Somervale School

Unique Reference Number 109307 Local Authority Bath and North East Somerset Inspection number 356520 Inspection dates 24–25 November 2010 Reporting inspector Christopher Russell 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 11–18 Gender of pupils Mixed Gender of pupils in the sixth form Mixed Number of pupils on the school roll 511 Of which, number on roll in the sixth form 65 Appropriate authority The governing body Chair John Clayden Headteacher Peter Beaven Date of previous school inspection 11 November 2009 School address Redfield Road Midsomer Norton Radstock BA3 2HG Telephone number 01761 414276 Fax number 01761 410613 Email address admin@somervaleschool.com

p.1

Age group 11–18 Inspection dates 24–25 November 2010 Inspection number 356520 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 1234 234, 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 documentation 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'. Royal Exchange Buildings St Ann's Square Manchester M2 7LA T: 0300 1234 234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.2

Introduction

This inspection was carried out by one of Her Majestys Inspectors and three additional inspectors. Thirty-four lessons were observed, taught by 30 teachers; there were also a number of briefer visits to lessons. Meetings were held with students, staff and governors. Inspectors observed the schools work, and looked at a wide range of documentation, 102 questionnaires completed by parents, and questionnaires completed by staff and students. The inspection team reviewed many aspects of the schools work. It looked in detail at five key areas. How much progress different groups of students make. Whether teaching is now consistently good and whether the weaknesses in teaching identified in the last inspection report have been remedied. Whether the curriculum fully meets the needs of all groups of students. Whether there have been improvements in sixth form leadership and whether the sixth form is now securely satisfactory.

p.3

Introduction

The role that leaders across the school play in Somervales development and improvement.

p.3

Information about the school

Somervale is a small school; student numbers have fallen in recent years. The large majority of students are from White British backgrounds. The proportion of students with special educational needs and/or disabilities is close to the national average. The school has a specialism in media arts. It holds a number of other awards, including Healthy School status and the Eco-schools award. In September 2009, the school became part of a federation with Norton Hill, a local secondary school judged to be outstanding at its last inspection. The former headteacher of Norton Hill (a National Leader in Education) became the head of both schools and a new joint governing body was constituted. When Somervale was inspected in November 2009, it was judged to require significant improvement because it was performing less well than in all the circumstances it could be expected to perform; it was therefore given a notice to improve. Significant improvement was required in relation to safeguarding,

p.3

Information about the school

attendance and the leadership and management of the sixth form. One of Her Majestys Inspectors carried out a monitoring visit in March 2010. He judged that the school was making good progress in addressing the issues for improvement and in raising achievement. In October 2010, Somervale (with its federated partner school) became one of the first new-style academies.

p.3

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

Main findings

Somervale School is improving rapidly. Decisive and determined action has been taken to deal with the areas of weakness identified a year ago. There have also been a wide range of other improvements, and students achievement, although satisfactory, is rising quickly. Much has changed in the past year; senior leaders have a clear understanding of what has been achieved and what remains to be done, and the school is in a strong position to continue its rapid improvement. In accordance with section 13 (5) of the Education Act 2005, Her Majestys Chief Inspector is of the opinion that the school no longer requires significant improvement. The three particular weaknesses identified a year ago have all been rectified: procedures for safeguarding students have been strengthened and are good; attendance has risen steeply and is now above average; and sixth form leadership is now much more secure. Teaching has also improved significantly. It is satisfactory overall, with some variability

p.4

Main findings

across the school, but a much greater proportion of teaching is now good or outstanding. The curriculum, supported by the schools links with its partner school and a number of other local schools and colleges, gives students access to a good range of courses and opportunities. This is a calm, happy and friendly school. The students understand and appreciate the benefits that being part of a small school community bring. They feel very well known by staff and well cared for and supported. A particular strength of the schools work is the way in which students contribute to the life of the school and local community. The range of opportunities is excellent, particularly given the schools size, and large numbers of students are involved. The schools rapid improvement is largely due to the headteachers intelligent and determined leadership. He has successfully undertaken considerable and fundamental change while securing and maintaining very good staff morale a significant achievement.

p.4

Main findings

Somervales highly successful partnership with Norton Hill School has been instrumental in its improvement. Arrangements have been thoughtfully and sensitively handled to ensure that partnership work is sharply focused on improvement and very well received by staff. The governing body has also played an invaluable role in the schools improvement.

p.4

What does the school need to do to improve further?

 Reduce the remaining variability in teaching by ensuring that: all lessons provide sufficient challenge for everyone lessons provide greater opportunity for students to work more independently for extended periods of time and to take the lead in their learning

p.4

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

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

students always have a clear understanding of what they are expected to know, understand or be able to do by the end of each lesson lessons are structured to give students opportunities to undertake short tasks which demonstrate how they have secured their learning within the lesson.  Up to 40% of the schools whose overall effectiveness is judged satisfactory may receive a monitoring visit by an Ofsted inspector before their next section 5 inspection.

p.5

Outcomes for individuals and groups of pupils 3

Students overall achievement is satisfactory and rising quickly. Attainment has improved, particularly students attainment of five or more higher grades at GCSE including English and mathematics. Students currently make satisfactory progress from their starting points in Year 7 to reach average levels of attainment at the end of Year 11, but increasing numbers of students are now making good progress. Variation in students achievement across different curriculum subjects reduced significantly in the 2010 GCSE examination results. There is still some variability between the achievement of different groups of students; in particular, boys achieved more than girls in the 2009 GCSE examination results, but in 2010 the situation reversed. However, this variation is reducing quickly and patterns of achievement are becoming more consistent. Students with special educational needs and/or disabilities make similar

p.5

Outcomes for individuals and groups of pupils 3

progress to other students. Students have good attitudes to learning. They are enthusiastic about school and learning. They collaborate well together and enjoy working more independently when the lesson allows. Most speak confidently, although some are more reticent. Students behave well in lessons and around the site. They say that they feel safe and that the small amount of bullying is dealt with effectively. The way in which students make a positive contribution to the life of the school and wider community is a considerable strength. A very large proportion of students are involved. Opportunities are very wide and include over a third of students trained and working as sports leaders, work in the schools successful market garden and many students involvement with Somervales radio station. The schools specialist status makes a significant contribution to students achievement and their wider outcomes.

p.5

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

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for pupils' outcomes

p.6

Pupils' achievement and the extent to which they enjoy their learning 3

Taking into account: Pupils' attainment¹

p.6

Pupils' achievement and the extent to which they enjoy their learning 3

The quality of pupils' learning and their progress 3

p.6

Pupils' achievement and the extent to which they enjoy their learning 3

The quality of learning for pupils with special educational needs and/or disabilities and their progress

p.6

2

Taking into account: Pupils' attendance¹

p.6

The extent of pupils' spiritual, moral, social and cultural development 2

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4

p.6

How effective is the provision?

Teaching is satisfactory overall, but now good and outstanding in many lessons; inadequate teaching is rare. Lessons are characterised by a very calm classroom environment, with productive and positive relationships between teachers and students. Marking has improved and students now typically have a much clearer idea about their targets and what they need to do to reach them; in some cases, advice is very precise and helpful. Teaching that is no better than satisfactory commonly has one or more of the following features: a lack of challenge for students, with lessons sometimes repeating work that students can already do over-direction by the teacher, with insufficient opportunities for students to work independently for more extended periods of time or to take more of a lead in the lesson a lack of clarity and precision with students about the lessons aims and what the teacher is hoping students will be able to know, understand or do by the end of the lesson

p.6

How effective is the provision?

planning that does not structure the lesson and its activities in a way that enables teachers to check students learning as the lesson proceeds.

p.6

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

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Good arrangements for care, guidance and support make a strong contribution to students wider outcomes. There have, for example, been significant improvements in attendance and behaviour as a result of much-improved systems and processes. Clearly targeted support is provided for potentially vulnerable students. Good systems are in place to help students make well-informed choices about their futures. Leaders have worked hard to ensure that the curriculum meets the needs of different groups of students well. Curriculum opportunities include a successful vocational qualification in horticulture linked to the schools market garden, and opportunities for students take one or more diplomas. There are useful opportunities for students to take examinations early and retake to improve their grades. Good use has been made of partnerships with other providers to allow students access to courses and options elsewhere. Enrichment opportunities are a strength, especially for such a small school, and

p.7

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

include a wide range of clubs and after-school activities.

p.7

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for the quality of provision

p.7

The quality of teaching 3

Taking into account: The use of assessment to support learning

p.7

How effective are leadership and management?

The headteacher provides the school with high quality leadership; he is very well supported by other members of the senior team. Senior leaders understanding of the quality of provision and the strengths and weaknesses in teaching is based on a good range of monitoring activities. A range of effective actions have been taken to develop the roles and responsibilities of the schools middle leaders. This group of leaders is taking an increasing role in the schools development, although there is variability, for example, in the depth of analysis of departmental strengths and weaknesses and plans for improvement. Many middle leaders were new in post in September 2010. Governors provide excellent challenge and support; they played an invaluable role in ensuring that the federation of the two schools was successful and in supporting a smooth transition to academy status. The way in which the school safeguards its students has improved considerably. It is now

p.7

How effective are leadership and management?

thorough and meets government requirements well. The recording of checks carried out on staff, risk assessments for school trips and the recording of sixth form attendance were problems a year ago; all are now robust. A high standard has been set for staff in this area. A wide range of effective provision is in place to promote community cohesion. There are particularly strong connections with the local community. Some good work has been done

p.7

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.8

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

to improve students understanding of national and global diversity, although this is not as strong. Leaders have good regard to the need to promote equality. Leaders track the achievement of different groups carefully and take determined action to reduce any variation. As a result, patterns of achievement are becoming more consistent. Partnership work is excellent. The school works closely with a number of other schools and colleges in the local area, a range of agencies and a large number of community partners. Most notably, there are very effective links with Norton Hill School, and staff across the school work closely with their colleagues at the partner school. This is helping to support rapid improvement and is helping Somervale, as a small school, to offer additional curricular opportunities to its students.

p.8

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for leadership and management

p.8

2

Taking into account: The leadership and management of teaching and learning

p.8

Sixth form

The leadership and management of the sixth form are now secure. Students feel that provision is improving and that the sixth forms direction is now clear. Appropriate systems are in place to monitor provision and outcomes, and action is being taken to deal with any weaknesses; for example, there were differences between students predicted and actual results last year, so assessment processes are now being tightened. The new sixth form leader only took up post in September 2010 but already has a clear vision for the sixth forms future development. It is, however, too early to see the full impact of the new leadership arrangements. As in the rest of the school, the quality of teaching is improving, although there is still variability. Students are well supported and given useful individual support and advice concerning their future options, although some expressed concerns that the university

p.8

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.9

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

application process has been a little slow. Strong partnership work supports the curriculum well; many students benefit from being able to follow courses at Norton Hill or at other schools and colleges. Students make satisfactory progress in the sixth form. Examination results are broadly in line with national averages. Students achievement varies between subjects, but leaders are taking decisive action to improve achievement in lower-performing subjects. Students have good opportunities to develop their enterprise skills, although opportunities to take up healthy exercise in school are rather limited

p.9

Overall effectiveness of the sixth form 3

Taking into account: Outcomes for students in the sixth form

p.9

Overall effectiveness of the sixth form 3

The quality of provision in the sixth form 3

p.9

Overall effectiveness of the sixth form 3

Leadership and management of the sixth form 3

p.9

Views of parents and carers

Parents and carers responded positively to the questionnaire. A particularly large proportion of those who responded feel that their children enjoy school. There were few written comments; there was a mixture of positive and negative comments, but no pattern to the small number of negative comments that were made.

p.9

Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Somervale School to complete a questionnaire about their views of the school. In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements about the school. The inspection team received 102 completed questionnaires by the end of the on-site inspection. In total, there are 511 pupils registered at the school.

p.10

Total % Total % Total % Total %

My child enjoys school 38 37 60 59 4 4 0 0 The school keeps my child safe 32 31 64 63 6 6 0 0

p.10

Total % Total % Total % Total %

My school informs me about my child's progress 27 26 68 67 7 7 0 0

p.10

Total % Total % Total % Total %

My child is making enough progress at this school 30 29 65 64 5 5 1 1

p.10

Total % Total % Total % Total %

The teaching is good at this school 26 25 70 69 4 4 0 0

p.10

Total % Total % Total % Total %

The school helps me to support my child's learning 22 22 69 68 7 7 1 1

p.10

Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 19 19 73 79 9 9 0 0

p.10

Total % Total % Total % Total %

The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment) 34 33 60 59 6 6 0 0

p.10

Total % Total % Total % Total %

The school meets my child's particular needs 31 30 62 61 7 7 0 0

p.10

Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 27 26 61 60 10 10 2 2

p.10

Total % Total % Total % Total %

The school takes account of my suggestions and concerns 23 23 69 68 5 5 0 0

p.10

Total % Total % Total % Total %

The school is led and managed effectively 24 24 69 68 5 5 0 0

p.10

Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 40 39 57 56 5 5 0 0

p.10

Total % Total % Total % Total %

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

p.10

Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils' needs.

p.11

Grade Judgement Description

Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well.

p.11

Grade Judgement Description

Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils.

p.11

Grade Judgement Description

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.11

Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously. The data in the table above are for the period 1 September 2009 to 31 March 2010 and are the most recently published data available (see www.ofsted.gov.uk ). Please note that the sample of schools inspected during the autumn and spring terms 2009/10 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools. Percentages are rounded and do not always add exactly to 100. Secondary school figures include those that have sixth forms, and sixth form figures include only the data specifically for sixth form inspection judgements.

p.11

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning, development or training.

p.12

Common terminology used by inspectors

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

p.12

Common terminology used by inspectors

Capacity to improve: the proven ability of the school to continue improving. Inspectors base this judgement on what the school has accomplished so far and on the quality of its systems to maintain improvement.

p.12

Common terminology used by inspectors

Leadership and management: the contribution of all the staff with responsibilities, not just the headteacher, to identifying priorities, directing and motivating staff and running the school.

p.12

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.12

Common terminology used by inspectors

Overall effectiveness: inspectors form a judgement on a school's overall effectiveness based on the findings from their inspection of the school. The following judgements, in particular, influence what the overall effectiveness judgement will be.

p.12

Common terminology used by inspectors

 The school's capacity for sustained improvement.  Outcomes for individuals and groups of pupils.  The quality of teaching.  The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships.  The effectiveness of care, guidance and support.

p.12

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.12

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

main findings from the inspection of their school.

p.13

Inspection of Somervale School, Midsomer Norton BA3 2HG

Thank you for your help and for taking the time to talk to us during the recent inspection. I am writing to you to tell you about our main findings. When the school was inspected a year ago, it had a number of strengths, but also some important weaknesses. The school was therefore given a notice to improve. We found that the school has improved enormously in the past year. The particular weaknesses seen last time in some of the schools processes for keeping you safe, your attendance and in the sixth form have improved a lot. Staff look after you well. This helps almost all of you to feel very safe and happy in school. You behave well around the school and in lessons. Teaching has improved a lot in the past year. It is still satisfactory overall, but much more is now good and outstanding. The most important thing for the school now is to ensure that all teaching is at least good. The schools partnership with Norton Hill is extremely useful. Teachers from the two schools

p.13

Inspection of Somervale School, Midsomer Norton BA3 2HG

are working closely together and an increasing number of students are able to follow courses at the partner school. The headteacher and his colleagues have achieved much in the past year. They have a good understanding of the schools strengths and areas for development, and know what to do next to continue the schools rapid improvement.

p.13

www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please

telephone 0300 1234 234, or email enquiries@ofsted.gov.uk .

p.14