Chase Grammar School International Study CentreOfsted inspection, 27 Jun 2014

Chase Grammar School International Study Centre Convent Close, Cannock, WS11 0UR

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Overall effectiveness Requires improvement 3

Achievement of pupils Requires improvement 3 Quality of teaching Requires improvement 3 Behaviour and safety of pupils Requires improvement 3 Leadership and management Requires improvement 3

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This is a school that requires improvement. It is not good because

 Pupils’ progress is too slow in biology and chemistry. Teaching does not always identify quickly enough those pupils who are struggling to understand the words required to do well when answering test questions in science.  Teaching does not always make sufficient use of what pupils already know and can do to set them new work at the correct level of challenge.  The sixth form provision requires improvement; sixth formers’ progress is inconsistent across subjects.  The marking of pupils’ books is variable. Improvement points are not always followed up with pupils.  Some pupils are reluctant to tell teachers when they are upset.  Senior leaders, including the proprietor, are not always rigorous enough in checking the quality of teaching.

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The school has the following strengths

 Pupils’ progress in learning to speak English is good because the teaching of English as an additional language is effective.  Pupils’ progress in mathematics is good because this subject is taught well.  Sixth formers make good progress in accounting and mathematics. They achieve A* to B grades at A level in these subjects.  When teaching draws international pupils into discussion with day pupils, they show a positive attitude to learning. Pupils know how to keep safe.  The leadership and management of English and mathematics are good.

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Compliance with regulatory requirements

 The school meets schedule 1 of the Education (Independent School Standards) (England) regulations 2010, as amended by The Education (Independent School Standards) (England) (Amendment) regulations 2012 (‘the independent school standards’) and associated requirements.

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Information about this inspection

 The school was given a day’s notice of inspection.  Inspectors observed 12 lessons. Two of these observations were undertaken jointly with a member of the senior leadership team. A detailed scrutiny of pupils’ work was carried out in partnership with the incoming headteacher.  Inspectors attended an assembly and a form tutor period. They toured the buildings and observed outdoor play areas at break and lunch times. They also observed the preparation for the planned speech day.  Meetings took place with the proprietor, members of the senior and middle leadership teams, other staff and pupils.  Thirty four Ofsted questionnaires completed by staff were examined.  There were insufficient responses to the online questionnaire Parent View for an analysis to be made. Inspectors read the school’s analysis of its most recent data capture about parental satisfaction with the school.  A range of policies and documents were examined, including those related to pupils’ progress

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Information about this inspection

and behaviour. All curriculum and safeguarding policies were scrutinised.

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Inspection team

Jeffery Plumb, Lead inspector Additional Inspector Susan Tabberer Additional Inspector

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Information about this school

 Chase Grammar International Study Centre is an independent school with boarding provision. Almost all pupils are boarders. The boarding provision did not form part of this inspection. A separate inspection of the boarding provision is conducted by social care inspectors.  All of the pupils come from overseas, mainly from Hong Kong and China, although a few are from a range of countries including Kazakhstan, Uzbekistan, Thailand, Vietnam, Taiwan, Ukraine, Albania and Bulgaria.  Pupils often join the school other than at the usual times.  International pupils are taught alongside Chase Grammar Day School pupils for much of their time. Pupils receive specialist individual and/or group tuition to improve their English skills. The Chase Grammar Day School did not form part of this inspection.  Most pupils are in Key Stage 4 and in the sixth form. Few are in Key Stage 3 and very few are in Key Stage 2. Although there were 128 pupils on roll in the academic year 2013–14,

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Information about this school

only 80 pupils were in school at the time of the inspection because those in Year 11 and Year 13 had returned to their home countries following completion of their public examinations.  There are more boys than girls on roll.  No pupils have a statement of special educational needs.  The school does not make use of alternative provision.  The last full inspection of the school in June 2010 was an integrated inspection of the education and boarding provision. At that time, a number of regulations were judged not to have been met. This was followed by an integrated monitoring inspection in December 2011 when the school was judged to be compliant with all required regulations.  There has been recent turbulence in the leadership and management of the school. The headteacher of the school, in post for a year, is leaving in July 2014. The current headteacher of the Chase Grammar Day School will also take over the leadership and

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Information about this school

management of the Chase Grammar International Study Centre from September 2014. This inspection fell at a time of transition in the leadership. The principal, who is also the proprietor, focuses his energy and time on the buildings and finance.

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What does the school need to do to improve further?

 Raise achievement in biology and chemistry by:  implementing a clear assessment system to identify those pupils who are struggling to understand the words required to answer examination-type questions in science  ensuring that appropriate support is given to pupils who struggle early on in the school year so as to remove the language barrier that prevents them from achieving as well as they should in biology and chemistry.

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What does the school need to do to improve further?

 Improve the quality of teaching from requires improvement to good in all subjects by ensuring that:  all teachers make effective use of what pupils already know and can do to plan work at the correct level of challenge to move them on more rapidly with new learning  all teachers follow through on the comments they make about how pupils can improve their work when they mark their books so as to ensure that pupils make those improvements speedily.

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What does the school need to do to improve further?

 Improve leadership and management by ensuring that: - all senior and middle leaders are equipped with the skills required to check the quality of teaching and learning throughout the school and provide quality feedback to teachers on how to improve their practice - senior leaders provide more training opportunities for teachers to help them improve their teaching and then hold teachers to account for their performance - pupils feel confident in approaching a member of staff about anything that bothers them rather than allowing worries to fester and remain upset.

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Achievement of pupils Requires improvement

 There are inconsistencies in the rate of progress across both subjects and year groups. This is why achievement requires improvement. In some year groups and subjects progress is too slow, while in others it is good. The same is the case in the sixth form, particularly at AS level in Year 12.  Progress is slow in chemistry in Year 8. Pupils struggling with the required vocabulary to be successful in answering questions in this subject were only identified as having this difficulty after taking their end of year examination. Weak assessment within the subject prevented senior leaders spotting this problem early in the school year.  Key Stage 3 and 4 pupils do not achieve as well as they should in biology because insufficient attention is paid to their literacy needs to enable them to better access learning. A few pupils say that they do not like biology because they do not understand the words used in the

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Achievement of pupils Requires improvement

teaching of the subject, and that those words are not explained to them.  Attainment on entry is different for each pupil because they come from different schools across a wide range of countries. Typically, pupils who start at different points in Key Stages 2, 3 and 4 speak little English. Due to the high quality specialist programme provided for them, pupils make good progress in learning to speak English. By Year 11, the most-able pupils achieve grade A* to C passes in the English foreign language examination provided by the IGCSE board.  Progress in mathematics is good across all year groups. Typically attainment in mathematics by Year 11 is above the national average. Most pupils achieve a grade C GCSE pass at the end of Year 9 and progress to achieve A* to B passes in this subject at the end of Year 11.  Attainment by Year 11 in English language is lower than in mathematics, reflecting pupils’

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Achievement of pupils Requires improvement

continued journey in their acquisition of the English language. Although typically attainment by Year 11 in English is below the national average, the progress from individual starting points is good overall.  There is no discernible difference in the rate of progress between girls and boys or the different minority ethnic groups. The most-able pupils achieve A* to C grades in additional science. In 2013 all of the Year 11 pupils from China achieved grades A*or A in GCSE Cantonese.  Some Year 13 sixth formers make better than expected progress in mathematics, further mathematics and accounting. Typically they achieve A2 passes at the highest grades, including A*, in these subjects.

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Quality of teaching Requires improvement

 Typically, teaching is inconsistent across subjects and year groups. It is variable across the sixth form.  Teaching in biology and chemistry does not quickly enough identify those pupils who struggle to understand the words required to answer scientific questions accurately. Even pupils with good scientific knowledge sometimes flounder because they confuse the meanings of command words, such as ‘explain’ and ‘evaluate’, when given questions to answer in tests.  In a few subjects, teaching does not always take sufficient account of what is required to move pupils, who are still learning English as an additional language, forward as rapidly as they ought to be. Teaching occasionally misses the opportunity of using visual (picture) cues to support pupils who have recently arrived from countries that are culturally very different from England.  At times, pupils become frustrated when they spend too long working on skills they have

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Quality of teaching Requires improvement

already mastered confidently. On these occasions, the work is too easy for them. Yet on other occasions pupils struggle because the work is too hard. This is because teaching does not consistently make sufficient use of information about pupils’ prior learning to set work at the correct level of challenge.  The marking of pupils’ work does not consistently give pupils clear guidance on what they need to do to improve their work. Even where teachers give pupils clear pointers for improvement, they do not always follow their comments up to make sure the required corrections are made.  Pupils are assessed carefully at whatever point they enter the school to find out their understanding of the English language and to ascertain what they know and can do in mathematics. Information from these assessments is used well to increase pupils’ proficiency in speaking, reading and writing in English and in raising their achievement in mathematics.

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Quality of teaching Requires improvement

 Teaching is improving rapidly in a number of important areas. For example, the teaching of English as an additional language is consistently effective. Similarly, teaching in English language and literature at GCSE level draws on a wide range of resources and approaches to help pupils improve.  Mathematics teaching is based on outstanding subject knowledge and is consistently challenging. These factors contribute to pupils’ good enjoyment of, and enthusiasm for, learning in this subject. High expectations ensure that the teaching of the most-able sixth formers is strong in this subject.  Teaching based on effective questioning, coupled with deepening sixth formers’ knowledge and understanding, enable them to think critically and apply themselves to solving problems in a number of subjects. Good teaching in art, accounting and further mathematics in Year 13 motivates sixth formers to learn; those taking these subjects have a thirst to learn.

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Behaviour and safety of pupils Requires improvement

 The behaviour of pupils requires improvement because their level of engagement with learning is variable across subjects and year groups. In some lessons, teaching does not draw pupils into learning sufficiently and/or provide enough challenge to engage them fully.  In subjects, such as English and mathematics, where teaching targets questions directly at the international pupils as well as the day pupils, they respond enthusiastically and demonstrate a positive attitude to learning. They are keen to succeed and work productively.  Pupils are polite, courteous and welcoming of visitors. Their eyes light up as they share experiences from their home countries. Pupils respect the school’s buildings and grounds. There is no graffiti, no litter and displays are looked after. Pupils take great pride in wearing their uniform and look smart.  Break and lunch times are calm, family like occasions, but Key Stage 3 and 4 pupils do not

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Behaviour and safety of pupils Requires improvement

mix with day pupils during these times in such a relaxed manner as those in the sixth form.  Pupils are proud when they are awarded merits for good behaviour and are clear that they will receive sanctions if they misbehave. Behaviour is mostly managed well.  Pupils say that there is no cyber bullying and that racist incidents are rare. The school’s incident logs confirm what they say and show that the rare incidents of racism are tackled swiftly and robustly. There are no logged incidents of other types of prejudiced bullying.  Key Stage 3 and 4 pupils know that they can approach an adult in school to discuss anything that bothers them, but a few are reluctant to do so. These pupils remain hurt when they experience unkind words from other pupils and this requires addressing urgently.  Attendance is outstanding and there is no lateness to lessons.  Pupils’ spiritual, moral, social and cultural development is good. Through religious education

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Behaviour and safety of pupils Requires improvement

and other subjects, pupils’ awareness of cultural diversity is raised successfully. Pupils are privileged to work, live and learn in such a rich culturally diverse community. They learn about the different customs in each others’ countries. Pupils learn about civil and criminal law in the United Kingdom as part of their citizenship programme.  Many opportunities are provided to enable pupils and sixth formers to take on roles of responsibility and there is a strong pupil voice. Currently, pupils are involved in constructive action to secure menus more palatable to their cultural tastes. They initiate fund-raising events to support various charities.  The school’s work to keep pupils safe and secure is good. Risk assessments of the safety of the buildings are thorough.  The school has all of the required welfare, health and safety policies. Their content is clear and they are implemented effectively. Safeguarding procedures are robust. There is a well-

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Behaviour and safety of pupils Requires improvement

maintained single central register, together with robust safe recruitment procedures. Child protection procedures are firmly in place and all training is up-to-date.  There are a suitable number of teachers trained in first aid. Risk assessments of visits and the outdoor learning environment are thorough.  Pupils are adept at keeping themselves safe. They are aware of the potential dangers of using social network sites; they know that they must wear goggles when carrying out experiments in science and that they must obey the school’s safety rules. They look after their health and personal hygiene well.

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Leadership and management Requires improvement

 The proprietor, senior leaders and middle leaders are not consistently rigorous in checking on the quality of teaching and holding teachers to account for pupils’ achievement. There is good practice, but this is not always so. The linking of evidence from lesson observations to the training given to teachers is not totally consistent.  Subject leadership is variable. It is not as effective as it ought to be in science, but is effective in English and mathematics. The management of the school’s English as a foreign language programme is good.  There is no one identified leader for the sixth form. The leadership and management are shared and because of this there are inconsistencies in the tracking of sixth form students’ progress throughout the year. The leadership has identified this and an appointment has been made to drive improvement in respect of this deficiency.  The school’s new headteacher has begun to get a good understanding of what works well

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Leadership and management Requires improvement

and where the weaknesses lie. Actions for improvement are planned and in a number of areas improvements are already evident. New arrangements are in place to drive achievement up in science from September 2014.  A rich and relevant curriculum is in place and all the required programmes of study are in order. Careers guidance is effective. Year 11 and Year 13 pupils receive good guidance about university courses in England and their home countries. Planning to implement required curriculum changes for September 2014 is good.  The school is adept at knowing aspects of mathematics that are likely to be stronger in different minority ethnic groups from overseas and also where there are gaps in their learning, such as mathematical mechanics. This enables planning to accelerate pupils’ learning in mathematics to be robust.  The regular staff briefing introduced recently significantly benefits pupils. Detailed

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Leadership and management Requires improvement

discussions occur about individual pupils and decisive actions take place that raise their academic achievement and personal development.  There are strong and effective aspects of leadership and management. For example, involving pupils in evaluating the teaching they receive and using what they say to drive improvement. Targeting training for particular teachers based on this exercise impacts positively on improving their teaching and so benefits pupils.  Finances are well managed and the school’s extensive grounds are well maintained. Significant improvements are currently being made to the grounds to enhance the outdoor learning and play areas.  Work with parents is well managed. All the required information is provided for parents and others. Annual reports to parents are detailed and helpful. These, along with the complaints procedure, meet requirements.

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Grade Judgement

Grade 1 Outstanding Grade 2 Good Grade 3 Requires improvement Grade 4 Inadequate

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Grade Judgement

Detailed grade characteristics can be viewed in the Non-association independent school inspection handbook which is published on the Ofsted website: www.ofsted.gov.uk/resources/140053 .

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School details

Unique reference number 131695 Inspection number 422729 DfE registration number 860/6023 This inspection was carried out under section 162A of the Education Act 2002, as amended by schedule 8 of the Education Act 2005, the purpose of which is to advise the Secretary of State for Education about the school’s suitability for continued registration as an independent school.

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School details

Type of school Primary and Secondary School status Independent boarding school Age range of pupils 10–19 years Gender of pupils Mixed Number of pupils on the school roll 125 Number of part time pupils 0 Number of boarders on roll 124 Proprietor Mark Ellse Headteacher Paul Batterbury Date of previous school inspection 29–30 June 2010 Annual fees (boarders) £7,950 Telephone number 01543 501800 Fax number 01543 501801 Email address info@chasegrammar.com 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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School details

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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School details

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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School details

inspects to 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. If you would like a copy of this document in a different format, such as large print or Braille,

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School details

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School details

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

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