helping evaluate their effectiveness.

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Leadership and management

There are plans in place for ensuring literacy and numeracy targets are addressed across an otherwise broad and balanced curriculum, although the school acknowledges that it still has some way to go on this. The specialism makes an excellent contribution to the good curriculum through a wide range of theatrical and cultural experiences which involve the majority of pupils; the school has a special place in the wider community celebration of the arts. The school has strongly extended its extra curriculum provision, since the last inspection. The governing body routinely monitors pupils’ participation and success in wider educational and social experiences and invites parents’ and carers’ views on how these should be improved. Citizenship skills are developed exceptionally well through a host of responsibilities which pupils undertake, including reducing the school’s negative environmental impact and organising fund-raising to help maintain the partnership with a Ghanaian

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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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Type of school Outstanding Good Satisfactory Inadequate

Nursery schools 46 46 8 0 Primary schools 8 47 40 5 Secondary schools 14 38 40 8 Special schools 28 48 20 4 Pupil referral units 15 50 29 5 All schools 11 46 38 6

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Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements have been introduced from 1 January 2012. This means that inspectors make judgements that were not made previously. The data in the table above are for the period 1 September 2010 to 31 August 2011 and represent judgements that were made under the school inspection arrangements that were introduced on 1 September 2009. These data 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. Primary schools include primary academy converters. Secondary schools include secondary academy converters, sponsor-led academies and city technology colleges. Special schools include special academy converters and non-maintained special schools.

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Type of school Outstanding Good Satisfactory Inadequate

Percentages are rounded and do not always add exactly to 100.

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Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning and development taking account of their attainment.

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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

Attendance: the regular attendance of pupils at school and in lessons, taking into account the school’s efforts to encourage good attendance.

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Common terminology used by inspectors

Behaviour: how well pupils behave in lessons, with emphasis on their attitude to learning. Pupils’ punctuality to lessons and their conduct around the school.

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Common terminology used by inspectors

Capacity to improve: the proven ability of the school to continue improving based on its self-evaluation and 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 governors and 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.

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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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Common terminology used by inspectors

Safety: how safe pupils are in school, including in lessons; and their understanding of risks. Pupils’ freedom from bullying and harassment. How well the school promotes safety, for example e-learning.

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

main findings from the inspection of their school.

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

Inspection of Selwood Academy-Anglican/Methodist Foundation Middle

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School, Frome BA11 2EF

Thank you for the warm welcome you gave us when we inspected your school. We were impressed by your confidence and your obvious enjoyment of school. We found Selwood to be a good school. Here are our main findings.

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School, Frome BA11 2EF

 You are making good progress in lessons because the teachers generally provide you with work that is suitable, is fun to do and encourages you to learn together and think for yourselves.  Your behaviour and attitudes to school are extremely positive. This is because the school provides you with an extensive range of activities that get you all involved. As you said, ‘There is something for everybody.’  You are kept safe. Many of you volunteer to help deal with any bullying and improve lunchtimes and playtimes.  Those that lead the school listen to what everybody at Selwood has to say. They consider suggestions and act on those that benefit your learning.  The staff keep a good track of your academic and personal development and share this with you so you can improve and reach the standards expected.

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School, Frome BA11 2EF

In order to become an outstanding school we have asked the headteacher and governors to ensure that your teachers:

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School, Frome BA11 2EF

 set clear goals for you in all your lessons no matter what your abilities  have consistently high expectations of what you can achieve  set you targets that are consistently suitable in all subjects.

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School, Frome BA11 2EF

You can certainly help your teachers by discussing your progress with them when you have the opportunity.

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School, Frome BA11 2EF

Jonathan Palk Her Majesty’s Inspector procedures set out in the guidance 'Complaining about inspections', which is ava ilable 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 .

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