NCEA Duke's Secondary School

Northumberland CofE Academy Inspection report

p.1

Age group 3–19 Inspection date(s) 10–11 May 2012 Inspection number 381950 Unique Reference Number 135886 Local authority Northumberland Inspection number 381950 Inspection dates 10–11 May 2012 Lead inspector Marianne Young HMI

p.1

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

p.1

Type of school Academy School category Non-maintained Age range of pupils 3–19 Gender of pupils Mixed Gender of pupils in the sixth form Mixed Number of pupils on the school roll 2,428 Of which number on roll in the sixth form 130 Appropriate authority The governing body Chair Mr Rory Wilson Executive Director (Acting) Dr Mike Pitkethly Date of previous school inspection Not previously inspected School address Josephine Butler Campus Academy Road Ashington NE63 9FZ Telephone number 01670 816111 Fax number 01670 816111 Email address adminjbs@ncea.org.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.

p.1

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

p.2

achieve excellence in the care of children and young people, and in educa tion and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

p.2

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.

p.2

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

p.2

You may copy all or parts of this document for non-commercial purposes, as long as you give details of the source and date of publication and do not alter the information in any way.

p.2

To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to 'Subscribe'.

p.2

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

p.2

Introduction

Marianne Young Peter Bannon Her Majesty's Inspector Additional Inspector Margaret Farrow Her Majesty's Inspector James McGrath Additional Inspector Marian Thomas Additional Inspector Saleem Hussain Additional Inspector Derek Neil Additional Inspector

p.3

Introduction

This inspection was carried out with two days' notice. Inspectors observed 56 lessons taught by a similar number of teachers and they gathered further evidence from short observations of learners receiving additional support. Meetings were held with the Acting Executive Director, the principal directors of secondary, primary and the centre, primary leaders, staff, groups of learners and members of the governing body representing both sponsors of the academy. During the inspection, inspectors observed the academy’s work and looked at a range of documents including those relating to learners’ progress, self-evaluation, improvement planning and safeguarding. Inspectors considered questionnaires returned from learners, staff and 475 parents and carers of which 186 were received from parents and carers of learners in the secondary phase.

p.3

Information about the school

The academy opened in September 2009 comprising, originally, nine different sites; it is co- sponsored by The Northumberland Estates (representing the Duke of Northumberland) and the Diocese of Newcastle. In March 2012, the Josephine Butler Campus opened with learners and staff moving to it from several of the previous sites so that the academy now covers five sites. The vast majority of learners are White British. The proportion of learners known to be eligible for free school meals is more than twice that found nationally. Similarly, the proportion of learners who are supported by school action plus or with a statement of special educational needs is twice that found nationally. Learners in the sixth form study a number of courses at Advanced Supplementary, Advanced and BTEC level. In 2011, the academy did not meet the government’s minimum floor standards for primary schools, but did meet the government’s minimum floor standards for secondary schools.

p.3

Information about the school

This all-age academy comprises five primary schools for learners aged 3-11, a secondary school for learners aged 11-19 and a 100 place centre for learners who have been identified with profound and/or multiple learning difficulties or with severe learning difficulties. There are currently 85 learners in the centre. The academy received a monitoring visit in May 2011 and was judged to have made good progress in raising standards. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

p.3

Key Findings

■ Northumberland Academy provides a satisfactory education for its learners. Variation in the quality of teaching and leadership between the phases are the key reasons why the judgement is not yet good. The quality of education is, however, better for learners in the primary phase and in the centre. Senior leaders have overcome many barriers over the past three years to join a range of disparate schools together. They have communicated their vision successfully to learners, staff, parents and carers and the wider community so that initial reservations and concerns have mostly disappeared. Parents and carers of learners in the primary settings, particularly, have been reassured that individual identities have been retained while enjoying the considerable benefits of belonging to a large organisation. Schools whose overall effectiveness is judged satisfactory may receive a monitoring visit from an Ofsted

p.4

Key Findings

inspector before their next section 5 inspection.

p.4

Key Findings

■ Attainment is improving across the academy, despite being particularly low in mathematics. The improvement is as a result of senior leaders focus on improving, throughout the academy, teaching, the curriculum provided for learners and in raising expectations of staff and learners alike. Overall attainment is satisfactory despite some learners not making the expected progress in English and particularly in mathematics.

p.4

Key Findings

■ Inspectors judged teaching and learners’ progress to be stronger in the Early Years Foundation Stage, the primary and the centre compared to that in the secondary phase, but satisfactory overall. Learners’ needs and abilities are well known, particularly in the centre and in the strongest lessons. The key features of these lessons are that they are well planned, engage learners, provide high quality marking related particularly to examination criteria, therefore, learners can make good and occasionally outstanding progress. However, this quality of teaching is not evident throughout the academy, particularly in the secondary phase.

p.4

Key Findings

■ The sixth form is satisfactory. Examination results in 2011 demonstrate an improving picture compared with the previous year when progress was inadequate and achievement was low. Learners have mixed views about the academy but welcome the additional opportunities provided for them out of lesson time. Leadership is now firmly established and this, combined with a secure data tracking system to identify individual learners’ progress, is contributing to an improved picture.

p.4

Key Findings

■ Inspectors observed behaviour at all the sites and talked with different groups of learners. They all agreed that behaviour was much improved since the academy was formed. A zero tolerance approach was introduced which is generally accepted by learners who recognise the need for an orderly society. Attendance rates are improving, particularly in the primary phase, overall, they are still below average. A small minority of parents and carers, who responded to the questionnaire, had concerns regarding behaviour, both around the academy and within a few lessons, but generally were positive about all other aspects of their children’s education.

p.5

Key Findings

■ Directors, phase leaders and the members of the governing body have rightly made improving teaching their top priority. Regular in-house professional development programmes are held and where issues are still evident, action, through performance management arrangements, is taken. Developing literacy has been a key focus across the academy within different subjects; this same drive has not been given to developing numeracy. Consequently, senior leaders are well aware that current attainment and progress in mathematics throughout the academy and within the secondary phase in particularly, is limiting learners’ life chances.

p.5

Key Findings

■ Inspectors confirmed that senior leaders have an accurate view of provision within the academy. Middle leaders’ expertise varies and they bring less clarity to their evaluations. This is particularly evident when considering how different actions, particularly relating to the quality of teaching, will impact on the progress and attainment of all learners.

p.5

What does the school need to do to improve further?

■ Raise attainment and progress urgently in English and particularly in mathematics by:  providing additional support, especially for the leadership of mathematics in the secondary phase, where needed  monitoring closely the progress made by all groups of learners in these subjects and ensure that at least average proportion make the expected progress  ensuring that literacy and numeracy feature in all lessons throughout the academy so that learners can develop these skills regularly in all subjects.

p.5

What does the school need to do to improve further?

■ Ensure that teaching is consistently good or better across the academy by guaranteeing that:  lessons are planned carefully using the available information about learners capabilities so that they are engaged, make use of all available facilities, especially in the Early Years Foundation Stage, and reach their potential  learners understand what they are to learn in lessons and how they are to get better because marking is rigorous and informative  all lessons interest and engage learners so that any potential disaffection is eradicated.

p.5

What does the school need to do to improve further?

■ Raise attendance further, especially for learners in the secondary phase. ■ Strengthen the capacity for further improvement and reduce variation in leaders’ ability to monitor and evaluate their area of responsibility by:  enabling all leaders to understand how to monitor, evaluate and indicate how to bring about change effectively using measurable indicators  evaluating more effectively the impact of actions, including judging the quality of teaching, on the outcomes for different groups of learners across the academy  ensuring that observations of teaching focus on the progress made by learners and does not concentrate mainly on the mechanics of the lesson.

p.5

Achievement of pupils

Almost all children enter nursery with skills and experiences that are low for their age. Due to improvements in provision, teaching and the use of assessment they make good progress in their learning and enter Key Stage 1 with broadly average levels of ability. Alongside a strong focus on developing early reading and writing, an innovative partnership with the National Health Service and Newcastle University has been developed to hasten children’s communication, literacy and language development. These actions are helping to narrow the gap between children’s achievements in these areas and other aspects of the curriculum. Leaders are aware that some of the Early Years Foundation Stage settings are not as successful as the best. This is particularly evident in the use of the outdoor area because insufficient consideration is given to this resource when activities are planned. In 2011, attainment at the end of Year 2 was broadly average, however, for learners at the end of

p.6

Achievement of pupils

Year 6 attainment was significantly below in English and mathematics. All learners made inadequate progress and not enough of them made the expected progress, set by the government in both English and mathematics. A key reason for this was due to the lack of time leaders had had to tackle the history of underachievement. Inspectors observed that actions taken to improve attainment and progress are bearing fruit.

p.6

Achievement of pupils

Inspection evidence from lesson observations, the academy’s meticulous learner-tracking data and book scrutiny show that current learners are attaining satisfactorily and often make good progress in lessons. This is particularly the case for learners in Years 2 and 5 because teaching is generally stronger for these year groups. Learners read regularly, however, inspectors noted that understanding text, reading with enthusiasm and applying new words in conversation, were often underdeveloped. Intervention work, for learners at risk of falling behind, is used regularly and consequently the gap between boys and girls attainment is closing. Better identification of learners who have particular learning needs in mainstream classes is ensuring that they too make similar progress to their peers.

p.6

Achievement of pupils

Learners in the centre achieve notably well in their communication skills because of the many opportunities provided for them by well trained staff, for example, using signing and enabling learners to make imaginative use of reading materials. However, less attention is paid to the development of numeracy. Overall attainment for all learners is low, but their progress is good.

p.6

Achievement of pupils

Progress between Key Stages 2 and 4 in 2011 was inadequate. Consequently, the proportion of learners who attained five or more GCSE A* to C grades including English and mathematics was significantly below that seen nationally. However, some national measures showed that learners were attaining at least the national average and in some respects significantly above. Nevertheless, progress in mathematics is a concern to leaders and inspectors saw evidence of improved performance from this year’s cohort. It is, however, unlikely, despite improvements, that the academy’s challenging targets, particularly for this subject, will be met. Attainment was also low in the sixth form in 2011 with similar performance in both Year 12 and 13. Leaders provided data to inspectors, and this was confirmed during observations, that the current students are making satisfactory progress, despite attainment remaining low overall. Learning throughout the academy was best when

p.6

Achievement of pupils

teachers’ input was clear, enabled learners to be involved in challenging and exciting activities. Inspectors saw lessons in the centre and also during an English lesson where learners’ responses challenged by their peers, discussion flowed with some learners supporting others to do their best; the work was accurately pitched and well planned, so learners’ progress was rapid. When inspectors saw lessons dominated by teachers, learners became passive, occasionally off-task. Nevertheless learners generally remained cooperative, but took little part in lessons and waited for the bell to signal a change.

p.7

Quality of teaching

The quality of teaching varies. The strongest teaching was observed in the Early Years Foundation Stage, the primary phase and in the centre. The weakest teaching is in the secondary sector where, despite strenuous efforts to bring about improvements, a small but significant proportion remains inadequate. An important characteristic of the better teaching was seen particularly in the centre where learners’ needs and capabilities are fully considered when lessons are planned. They are delivered with imagination and use strategies to underpin behaviour management successfully. Strong support is provided by teaching assistants and expectations are high. Such aspects strengthen the strong strand within the centre where teaching fosters learners’ spiritual, moral, social and cultural development. Other key characteristics of good teaching are engaging learners in their work, teachers’ providing instant feedback so that any misconceptions or difficulties are

p.7

Quality of teaching

immediately overcome and questioning is used judiciously. In addition regular and helpful marking celebrates what learners are doing well and indicates how they can get better. All these characteristics were evident in a lesson for Year 5 learners and consequently, they displayed interest, concentration and ambition to do well. Information and communication technology (ICT) was seen being used very effectively in a religious education lesson which captured learners’ interest and encouraged their reflection and consideration of different faiths.

p.7

Quality of teaching

Too often though, these characteristics were not present in enough lessons. Satisfactory teaching often displayed the mechanics of each lesson, for example, indicating objectives for the lesson. However, learners were not involved sufficiently and teachers took brief answers from a few volunteers and paid little regard to marking and ensuring learners achieved their potential. Challenge for all learners was undemanding and their interest and enthusiasm waned and, as identified by a few parents and carers, some low-level disruption occurred, particularly in the secondary sector. Activities in the primary phase and in the centre, to improve learners’ literacy and communication skills, are taught regularly. However, occasionally teaching again focuses too much on the mechanics of literacy and not strategies to inspire learners’ enthusiasm for writing and creativity.

p.7

Behaviour and safety of pupils

A very small minority of parents and carers have concerns about behaviour within the academy. Inspectors found there to be significant strengths particularly that of children’s behaviour in the Early Years Foundation Stage, primary phase and learners in the centre. In the latter setting, learners are friendly, helpful to each other, especially during practical activities and they display good levels of self-discipline which contributes well to their attitudes in lessons. Senior leaders have taken a very firm approach towards developing positive behaviour and have set out their expectations clearly. They have successfully melded very diverse cultures into one and learners expressed to inspectors their confidence that issues were dealt with immediately and bringing valuable instruments into the academy was now common place. Learners appreciate their new surroundings and their uniform is worn with pride and provides a sense of belonging. There has been a dramatic reduction in

p.8

Behaviour and safety of pupils

the number of learners subject to fixed term and permanent exclusion within the academy.

p.8

Behaviour and safety of pupils

Attendance is improving and is broadly average within the primary sector. Rewards and immediate contact with parents and carers are proving successful. Although attendance is improving within the secondary sector it is still below average and particularly so for learners in Year 11. Most parents and carers who responded to their questionnaire had confidence in leaders’ ability to keep their children safe and to deal with any kind of bullying effectively. This view was supported by learners in conversation with inspectors. However, inspectors noted that younger learners’ perception and understanding of prejudice-based bullying was limited.

p.8

Leadership and management

Since the previous monitoring visit there has been considerable change within the academy with schools amalgamating and movement to new buildings. The academy has managed these effectively while ensuring that its traditional values and strong ethos, reflected in their statement, ‘Inspiring achievement, encouraging compassion’, are prevalent at all times. Senior leaders are fully aware that much has been accomplished but in the key areas of teaching and core skills, much more work is needed. Although inspectors saw clear signs of improvements, these are not yet fully embedded and impacting on the end of key stage tests and examination results.

p.8

Leadership and management

The roles and responsibilities of directors and primary leaders are well defined. Primary leaders and leaders in the centre relish the impact of the recent restructure which has afforded them more accountability and autonomy so that the unique character of their establishment is maintained. They and their teachers are held to account robustly for their learners’ achievements through a regular cycle of monitoring and evaluation. Self-evaluation is accurate and leaders provide appropriate development plans with targets for improvement regularly identified and measured. The ability of staff and learners to move between primary sites is used when necessary, to ensure all learners have equal opportunities to achieve their best and consequently some gaps have been narrowed. These strong features are not so evident in the secondary sector where a number of staff are at the early stages of developing their leadership skills. There is no permanent leader of mathematics at present

p.8

Leadership and management

and this is hampering development in this important subject. Where secondary leaders’ experience is limited, this is impacting adversely on their ability to evaluate performance and provision in different subjects. Senior leaders recognise that the current method used when teaching and learning are observed, particularly in the secondary sector, results in overgenerous grading. The current forms guide those observing towards considering the actions of the teacher and not the progress made by learners during lessons when determining grades.

p.8

Leadership and management

The curriculum for learners in the centre is linked closely to practical, real life activities and enhanced with a good range of external visitors and visits to different places which support their cultural awareness well. Within the primary phase, all requirements are covered, and the curriculum is designed to reflect the individual nature and the names given to each site. The off-site curriculum for secondary learners is well planned and contributes well to the achievement of the learners involved in this programme which is monitored regularly. A wide range of additional activities are evident with good levels of uptake across all year groups, particularly in sport. Although literacy links and development is well planned in the primary phase and the centre, literacy, together with numeracy development throughout the academy, is underdeveloped for secondary learners.

p.9

Leadership and management

Since its inception, developing the academy and integrating schools into five sites, including some new building, has been a key focus for members of the governing body. Their attention has been focused on financial, building and logistical issues. Members of the governing body who come from the diocese have been particularly instrumental in challenging leaders to improve attainment and progress across all parts of the academy. Sharing responsibility and developing roles more equably is now recognised as the next step forward. They have, however, ensured that members of the community are kept informed about the academy and every effort is made to involve them when ever possible. In addition, members of the governing body ensure that safeguarding has a high priority and at the time of the inspection, all current requirements were met.

p.9

Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils' needs. Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well. Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils. Grade 4 Inadequate These features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves.

p.10

Type of school Outstanding Good Satisfactory Inadequate

Nursery schools 54 42 2 2 Primary schools 14 49 32 6 Secondary schools 20 39 34 7 Special schools 33 45 20 3 Pupil referral units 9 55 28 8 All schools 16 47 31 6

p.10

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.

p.10

Type of school Outstanding Good Satisfactory Inadequate

The data in the table above are for the period 1 September to 31 December 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 ).

p.10

Type of school 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.

p.10

Type of school Outstanding Good Satisfactory Inadequate

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.

p.10

Type of school Outstanding Good Satisfactory Inadequate

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

p.10

Common terminology used by inspectors

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

p.11

Common terminology used by inspectors

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

p.11

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.

p.11

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.

p.11

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.

p.11

Common terminology used by inspectors

Floor standards the national minimum expectation of attainment and progression measures

p.11

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.

p.11

Common terminology used by inspectors

Learning: how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.

p.11

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.

p.11

Common terminology used by inspectors

Progress: the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils' attainment at the end of a key stage with their attainment when they started.

p.11

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.

p.11

to share with their children. It describes Ofsted's main

findings from the inspection of their school.

p.12

Inspection of Northumberland CofE Academy, Ashington NE63 9FZ

 Thank you for making me and my colleagues welcome when we inspected your academy recently and a special thank you to those of you who spoke to us throughout the two days. We took account of your view and also that of everyone who completed the different questionnaires. We have judged that Northumberland Academy is providing you with a satisfactory quality of education, including for those of you in the sixth form. I managed to visit most of the sites and was made aware of the unique character of each, both seen in the work you do and also in the different names for each primary site. Many of you told us about the improvements, including the new buildings and said that the atmosphere and behaviour, particularly on the Josephine Butler site, has improved considerably. We found you to be polite, friendly and helpful. It is good to see that your attendance has improved. However, it is still low for those of you in Year 11.

p.12

Inspection of Northumberland CofE Academy, Ashington NE63 9FZ

You know that attainment in both primary and secondary settings is lower than average and that not enough of you make the progress expected, particularly in mathematics. Not doing well in mathematics and English makes it difficult for you to get jobs when you leave the academy or to study some subjects in the sixth form. We have asked that improving your skills in these subjects is done regularly and is part of all lessons. Children in the Early Years Foundation Stage get many different and exciting things to do, however we observed that they do not always make full use of learning outside and we have asked for this to happen. Those of you, who have your lessons in the centre, do well, help each other and are given good support by adults when you need it.

p.12

Inspection of Northumberland CofE Academy, Ashington NE63 9FZ

Senior leaders and members of the governing body are very ambitious for the academy and are working hard to improve weaknesses. They have a clear understanding of what needs to be done so that you can all make the progress of which you are capable. Consequently, improving teaching is important and we have asked leaders to ensure particularly that lessons are planned carefully, your work is marked so that you understand how to improve and that you are all involved in your lessons and don’t be tempted to ‘switch off’. We hope that you will continue to work hard and enjoy all the additional opportunities provided out of lesson times.

p.12

Inspection of Northumberland CofE Academy, Ashington NE63 9FZ

Marianne Young 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 .

p.13