Carr Manor Community School

Carr Manor High School Inspection report

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Age group 11–18 Inspection date(s) 19–20 October 2011 Inspection number 377693 Unique Reference Number 108059 Local authority Leeds Inspection number 377693 Inspection dates 19–20 October 2011 Reporting inspector Michael Maddison 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 11–18 Gender of pupils Mixed Gender of pupils in the sixth form Mixed Number of pupils on the school roll 882 Of which number on roll in the sixth form 23 Appropriate authority The governing body Chair Kinnon North Headteacher Simon Flowers Date of previous school inspection 24 September 2008 School address Carr Manor Road Leeds LS17 5DJ Telephone number 0113 3368400 Fax number 0113 2888265 Email address info@carrmanorhigh.leeds.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

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other secure establishments. It rates council children's services, and inspects services for looked after 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 30 lessons and 30 teachers. Meetings were held with groups of students, senior staff, middle leaders, classroom teachers, members of the governing body, and the school’s School Improvement Adviser. Inspectors observed the school’s work. They looked at a variety of documents provided by the school, including policies, data analyses and the school’s self- evaluation. They looked also at students’ books. They analysed 119 questionnaires completed by parents and carers, as well as the questionnaires completed by students and staff.

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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

 The achievement of all students, particularly in English and mathematics.  Whether the quality of teaching is good enough, the use of assessment information effective enough, and the curriculum appropriate enough to raise achievement and promote high outcomes for all students.  The success of strategies to improve attendance.  The effectiveness of leaders and managers at all levels in driving up attainment and improving outcomes for all groups of learners.

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Information about the school

Carr Manor High School is an average-sized secondary school. There are more boys than girls. Just over a third of students are White British and the remainder are from a broad range of cultural and ethnic backgrounds. In all, there are 23 different ethnic groups represented in the school. The proportion of students who speak English as an additional language is well-above average and there are 43 languages spoken in the school. The proportion of students known to be eligible for free school meals is well-above average. The proportion of students with special educational needs and/or disabilities is well-above average, but the proportion of students with a statement of special educational needs is well-below average. The school has had specialist status in sport since 2008.

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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

Carr Manor High School is a good and improving school. Several aspects of its work are outstanding. The quality of care, guidance and support provided for all students is exceptional and the school has created a safe and caring environment which promotes students’ academic and personal development extremely well. As a result, the school is increasingly living up to its central themes, which are to ‘know our children well’, ‘be partners in learning’, and ‘enjoy and achieve’. Parents and carers are overwhelmingly supportive of the school. One parent reflected the views of the vast majority who responded to the questionnaire, with the words ‘Carr Manor is a very welcoming and caring environment’.

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Main findings

Achievement is good and it is improving. Since the previous inspection, results in national examinations at the end of Key Stage 4 have shown that attainment has risen. Although the proportions of students gaining at least a grade C in English and in mathematics at GCSE are still below the national average, they are improving year on year and the gap between the school’s results and the national average is closing rapidly. As a result, the proportion of students gaining five A* to C grades including English and mathematics at GCSE is also improving markedly. Accurate systems for monitoring progress and attainment are in place and current analysis of students’ academic performance indicates that more students are on track to achieve their targets and that results at GCSE may improve again in 2012. However, many students have poor literacy skills and this affects their progress. The school recognises the importance of developing students’ literacy skills, but its actions to

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Main findings

improve them across the curriculum lack a structured approach which is followed consistently.

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Main findings

Outstanding pastoral care and safeguarding procedures help to ensure that students are safe and well looked after. The well-developed and imaginative coaching system provides highly effective support for all students, not least those who are potentially vulnerable and whose behaviour might otherwise exclude them from education and examination success. The school uses its specialist status well and its work with a wide range of partners to improve outcomes for all students is outstanding. The effectiveness of its actions to promote community cohesion is also outstanding, as is the development of students’ spiritual, moral, social and cultural development, the promotion of equal opportunity and the tackling of discrimination. Behaviour is good in lessons and around school. Students are respectful and courteous to each other and staff and the school is an extremely harmonious place in which to work and

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Main findings

study. Students’ attendance has been low. However, a range of strategies is having a positive impact and attendance is improving rapidly.

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Main findings

The quality of teaching and learning is good. The best learning occurs in lessons when teachers encourage students to develop as independent learners. In those lessons, students make good progress because learning is challenging, it captures their interest, and work set is matched to individual students’ needs and academic targets. In the lessons where least progress is made, teaching fails to engage the students sufficiently. There, the challenge is insufficient primarily because learning activities are not aligned closely enough to students’ individual needs and academic targets.

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Main findings

Leadership and management are outstanding. The exceptional headteacher has provided a vision for the school which is focused clearly on equipping students with the skills and aspirations to succeed in adult life. He is supported most ably by a very competent governing body, very effective senior and middle leaders and by teaching and non-teaching staff, all of whom are focused on improving attainment and achievement and enhancing the life chances of all students. Self-evaluation is forensic in its level of rigour; it highlights strengths and identifies key priorities for school improvement. The focused work of senior leaders, the comprehensive programmes to support students in their academic and pastoral development, the rapidly improving picture in attainment and achievement, and the marked increase in students’ attendance, combine to show that the school has outstanding capacity to sustain improvement.

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What does the school need to do to improve further?

 Accelerate and consolidate students’ achievement by: - focusing on improving the literacy skills of all students’ across the curriculum through a structured approach which is followed consistently - creating more opportunities in lessons for all students to develop as independent learners - ensuring that the good practice which exists in aligning learning activities closely to students’ individual needs and academic targets is spread across the school - improving students’ attendance further.

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Outcomes for individuals and groups of pupils 2

Students arrive at school with levels of attainment which are below average overall, but there is an increasing number whose attainment is well-below average. As they work their way through the school, students make good progress in their learning and some make outstanding progress. However, their literacy skills are weak and they are not given sufficient opportunities in lessons to improve these skills. Although intervention strategies are successful in helping some individuals and some groups of students to improve their literacy, there is no structured approach which is followed consistently to improve literacy across the curriculum. Overall, students work hard in lessons and inspection evidence indicates that attainment is now broadly in line with national averages. In the best lessons, there is a high level of student participation and independence; as a result, students make good progress. However, in lessons

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Outcomes for individuals and groups of pupils 2

which are dominated by too much ‘teacher talk’ and dependence on the teacher, students are too passive and their progress is no better than satisfactory. In those lessons, behaviour starts to falter also as students become less focused. The school has worked hard and with some success to narrow the achievement gaps and to improve the rates of progress for particular groups of students, for example those for whom English is an additional language. Students with special educational needs and/or disabilities make the same progress as their peers. That is because of the highly effective support and the individualised attention they receive in and out of lessons. However, there is some underachievement amongst all groups, especially in lessons where there is less effective teaching.

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Outcomes for individuals and groups of pupils 2

Students say that they feel safe at all times and that the school listens to their views. They report that any unacceptable behaviour, including bullying, is dealt with effectively and promptly. Students enjoy coming to school and appreciate the opportunities to be involved in sport, both within and beyond the curriculum. They can explain why and how they should lead a healthy lifestyle, though their eating habits during the school day do not always match their good intentions. Students make a considerable contribution to the local community and are being prepared satisfactorily for their future beyond the classroom. Attendance has been low, but it is improving strongly. That is because the school has focused much time and energy on inculcating the importance of punctuality and regular attendance.

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Outcomes for individuals and groups of pupils 2

These are the grades for pupils' outcomes

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2

Pupils' attainment 1 3 The quality of pupils' learning and their progress 2 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 provides an outstanding level of care for all students. Through the coaching system, which underpins the arrangements for academic and pastoral support, staff know the students extremely well. On a daily basis, students are being supported effectively and guided in a way which is making a significant difference to their lives. This is a calm and cohesive community, in which young people can flourish. The culture and ethos contribute significantly to students’ good progress,

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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 enjoyment and well-being and this helps to explain why the school is effective and successful. The additional support provided for students facing specific challenges is highly effective.

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How effective is the provision?

The school provides a good curriculum, which is adjusted regularly to meet the needs of students. The provision is enhanced through extensive local partnership arrangements and through a wide range of curriculum enrichment and extra- curricular activities, which are well supported by the students. However, the school has yet to put in place a structured approach, which is followed consistently, to improving literacy across the curriculum.

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How effective is the provision?

While the quality of teaching was good overall, inspectors observed teaching which was satisfactory and some which was outstanding. The most effective teaching was characterised by well-planned lessons in which teachers helped students effectively to make greater progress by ensuring that all students were challenged appropriately. In those lessons, learning activities were aligned closely to students’ individual needs and academic targets. However, such good practice is not embedded fully across the school.

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How effective is the provision?

These are the grades for the quality of provision

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2

The use of assessment to support learning 2

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How effective are leadership and management?

Outstanding leadership and management have helped to transform the school and its reputation in the local community. Senior leaders and the governing body are ambitious, as shown in the challenging targets they set for the school and in their plans for future developments. There is an awareness of where intervention is needed, effective strategies to support students’ academic and personal development are being implemented, and there is a shared understanding of what needs to be done to improve the school. The school’s specialism makes an outstanding contribution to raising attainment, improving provision and shaping the school’s ethos. Strong management systems and systematic approaches help to explain the smooth way in which the school operates. In all those ways the leadership team has shown that it has the capacity to embed ambition and drive improvement.

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How effective are leadership and management?

Governance is good; the governing body takes an active role in the life of the school and uses its knowledge and experience well to challenge and support school leaders at all levels. Safeguarding arrangements are outstanding and the school makes sure that all staff are very well informed about child protection policies and procedures. The promotion of equality of opportunity and the tackling of discrimination are also outstanding, not least because mutual respect and enhancing the life chances of each student are at the heart of the school’s principles. The school has an excellent understanding of its own and the wider community and this ensures that its promotion of community cohesion is also outstanding.

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How effective are leadership and management?

These are the grades for the leadership and management

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1

The leadership and management of teaching and learning 2

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Sixth form

The school has developed a unique sixth form with bespoke arrangements to suit the needs of a very small number of students. Although the overall effectiveness of the sixth form is good, the quality of the care, guidance and support provided for students is exemplary. Students appreciate this greatly, as they do the personalised nature of the curriculum which is provided for them. They make a positive contribution to the school, for example as assistant coaches in the main school. Leaders evaluate the progress students make and appropriate intervention is provided for those who are identified as in danger of underachieving. Although students make good progress overall in their learning, they feel that more could be done to help them develop more effectively as independent learners.

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2

Outcomes for students in the sixth form 2 The quality of provision in the sixth form 2 Leadership and management of the sixth form 2

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Views of parents and carers

A small proportion, around 13%, of parents and carers responded to the inspection questionnaire. One parent contacted the lead inspector via the inspection provider, and another parent submitted a letter along with the questionnaires. The vast majority of parents and carers are very positive in their responses to all questions. They are particularly positive about the school’s actions to keep their children safe. A small number of parents and carers who responded added written comments. About a third of the comments were negative, but there were no common themes. Positive written comments, including the letter sent to the inspection team, were focused on praising the school for the level of pastoral care, guidance and support which is provided.

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questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Carr Manor 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 119 completed questionnaires by the end of the on-site inspection. In total, there are 882 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 56 47 61 51 1 1 0 0 The school keeps my child safe 62 52 56 47 1 1 0 0 The school informs me about my child's progress 76 64 38 32 2 2 0 0 My child is making enough progress at this school 48 40 65 55 2 2 0 0 The teaching is good at this school 57 48 56 47 0 0 0 0 The school helps me to support my child's learning 44 37 69 58 3 3 0 0 The school helps my child to have a healthy lifestyle 39 33 69 58 3 3 0 0 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) 54 45 59 50 1 1 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 36 30 76 64 1 1 0 0 The school deals effectively with unacceptable behaviour 47 39 65 55 3 3 0 0

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 31 26 79 66 2 2 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 59 50 56 47 2 2 0 0 Overall, I am happy with my child's experience at this school 63 53 54 45 0 0 0 0

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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 Carr Manor High School, Leeds, LS17 5DJ

On behalf of the inspection team, I would like to thank you for making us feel so welcome. We appreciate the time you spent talking to us greatly and we found your comments very helpful. As well as coming into lessons and looking at your work, we read the questionnaires completed by you and your parents and carers.

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Inspection of Carr Manor High School, Leeds, LS17 5DJ

We came to the school to find out what was going well and what could be improved. We found that you attend a good school and that you enjoy coming to school where you feel very safe. You receive good teaching and you make good progress in your lessons, though some of you could make better progress and gain better results. The care, guidance and support you receive are outstanding, as is the leadership of the headteacher and other senior leaders.

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Inspection of Carr Manor High School, Leeds, LS17 5DJ

Although your school is providing you with a good education, we know it can do better. Therefore, we have asked the headteacher, the governing body and your teachers to focus on a number of priorities which include making sure that:  you have good reading, writing, speaking and listening skills  you are given more opportunities in lessons to work as independent learners  you are provided with learning activities by all your teachers, which match your needs and academic targets closely.

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Inspection of Carr Manor High School, Leeds, LS17 5DJ

The headteacher and senior leaders are determined to improve your school and the teachers are working hard on your behalf. However, you have your part to play by working to the best of your ability. It is also important that you attend regularly and we have also asked the school to do all they can to improve your attendance further.

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Inspection of Carr Manor High School, Leeds, LS17 5DJ

We enjoyed visiting your school very much and I would like to thank you once again for being so friendly and polite. I wish you all the very best for the future.

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Inspection of Carr Manor High School, Leeds, LS17 5DJ

Michael Maddison Her Majesty's Inspector

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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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