Earl Mortimer College

Age group 11-19 Inspection date(s) 7–8 December 2011 Inspection number 379331 Earl Mortimer College and Sixth Form Centre Inspection report

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Unique Reference Number 116941 Local Authority Herefordshire Inspection number 379331 Inspection dates 7–8 December 2011 Reporting inspector Davinder Dosanjh 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 Comprehensive School category Community Age range of pupils 11–19 Gender of pupils Mixed Gender of pupils in the sixth form Mixed Number of pupils on the school roll 649 Of which, number on roll in the sixth form 64 Appropriate authority The governing body Chair Brigadier Peter Jones Headteacher Adrian Long (Principal) Date of previous school inspection 4 March 2009 School address South Street Leominster Herefordshire HR6 8JJ Telephone number 01568 613221 Fax number 01568 613622 Email address admin@emc.hereford.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 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’.

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

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Introduction

This inspection was carried out by one of Her Majesty’s Inspectors and three additional inspectors. Inspectors observed 33 teachers, visiting 34 lessons. Inspectors held meetings with senior leaders, groups of students, representatives of the governing body and staff. They observed the college’s work and looked at documentation, including development plans; the analysis and tracking of students’ progress; students’ work; and a wide range of other policies and college documents. The inspection team received 102 completed questionnaires from parents and carers, and scrutinised questionnaires completed by students and staff.

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Introduction

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

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Introduction

 The achievement of students in mathematics and English.  The quality of teaching in promoting good learning and progress for all students.  The effectiveness of leadership and management at all levels in tackling underperformance and driving sustained improvements across the college.  The effectiveness of the sixth in ensuring good progress is made by students on AS and A level courses.

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Information about the school

Earl Mortimer is smaller than the average-sized secondary school. It has had specialist status as a sports college since 2003. The great majority of students are from White British backgrounds with very small numbers from minority ethnic groups. A small but increasing proportion of students join and leave the college after the start of Year 7. The proportion of students known to be eligible for free school meals is above the national average. The proportion of students with special educational needs and/or disabilities is above the national average. The college moved into a new building in September 2010. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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Main findings

Earl Mortimer is a satisfactory college which has made some significant improvements over recent years. There are an increasing range of good aspects. The college has been transformed by the impressive new building, changes to the timings of the college day and the new uniform. It has been the start of a new era in the life of the college and the town it serves. The college is a calm and welcoming place where students learn in a supportive and inclusive environment. It is a harmonious community with a strong ethos, which ensures that students work well together and behaviour is good. The quality of students’ care, guidance and support is good. Students whose circumstances make them vulnerable are served well by the close attention the college gives to their needs. The college ensures that helpful and personalised support is available to students. Students feel safe and enjoy college. The well-organised curriculum provides students with a wide range of opportunities

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Main findings

to learn effectively. There are many strong partnerships with local schools, other agencies and the local community, all of which enhance the provision, support and opportunities available for students.

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Main findings

There has been a gradual improvement in the percentage of students attaining five or more GCSE grades at A* to C, including English and mathematics. Attainment against this measure is now broadly average and reflects satisfactory progress by the end of Key Stage 4. Results in English and mathematics, while improving over time, dipped in 2011. There have been significant staff changes in both subjects which are leading to inconsistencies in how teachers’ work. GCSE results are good in science, design technology, sports courses and modern foreign languages. The GCSE results in 2011 showed a continued rising trend in the percentage of students attaining five or more A* to C grades at GCSE or equivalent. Attainment against this measure is above the national average. A sharp focus on driving improvement in the core subjects through rigorous tracking and monitoring of students’ progress and a range of intervention strategies is starting to have a clear impact. The college leadership

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Main findings

team recognises that these strategies have not yet secured good progress for all students. The specialism in sports is contributing to raising standards and is a real strength of the college. It has brought many benefits to students, such as international sports tours, the ‘dreams and teams’ initiative with India, and numerous national awards. These have helped to secure high levels of student participation in sports studies and extra-curricular activities.

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Main findings

Teaching is satisfactory overall with an increasing proportion of lessons that are good or outstanding. The quality of teaching and learning is improving, and the use of a 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

common lesson planning template is contributing to consistency and supporting the college’s drive for better rates of progress. Not all teaching meets the varying needs of students sufficiently well because lessons sometimes do not contain the level of challenge needed. In addition, questioning techniques do not always encourage students to think and develop their understanding. Students demonstrate the ability to be independent in their learning but at times teachers talk for too long.

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Main findings

The overall effectiveness of the sixth form is satisfactory. Standards have fluctuated and, while students make satisfactory progress overall, there are pockets of underachievement. At AS level, too many students do not pass module examinations. There is a renewed focus on improving student outcomes and provision.

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Main findings

Senior leaders are accurate, honest and critical in their self-evaluation of the college. The success of actions to improve students’ outcomes indicates that the college has a good capacity to continue to improve. It has a good track record in improving attendance, and the proportion of students achieving five or more A* to C grades at GCSE. The arrangements for tracking and monitoring of students’ performance are rigorous. The principal and senior leadership team provide strong and purposeful leadership with ambitious and well-focused plans for the future. Systems are constantly reviewed to ensure they are robust and effective and, as a result, all aspects of the college run smoothly.

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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?

 Continue to raise achievement in English and mathematics through:  monitoring and evaluating the intervention strategies used to support students who are underachieving to ensure that they are consistently effective  sharing good practice more frequently among the English and mathematic teams to ensure consistency in the ways teachers assess, plan and deliver lessons.

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What does the school need to do to improve further?

 Ensuring 75% of teaching and learning is consistently good or better by:  ensuring the level of challenge provided by learning activities is appropriate for the range of abilities in the class  reducing teacher talk in lessons with more focus on student activity and learning  developing questioning techniques which encourage students to think and develop their understanding.

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What does the school need to do to improve further?

 Improve achievement in the sixth form by:  implementing robust systems to track and monitor students’ 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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What does the school need to do to improve further?

which include accurate teacher assessments  ensuring students make best use of time outside lessons on high quality independent tasks  developing the curriculum and partnerships with other providers to better meet the needs and interests of the students.

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Outcomes for individuals and groups of pupils 3

Since the previous inspection, there has been a steady improvement in the standards reached by students by the end of Key Stage 4. Improved use of performance data and the detailed individualised tracking shows that the majority of students are now making the expected levels of progress. The progress of different groups is carefully tracked, with an increasing range of effective intervention strategies to remedy underachievement. As a result, students with special educational needs and/or disabilities make good progress because of the good individualised support they receive. They benefit from effective academic and pastoral support. Learning support assistants help students competently in lessons. They are most effective when they are well informed by the teacher of the purpose of the learning so that their efforts are well directed to ensuring that students make the progress intended. Students known to be eligible for free school meals also make good progress.

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Outcomes for individuals and groups of pupils 3

Inspectors’ own observations showed progress in lessons to be typically satisfactory and in some lessons good. Students are responsive to their teachers’ encouragement, and willing learners when they have the opportunity to engage fully in lessons. Learning is good when there is an element of independence and students have opportunities to work in pairs or groups. In satisfactory lessons, learning tasks do not always meet the needs of students sufficiently well because all groups were learning at the same pace, thus some were not provided with enough challenge.

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Outcomes for individuals and groups of pupils 3

Students report that bullying is rare and that it is effectively tackled when it becomes known. They behave considerately towards each other during lessons and around the college. Movement between lessons is calm and purposeful; large numbers of pupils congregate in the ‘street’ area during break and lunchtime in a consistently co- operative and well behaved manner. Exclusion rates have declined considerably as a result of targeted support and intervention, such as the use of key workers and the introduction of an intervention centre. Students have a clear understanding of what constitutes a healthy lifestyle, including the requirement for both a balanced diet and regular exercise. Participation in extra-curricular sporting activities is good. The college council makes a positive contribution to the life of the college by enabling students to contribute to the development of the new college building and to the

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Outcomes for individuals and groups of pupils 3

selection of the college uniform. Links with the local community are strong and have developed significantly since the move to the new building. Students are concerned about local issues and have met with the Member of Parliament to contribute both to discussion and consequent action.

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Outcomes for individuals and groups of pupils 3

Opportunities are taken to develop students’ literacy, numeracy and information and 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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Outcomes for individuals and groups of pupils 3

communication technology skills across the curriculum. Students’ attendance is broadly average and has improved over recent years as the result of a number of targeted and effective strategies, such as the employment of a home/school liaison officer. Students' spiritual, moral, social and cultural development is good. A range of opportunities are offered to students to broaden their horizons, for instance through visits, sporting and cultural events.

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Outcomes for individuals and groups of pupils 3

These are the grades for pupils’ outcomes 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 The extent to which pupils feel safe 2 Pupils’ behaviour 2 The extent to which pupils adopt healthy lifestyles 2 The extent to which pupils contribute to the school and wider community 2 The extent to which pupils develop workplace and other skills that will contribute to their future economic well-being Taking into account: Pupils’ attendance 1 The extent of pupils’ spiritual, moral, social and cultural development 2

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How effective is the provision?

The majority of lesson plans include clear and appropriate learning objectives, based on the assessment of prior learning, so that learning is consolidated and extended. There is a wide range of activities to engage, motivate and build the independence of students. Staff and students use information and communication technology effectively to support learning across the curriculum. Initial questioning is used well to elicit students’ understanding; however, the effective use of follow up questioning to challenge is less well developed. Teachers have secure subject knowledge and many display a passion for their subject. The pace of lessons varies from good to slow. Where the pace is good, it is due to well-structured lessons, often with well managed and timed sequences, which move learning on to meet objectives. When pace is slow, too long is spent on a single activity. A range of assessment techniques are used to support learning, including effective use of self-assessment.

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How effective is the provision?

The marking of books is variable, with many giving good guidance to students’ on how to further improve their work and achieve their target. Teaching facilitates good relationships between students, and paired and group work is effective at promoting

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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 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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How effective is the provision?

The curriculum at Key Stage 4 offers a broad range of course options, including a growing number of vocational courses. These effectively meet the needs and aspirations of the students. Strong partnerships exist with other local schools which enable students to access courses that the college would not be able to offer. The curriculum is enhanced by a range of ‘drop down’ timetable days that provide good opportunities for the students to develop a wide range of cross-curricular skills. The sports specialism is a strength within the curriculum with many students opting for sports qualifications. The college has a wide range of successful sports teams while also providing a wealth of opportunities for less talented performers to participate in sport. The sports status infuses other curricular areas, with a particular focus on leadership and communication, enabling students to become more effective participators and independent learners. Specialist subjects play a key role in the

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How effective is the provision?

college’s primary liaison and links with community sports clubs. As well as sports, there is a wide range of other extra-curricular activities which are popular and contribute much to students' enjoyment of college life.

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How effective is the provision?

The college is a caring environment where the specific needs of students are well met. It is able to point out striking examples where well-targeted support has made a difference in improving students’ attendance, well-being and achievement. Support for students special educational needs and/or disabilities is well managed.

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How effective is the provision?

These are the grades for the quality of provision The quality of teaching Taking into account: The use of assessment to support learning The extent to which the curriculum meets pupils’ needs, including, where relevant, through partnerships The effectiveness of care, guidance and support 2

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How effective are leadership and management?

There is a great deal of confidence in the ambition of the principal, who has raised staff and students’ expectations and driven improvements on a number of fronts. Senior leaders are working effectively in planning and implementing improvements. Commitment is evident at all levels and staff morale is high. Drive and ambition is clearly focused in the college development plans and key challenges set for staff and subjects. Underachievement is being challenged. Detailed monitoring and evaluation of the work in different subjects is leading to searching analysis and identifying further areas for improvement. Middle leaders have a good understanding of data and whole college priorities. The data systems used by the college are very comprehensive and provide robust data by which the college can monitor students’ progress against targets. Senior leaders have consistently communicated high expectations about teaching and learning to staff and provide an accurate diagnosis

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How effective are leadership and management?

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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How effective are leadership and management?

of teaching. There is a clear sense of purpose in striving to improve among both senior and middle leaders, who share this vision with all staff.

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How effective are leadership and management?

The governing body is well informed and discharges its statutory duties appropriately. They have played a key role in the strategic direction of the college through the new building and having a public meeting to set out the college’s vision for working with the wider community. All safeguarding arrangements are met; the college has very clear policies and procedures which rigorously ensure the safety and welfare of students. The college has a generally positive relationship with parents and carers, providing them with frequent information. Engagement with hard to reach families is effective.

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How effective are leadership and management?

Equality of opportunity and tackling discrimination are central to the college’s aims. The college undertakes a detailed analysis of the performance of a range of groups and is targeting appropriate action to close gaps in performance. The college has a clear understanding of its local context. The college is, in itself, a cohesive community but has not yet developed a sufficiently rigorous analysis or detailed plan to promote community cohesion, in terms of the broader national context.

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How effective are leadership and management?

These are the grades for leadership and management The effectiveness of leadership and management in embedding ambition and driving improvement Taking into account: The leadership and management of teaching and learning The effectiveness of the governing body in challenging and supporting the school so that weaknesses are tackled decisively and statutory responsibilities met The effectiveness of the school’s engagement with parents and carers 3 The effectiveness of partnerships in promoting learning and well-being 2 The effectiveness with which the school promotes equality of opportunity and tackles discrimination The effectiveness of safeguarding procedures 2 The effectiveness with which the school promotes community cohesion 3 The effectiveness with which the school deploys resources to achieve value for money

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Sixth form

The majority of students make satisfactory progress and demonstrate sensible, mature attitudes to their studies. On vocational courses, students make good progress and achieve well. Students make good use of opportunities to contribute to the college and local community through a variety of roles, such as head boy or head girl, college ambassadors and volunteering to support younger students in lessons. 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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Sixth form

Teaching in the sixth from is satisfactory. Particular strengths in lessons include high quality dialogue facilitated by probing questioning and strongly-developed skills of critical analysis in the good or better lessons. The satisfactory teaching does not motivate and inspire students to achieve well and, as a result, progress is limited in these lessons. Opportunities for independent learning are limited and students do not always make the best use of free time in college.

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Sixth form

The college offers a modest range of A level and A level equivalent subjects, including applied vocational courses. Generally, the curriculum meets the needs of students. Positive changes are beginning to emerge. Partnership arrangements are developing to broaden choice and ensure high quality delivery. Students are supported well by their tutors and their teachers. Guidance into the sixth form has in the past been an issue. This resulted in some students being placed on courses that were not suitable for them, coupled with an unaccetable number of students failing to attain a pass grade at AS level. The college has now addressed this with improved initial advice and guidance. Support for students entering higher education is effective. Leaders and managers understand the strengths and weaknesses of the sixth form. Strategies for improvement are well focused but many are new and have therefore not shown enough impact.

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Sixth form

These are the grades for the sixth form 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

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Views of parents and carers

The majority of parents and carers agreed that the college keeps their child safe and they enjoy college. A small minority expressed some concern about behaviour; the inspection team judged behaviour to be good. Although students commented favourably on the improvements since moving to the new building, these improvements are not yet fully reflected in parents’ and carers’ views. The lead inspector had a discussion with the principal about the results of the questionnaires to inform the college’s future work.

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Responses from parents and carers to Ofsted’s questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Earl Mortimer College and Sixth Form Centre 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 102 completed questionnaires by the end of the on-site inspection. In total, there are 649 pupils registered at the school.

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Responses from parents and carers to Ofsted’s questionnaire

Statements Strongly agree Agree Disagree Strongly disagree Total % Total % Total % Total % My child enjoys school 25 25 68 67 7 7 2 2 The school keeps my child safe 38 37 62 61 1 1 0 0

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Responses from parents and carers to Ofsted’s questionnaire

The school informs me about my child’s progress 27 26 69 68 5 5 0 0

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Responses from parents and carers to Ofsted’s questionnaire

My child is making enough progress at this school 33 32 61 60 5 5 1 1

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Responses from parents and carers to Ofsted’s questionnaire

The teaching is good at this school 27 26 64 63 9 9 1 1

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Responses from parents and carers to Ofsted’s questionnaire

The school helps me to support my child’s learning 25 25 63 62 11 11 1 1

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Responses from parents and carers to Ofsted’s questionnaire

The school helps my child to have a healthy lifestyle 13 13 83 81 5 5 0 0

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Responses from parents and carers to Ofsted’s questionnaire

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) 21 21 71 70 4 4 1 1

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Responses from parents and carers to Ofsted’s questionnaire

The school meets my child’s particular needs 24 24 67 66 6 6 3 3

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Responses from parents and carers to Ofsted’s questionnaire

The school deals effectively with unacceptable behaviour 18 18 57 56 16 16 10 10

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Responses from parents and carers to Ofsted’s questionnaire

The school takes account of my suggestions and concerns 15 15 66 65 9 9 8 8

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Responses from parents and carers to Ofsted’s questionnaire

The school is led and managed effectively 23 23 63 62 14 14 0 0

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Responses from parents and carers to Ofsted’s questionnaire

Overall, I am happy with my child’s experience at this school 29 28 63 62 7 7 3 3

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Responses from parents and carers to Ofsted’s questionnaire

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

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

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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

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

main findings from the inspection of their school.

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HR6 8JJ

Thank you for the warm welcome at you gave me and the other inspectors on our recent visit. We all enjoyed talking with you and you helped us to find out about the college. The college provides you with a satisfactory quality of education overall. However, the Principal and his staff are making some important improvements and some areas are good. The new building is impressive and brings you many benefits; it has been a new era in the life of the college. The following points are the key strengths of the college.

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HR6 8JJ

 You feel safe at college and the quality of care, guidance and support you receive is good.  We liked the calm and orderly atmosphere in the ‘street’ area and thought your behaviour was good.  Students whose circumstances make them vulnerable are well served by the close attention the college gives to their needs.  The college’s sports specialism is a real strength and offers you a wide range of opportunities in leadership, sports tours and clubs which many of you take part in.  There are many strong partnerships with local schools, other agencies and the local community which support your personal development.  Senior leaders and managers are successfully bringing about improvements in attendance and GSCE results continue to improve.

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HR6 8JJ

We have asked the college to make the following improvements.

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HR6 8JJ

 Increase the number of lessons where teaching is good or better.  Continue to improve performance in English and mathematics.  Improve achievement in the sixth form.

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HR6 8JJ

You too can help the college to improve ensuring you attend college regularly. We wish you all every success in the future.

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HR6 8JJ

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

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