The Bulmershe School

Age group 11−19 Inspection date(s) 16−17 May 2012 Inspection number 378045 The Bulmershe School Inspection report

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Unique reference number 110062 Local authority Wokingham Inspection number 378045 Inspection dates 16–17 May 2012 Lead inspector Anne Wellham 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 1025 Of which, number on roll in the sixth form 205 Appropriate authority The governing body Chair Richard Tyndall Headteacher Peter Lewis Date of previous school inspection 8–9 October 2008 School address Chequers Way Woodley Reading RG5 3EL Telephone number 01189 353353 Fax number 01189 352929 Email address office@bulmershe.wokingham.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 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 29 lessons taught by 28 teachers, of which 2 were joint observations with senior leaders. Inspectors also visited a range of lessons for short periods accompanied by senior and middle leaders. Meetings were held with six groups of students, seven members of the governing body and school staff including senior and middle managers. Inspectors took account of the responses to the on-line questionnaire (Parent View) in planning the inspection. They observed the school’s work, looked at a wide range of documentation and analysed 127 parental questionnaires and others completed by students and staff.

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Information about the school

The school is larger than the average-sized secondary school. The proportion of students known to be eligible for free school meals is below the national average. Most students are from White British or other White backgrounds. The proportions of students from minority ethnic groups and who speak English as an additional language are higher than those found nationally. Of these, the largest groups are of Pakistani, other Asian and African heritage. The proportions of students supported at school action plus or who have a statement of special educational needs are below average. The school has a unit for 12 students who have special educational needs related to specific learning difficulties. It became a specialist sports college in 2004. It also gained the International School Award in 2011. The school meets the government’s current floor standards which set the minimum expectations for students’ attainment and progress.

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Information about the school

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

 Bulmershe is a satisfactory school. It provides a safe, inclusive environment where improvements in teaching and learning and in developing leaders at all levels, including the role of the governing body, are providing students with greater challenge and successfully raising their aspirations. The sixth form is satisfactory. Overall effectiveness is not yet good because the quality of teaching and learning in the school and the sixth form is not consistently good enough to eliminate the variations in students’ achievement across subjects. Schools whose overall effectiveness is judged satisfactory may receive a monitoring visit by an Ofsted inspector before their next section 5 inspection.  Achievement is satisfactory overall as a result of satisfactory teaching in the school and the sixth form. A lack of sustained improvement following the previous inspection prompted a concerted approach to boost achievement.

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Key findings

Since 2010, robust systems to assess and track students’ progress, more rigorous monitoring of teaching and targeted professional development are tackling the variations in teaching and learning and achievement across subjects and year groups. Nevertheless, work is not always well matched to students’ needs and there are limited opportunities for students to develop independent learning skills.  Behaviour and safety are satisfactory. A strong ethos based on valuing individuals and diversity underpins the work of the school. Attendance is broadly average and improving, although the school is aware that there is more to do on improving some students’ punctuality to school and to lessons.  Leadership and management are satisfactory overall. Well-planned actions are being used to tackle the inconsistencies in achievement, consolidate improvements to behaviour and raise students’ aspirations. The management of

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Key findings

teaching and staff performance is satisfactory. However, analysis of achievement overall is not sharp or precise, or clearly referenced to national benchmarks, particularly for students with specific learning difficulties. The drive for improvement is not always communicated explicitly by senior leaders which means that policies and procedures are not applied consistently by staff or understood thoroughly by parents and carers. 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?

 Improve the consistency of the quality of teaching and learning in order to raise achievement across all subjects by:  matching learning to the needs, abilities and interests of all students so that all activities and tasks present the correct level of challenge  providing more opportunities for students to participate in lessons and to develop independent learning skills  developing a coherent whole-school approach to improving students’ writing and communication skills across every subject.  Improve the quality of leadership and management by: - providing a sharp and precise analysis of achievement across the school, particularly in evaluating the progress of students with specific learning difficulties - ensuring that the headteacher and senior leaders communicate an explicit vision for improvement that is clearly understood by staff, parents and carers and students.

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Achievement of pupils

During the inspection a balance of good and satisfactory learning was observed, with no inadequate teaching. Inspectors’ evaluation of students’ learning and attitudes confirms that students are making accelerated progress in subjects where the quality of teaching and learning is consistently good or better. They are reaching standards that are in line with, or above, national averages from starting points which are often below average. Students demonstrate good attitudes towards learning where lessons are interesting. When the work is carefully matched to their prior learning and abilities, they make good progress. The more able students and those students with special educational needs find tasks too easy or too difficult in lessons where the same activities are set for the whole class. In subjects where teaching is consistently good or better students achieve well and make up for past underachievement,

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Achievement of pupils

including disabled students and those with special educational needs.

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Achievement of pupils

The planned curriculum makes a satisfactory contribution to students’ achievement by providing a variety of academic subjects and a range of vocational subjects at Key Stage 4 and in the sixth form. During the past two years targeted intervention, planned changes to the curriculum and improved moderation to check the accuracy of teacher assessment are allowing subject leaders to tackle underachievement more effectively. Students’ knowledge of their learning and progress is improving. Students are aware of their targets and, in subjects where they receive high quality verbal and written feedback, they understand the link between their targets and their current work and know what to do to improve to the next level. Progress is held back in some subjects where reading, writing and speaking and listening skills are not Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

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Achievement of pupils

Please turn to the glossary for a description of the grades and inspection terms

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Achievement of pupils

developed consistently or given a high enough profile. Most parents and carers who responded to the questionnaire feel that their children are making good progress at the school. Inspectors observed variations in the progress of students across subjects and within classes and evidence shows that achievement overall is satisfactory.

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Quality of teaching

The quality of teaching is satisfactory overall, including in the sixth form. This is reflected in responses from parents and carers in inspection questionnaires. Students value the positive relationships that they have with their teachers and the additional study and revision clubs provided for them. The best learning takes place when students are challenged to think for themselves and tasks are planned to develop their oral and writing skills, whatever the subject content. Students respond enthusiastically when they are given opportunities to participate actively in lessons and the best lessons provide opportunities for students to draw on their different experiences, to reflect on different ideas and to develop their spiritual, moral, cultural and social values. In an outstanding biology lesson observed in Year 13, the teacher’s excellent knowledge of the subject and the examination criteria, combined

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Quality of teaching

with a precise understanding of the students’ abilities, resulted in a sequence of meticulously planned tasks which engaged all students and matched their needs at this stage of the course.

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Quality of teaching

Where teaching is no better than satisfactory, learning activities are not matched well enough to the different needs of students and the key learning points are not consolidated clearly. Students who have not been helped to establish routinely good habits for learning take the opportunity to waste time and rely on the teacher to provide the answers. Irregular marking, gaps in work and imprecise feedback limit students’ ability to actively engage with their learning and to make consistent progress. The reliance on workbooks or reproduced worksheets in some subjects prevents students from practising different learning styles and limits their opportunities to write freely or develop a range of reading, writing and communication skills. The teaching of disabled students and those with specific learning difficulties relies heavily on the extra support and intervention provided in the classroom rather than improving the quality of teaching and learning in lessons.

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Behaviour and safety of pupils

Students report that they feel safe and that they have a secure understanding of the risks they may encounter both within and outside school. Those parents and carers who responded to the inspection questionnaire are extremely satisfied with this aspect of the school’s work and feel that their children are looked after well. Students are friendly and respond positively to reminders on how to conduct themselves appropriately as they move around the school. The different forms of bullying, including racist and homophobic bullying, are understood by students and they express confidence in the prompt manner in which the school deals with the rare instances that occur. Extra-curricular activities are popular, particularly in sport, and students value the wide range of opportunities to attend residential activities, 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

theatres, art galleries and sporting events in this country and abroad.

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Behaviour and safety of pupils

Most parents and carers who responded to the questionnaire feel that their children are taught well, but many expressed concerns about lessons where learning is disrupted by a few students. Inspectors did not observe any disruption to learning. School data and reports indicate that behaviour has improved during the past two years with a reduction in fixed term exclusions and recorded instances of negative behaviour. Inspectors observed satisfactory behaviour during the inspection, including some good behaviour in lessons. Students are proud of the new school uniform which was introduced in September 2011 and they report that it has smartened up their attitudes to learning as well as their appearance. Staff have also raised their expectations of what the students are capable of achieving.

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Leadership and management

Rigorous monitoring of performance, an effective coaching programme and planned opportunities to share good and outstanding practice are improving the quality of teaching and learning. These improvements have not yet had sufficient impact on students’ achievement, although the gaps are closing. School data indicate an improvement in current attainment for students in Year 11. Senior leaders are committed to raising achievement and to promoting equality and tackling discrimination. They are aware of the need to eliminate the remaining inconsistencies in achievement between different groups of students to make sure that every student has an equal chance to learn. The senior leadership team has been restructured to include a broader range of skills and expertise and to provide good quality support for the headteacher. The accountability of middle leaders and subject leaders is increasing. The school meets all the statutory requirements for

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Leadership and management

safeguarding and the systems in place are coherent and effective. The school’s specialist status and international links provide valuable opportunities for students to interact and work together which promote their spiritual, social, moral and cultural development. The impact of the planned curriculum is inconsistent across subjects, particularly as there is too little emphasis on supporting writing and communication skills in some subjects.

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Leadership and management

The school has satisfactory capacity to sustain improvement. The appointments of key leaders with the correct levels of expertise and improvements to governance have strengthened capacity. The effectiveness of the governing body in holding the school to account has improved significantly during the last two years because the governors are no longer ready to accept reasons for past underachievement and are better informed to challenge the quality of the school’s self-evaluation. The headteacher and senior leaders are dedicated to the school and understand the need for rapid improvement. Nevertheless, policies and procedures are not always shared or communicated explicitly enough to achieve a consistently proactive approach from all staff and students. Parents and carers are supportive of the school, although a few who responded to the questionnaire highlighted a lack of communication as a concern. They would welcome more opportunities to engage with students’ learning

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Leadership and management

and celebrate the school’s achievements.

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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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Inspection of The Bulmershe School, Reading RG5 3EL

Thank you for the friendly welcome you gave us when we inspected your school recently. We judged your school and the sixth form to be satisfactory. We enjoyed visiting your lessons and talking to you and were impressed with how smart you look in your new uniform. We agree with the student who told us that you now look smarter and act smarter. The students and staff we talked to told us that behaviour and attitudes to learning have improved, particularly during the last two years. We were pleased to hear that bullying is rare and that it is dealt with very quickly. Attendance has improved, but there are still a few students who do not come to school regularly and they are missing important chances to learn. You can all help by attending regularly and being punctual to tutor groups and all lessons.

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Inspection of The Bulmershe School, Reading RG5 3EL

You told us that you enjoy most of your lessons and value the friendly, positive relationships with your teachers. Your achievement is satisfactory, but we think that you could do better in some subjects so we have asked the school to make sure that opportunities to learn are consistently good, including in the sixth form. We have asked the teachers to plan work that is at the right level of challenge for all students whatever their needs or abilities, to involve you actively in lessons and to help you to learn independently. We have also asked the school to introduce a programme across every subject to develop your writing skills. You can help by adopting good habits for learning and showing positive attitudes to your work in every lesson.

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Inspection of The Bulmershe School, Reading RG5 3EL

We have asked the headteacher and senior leaders to analyse your achievement and to check that you are doing as well as you can compared to other students in other schools, particularly those students with specific learning difficulties. Also, when plans are made to improve the school we want the headteacher and senior leaders to explain them carefully to staff, parents and carers and students so that everyone understands what needs to happen next. You can help by giving your full support to all the staff to make absolutely sure the school improves quickly.

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Inspection of The Bulmershe School, Reading RG5 3EL

We wish you all at Bulmershe a happy and successful future.

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Inspection of The Bulmershe School, Reading RG5 3EL

Anne Wellham 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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