Moorbrook School

Age group 11 - 16 Inspection date(s) 17 June 2012 Inspection number 381910 Moorbrook School Inspection report

p.1

Unique reference number 119866 Local authority Lancashire Inspection number 384910 Inspection dates 27 June 2012 Lead inspector Liz Godman

p.1

This inspection was carried out under section 8 of the Education Act 2005 which gives Her Majesty’s Chief Inspector of Education, Children’s Services and Skills (HMCI) the authority to cause any school to be inspected. The inspection was also deemed a section 5 inspection under the same Act.

p.1

Type of school Secondary School category Special Age range of pupils 11 - 16 Gender of pupils Mixed Number of pupils on the school roll 44 Appropriate authority The governing body Chair Dianne Hodgson Headteacher Mick Ironmonger Date of previous school inspection 18-19 January 2011 School address Ainslie Road Fulwood Preston Lancashire PR2 3DB

p.1

Telephone number 01772 774752 Fax number 01772 713256 Email address head@moorbrook.lancs.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 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.

p.1

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’.

p.2

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.

p.2

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

Introduction

This inspection was carried out with one day’s notice. The inspector observed six lessons and four lessons for shorter periods of time, taught by 10 teachers and teaching assistants. Meetings were held with staff and representatives of the governing body. Informal meetings were held with groups of students. The inspectors observed the school’s work, and looked at the school’s self-evaluation documents, safeguarding information and records of students’ attendance, behaviour and progress. Questionnaires for parents and carers are not normally distributed for inspections conducted under section 8 of the Education Act 2005, unless inspectors have specific reasons to request that the school does so.

p.3

Information about the school

Moorbrook School is a smaller than the average-sized secondary school for students with behavioural, emotional and social difficulties. A number of students have additional special educational needs, including specific learning difficulties and attention deficit and hyperactivity disorder. All students have a statement of special educational needs. Almost all students are from a White British heritage. The proportion of students known to be eligible for free school meals is above average. A small number of students attend alternative provision on a full or part-time basis. These include a local college of further education and vocational providers.

p.3

Information about the school

At the time of the previous full inspection in January 2011, the school was placed in special measures. This was the fourth monitoring inspection. 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

 In accordance with section 13(4) of the Education Act 2005, Her Majesty’s Chief Inspector is of the opinion that the school no longer requires special measures. This is a satisfactory school. It is not yet good because students’ progress, their skills in reading and writing and the feedback they receive are in need of some further improvement. Schools whose overall effectiveness is judged satisfactory may receive a monitoring visit by an Ofsted inspector before their next section 5 inspection.

p.4

Key findings

 Students’ progress has improved, so that achievement is now satisfactory. However, due to previously disrupted schooling and poor attendance of some, students’ progress has been erratic, they have gaps in their knowledge and skills, and their confidence is low. A number of students have persistently weak reading and writing skills, especially when these are required in the different subjects of the curriculum. Effective steps have been taken to provide additional support for individual students who need it, but there has been insufficient time for this to have full impact.

p.4

Key findings

 The quality of teaching is consistently satisfactory, with much that is good and a small amount that is outstanding. This is securing students’ better progress. Although some feedback given to students is of high quality, this is inconsistent. Lessons are not always adjusted in the light of students’ responses and there are limited opportunities for students to evaluate their work.

p.4

Key findings

 Students’ behaviour and attitudes to learning are satisfactory. The incidence of unacceptable behaviour and the use of exclusions have reduced. The school is calm and orderly and students say that they feel safe.

p.4

Key findings

 The school has a stable and effective leadership team whose actions and engagement of the whole school are securing improvement. The governing body and staff have an accurate knowledge of the school’s strengths and areas for improvement. The school is securely placed to improve further. 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.4

What does the school need to do to improve further?

 Increase the rates of progress of all students by:  ensuring that the attendance of all students is sufficient to enable them to learn effectively  increasing students’ confidence in their ability to learn competently and independently  enabling students to close the gaps in their prior learning, knowledge and skills.

p.5

What does the school need to do to improve further?

 Increase students’ skills in reading and writing by:  ensuring there are regular opportunities to practise these skills in all the subjects of the curriculum  making sure that students are able to read the texts provided in all lessons  extending the additional support for individuals who are experiencing particular difficulties in reading and writing.

p.5

What does the school need to do to improve further?

 Improve the consistency of feedback given to students by:  making wider use of the examples of exemplary practice in marking  adjusting lessons according to the students’ responses  increasing the opportunities for students to assess their own and others’ work.

p.5

Achievement of pupils

Students’ learning in lessons has improved considerably and is consistently satisfactory, often good and, occasionally, outstanding. Students arrive at lessons prepared to learn and are engaged and motivated by the activities provided. For example, in a Year 8 English lesson students were very eager to examine the ‘crime scene’ in the school library and to interview the ‘witness’. They undertook this task sensibly and carefully, recording evidence in notes and pictures and taking turns to interview the ‘witness’ sensitively and maturely. Consequently, they made outstanding progress in both communication and social skills.

p.5

Achievement of pupils

Students’ progress over time is accelerating and is now satisfactory overall. The progress of many students has been erratic, often from exceptionally low starting points. As a result, a number of students have significant gaps in their knowledge and skills, particularly in English and mathematics. Work is underway to address this, but for many students there is much ground to make up. Students’ past experiences of school mean that many, especially at Key Stage 4, lack confidence in learning 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

p.5

Achievement of pupils

have little belief that they can tackle a task independently and successfully. However, most in the current Year 10 show improved confidence and attitudes to learning and are on track to gain grades A to G at GCSE in English, mathematics and science.

p.6

Achievement of pupils

The school has identified accurately the needs of students with specific literacy difficulties and has established effective teaching programmes to improve their reading and writing skills. This is proving effective, particularly for the younger students. These students are becoming less reluctant to write, particularly when they are able to use information and communication technology (ICT) to do so. Nevertheless, more students are identified as in need of additional help of this type as a number of students struggle to read texts in the different subjects.

p.6

Achievement of pupils

Attainment is low, but improving. Students in the current Year 11 have gained accreditation in Adult Literacy and Numeracy, Functional Skills and at Entry Level in a number of subjects. A greater proportion than in previous years has also taken GCSE examinations. Most of these students are expecting to remain in education when they leave school and have secured places at college to study catering, photography and sports, for example.

p.6

Quality of teaching

The quality of teaching is satisfactory overall. During the inspection, almost all of the teaching observed was good or better. However, to date this has not been sufficiently sustained to ensure that students make consistently good progress. Teachers plan lessons which are matched well to the range of needs of students in the group. Teachers use their good subject knowledge, for example in history, food technology, design technology and sports, to provide activities which allow students to demonstrate their analytical and practical skills and which secure their enthusiasm and interest. Most lessons move at a fast pace and provide a good degree of challenge, with a growing variety of different approaches, including group and paired work. This secures the good engagement of most students in most lessons and contributes positively to their growing social, moral and cultural understanding.

p.6

Quality of teaching

Students are increasingly prepared to write because of the varied methods available for recording their work, for example, individual whiteboards, sheets for note-taking and the use of ICT. However, this is not consistent and reading and writing activities are not planned systematically in all lessons in the different subjects. In addition, in some lessons where reading activities are planned, the texts are too difficult for some of the less able readers. Teaching assistants make a valuable contribution in lessons in engaging students and in assisting them with reading and writing. They are especially effective when providing individual help to students with identified literacy difficulties.

p.6

Quality of teaching

There are examples of effective feedback to students which indicate to them how to improve their work and how to reach the next level. Marking in students’ English books is a strong example of this. Similarly, in a Year 10 science lesson on energy, the teacher made it explicit to the students how they could demonstrate 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.6

Quality of teaching

achievement against the different GCSE grade criteria and provided them with example examination questions to enable them to do this. Students evaluated their performance against these criteria and understood clearly how well they had done, seeing that a higher grade was within their grasp. There are also examples of effective questioning which encourages students to evaluate their learning, probes their understanding effectively and are used by the teacher to adjust the content of the lesson accordingly. However, these good examples of the use of assessment to raise students’ expectations and improve their work are not consistent in all lessons.

p.7

Behaviour and safety of pupils

Students’ behaviour over time has improved significantly and is now satisfactory. The use of exclusions and the occurrence of serious incidents and inappropriate behaviour show a marked reduction. Representatives of the local authority and of the governing body, including parent governors, confirm that the school is much calmer and that students’ behaviour and interest in learning are much better. Staff and students confirm this. Relationships are consistently positive. Students are trusted when handling equipment and respond to this positively by handling tools and equipment safely and sensibly, whether javelins in physical education, matches in science or kebab skewers in food technology. Behaviour around the school is satisfactory and at break times students engage positively in football, conversation or ICT. Behaviour observed in lessons during the inspection was generally good. Students showed signs of developing empathy and a growing awareness of the

p.7

Behaviour and safety of pupils

effects of their behaviour on other people, for example, usually remaining calm when they experienced difficulties with their work. The school has robust and consistent systems for managing behaviour and students are highly motivated by the new reward system, eager to build their points score towards a residential experience at the end of the school term.

p.7

Behaviour and safety of pupils

Students say that they feel safe at school and are confident that there are adults they can turn to should they need help. Recorded incidents of bullying are rare. This is confirmed by students who understand the different forms bullying may take.

p.7

Behaviour and safety of pupils

Attendance, although low, is improving in Years 7 to 10. This is the result of the school’s emphasis on the importance of regular attendance for ensuring students’ good progress. However, the persistent absence of some individuals continues to be a barrier to their educational achievement.

p.7

Leadership and management

The headteacher and senior leaders have taken effective steps to raise the expectations of staff and students. They manage performance well so that everyone shares their high aspirations and is eager for the school to succeed. Leaders, in partnership with the local authority, have taken decisive action to improve the quality of teaching, which has proved successful, so that there is now an increasing proportion of good or better teaching. This in turn, is securing students’ satisfactory and improving achievement and behaviour. 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.7

Leadership and management

The curriculum is broad and relevant, with a greater emphasis on enrichment and on improving students’ spiritual, moral, social and cultural development. This has had a positive effect on students’ behaviour, attendance and engagement in learning. Students appreciate the wider range of cultural experiences available in art, sport and music, as well as the opportunities to learn about different cultures. Although steps have been taken to improve students’ reading and writing skills across the curriculum, these are at an early stage of development and it is too soon to see their full impact. Improvements to the curriculum are also helping to improve students’ skills for the future through the introduction of courses more closely matched to individual and vocational needs. These factors indicate the school’s satisfactory promotion of equality and tackling of discrimination.

p.8

Leadership and management

School self-evaluation is highly accurate, especially as all staff and members of the governing body have been involved in collating evidence and making judgements. This evaluation is used well to identify priorities and to plan to meet these. The involvement of the governing body in the daily life of the school has improved, so that governors now visit the school regularly and judge its effectiveness for themselves. The school’s arrangements for safeguarding meet requirements. Links with parents and carers are also increasingly positive, as indicated by their increased involvement with their children’s annual reviews and school events.

p.8

Leadership and management

Improvements in the school’s effectiveness, the accuracy and use of its self- evaluation and the growing strength in leadership at senior and middle levels, indicate the school’s secure capacity to continue to improve.

p.8

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.9

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.9

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 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 ). 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.

p.9

Type of school Outstanding Good Satisfactory Inadequate

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

p.9

Common terminology used by inspectors

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

p.10

Common terminology used by inspectors

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

p.10

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.10

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.10

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.10

Common terminology used by inspectors

Floor standards the national minimum expectation of attainment and progression measures.

p.10

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.10

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.10

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.10

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.10

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.10

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

main findings from the inspection of their school.

p.11

Inspection of Moorbrook School, Fulwood PR2 3DB

Thank you for your help with the inspection. I enjoyed meeting you again. I have been visiting the school for some time now, but you will be pleased to learn that the school is now satisfactory and no longer requires ‘special measures’. Congratulations!

p.11

Inspection of Moorbrook School, Fulwood PR2 3DB

Your progress has improved and is now satisfactory. The school is not yet good as more improvements are needed to your progress and to your reading and writing. I saw that the extra help that some of you receive to improve your reading and writing is working well. I have asked your school to make sure more of you receive this help and have opportunities to use these skills more regularly in all your lessons.

p.11

Inspection of Moorbrook School, Fulwood PR2 3DB

Your progress is improving because the quality of teaching you receive is at least satisfactory, often good and, occasionally, outstanding. Sometimes though, you do not receive feedback on how to improve your work or you do not have time to check it. I saw you enjoying practical activities and being very sensible when making kebabs or throwing the javelin. I hope that Year 8 solve the murder mystery soon!

p.11

Inspection of Moorbrook School, Fulwood PR2 3DB

Your behaviour in lessons is much better, so well done! You told me that you think the school is calmer and you feel safe and that this is helping you to learn more effectively. Your staff and governors know the school well and want to make it better for you. To do this, I have asked them to:  help you all to make faster progress  help you to improve your reading and writing  make sure you are clear about how to improve your work.

p.11

Inspection of Moorbrook School, Fulwood PR2 3DB

I know that many of you have not always been to school regularly and because of this you have gaps in your knowledge and skills and some of you do not believe you can learn well. I know though that if you all believe in yourselves and come to school regularly you will do well. I wish you every success for the future.

p.11

Inspection of Moorbrook School, Fulwood PR2 3DB

Yours sincerely Liz Godman Lead 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.11