The Derby High School

Radcliffe Road, Bury, Lancashire, BL9 9NH

p.1

Overall effectiveness

Previous inspection: Good 2 This inspection: Good 2 Leadership and management Outstanding 1 Behaviour and safety of pupils Good 2 Quality of teaching Good 2 Achievement of pupils Good 2

p.1

Summary of key findings for parents and pupils

 The leadership of the school is outstanding and is rigorously focused on raising standards.  Students make good progress over time in a significant number of subjects, including English.  Students for whom English is an additional language make particularly strong progress.  Achievement and attainment gaps between disadvantaged students and their peers have closed.  The quality of teaching is usually good, with some outstanding teaching.  Students’ behaviour is good. The school provides a safe and harmonious environment for learning.  Attendance is above average.  Students’ spiritual, moral, social and cultural development is very strong.  Advice given to students about the next steps in their education is excellent.  Governance is strong; governors are supportive of the school and challenge the leadership rigorously.  Relationships with the local community and partner primary schools are very solid.

p.1

It is not yet an outstanding school because

 Progress in a few subject areas, and particularly in mathematics, is not accelerating rapidly enough, particularly for more-able students.  Students do not yet routinely act on advice given by their teachers in marking to enable them to make swifter progress.  There are inconsistencies in the quality of teaching and the degree of challenge to enhance students’ learning, which impact on students’ levels of engagement and progress over time.

p.1

Information about this inspection

 Inspectors observed teaching and learning in a range of subjects and for different age groups. Four of the observations were carried out jointly with senior leaders.  Inspectors also visited morning tutor time and two assemblies.  Inspectors looked closely at samples of students’ written work across a range of subjects and year groups. They observed students’ behaviour around the school between lessons and at breaks and lunchtimes.  Inspectors held meetings with senior and middle leaders, a group of teachers, four groups of students, the Chair and three members of the governing body and a representative of the local authority.  Inspectors scrutinised a wide range of documentation including: development plan summaries; the school’s view of its own performance; data relating to students’ attainment and progress; information on attendance; documents and records about behaviour and safeguarding; records of the monitoring of

p.2

Information about this inspection

teaching and learning, of performance management of staff and minutes of meetings of the governing body.  Inspectors carefully analysed the 34 responses from parents to the online questionnaire (Parent View) and the 68 questionnaires which were completed by staff.

p.2

Inspection team

Julie Yarwood, Lead inspector Her Majesty’s Inspector

p.2

Inspection team

Patrick Geraghty Her Majesty’s Inspector

p.2

Information about this school

 The Derby High School is a slightly smaller than the average-sized secondary school.  The proportion of students who are disadvantaged and supported through the pupil premium is significantly high, when compared with most schools. The pupil premium is additional funding for those students who are known to be eligible for free school meals and those who are looked after by the local authority.  The proportion of students from minority ethnic backgrounds is well above average. The majority of these students are of Pakistani heritage.  The proportion of students who speak English as an additional language is well above average.  The proportion of students who are disabled or who have special educational needs is below average.  The school meets the government’s current floor standards, which are the minimum expectations for students’ attainment and progress in English and mathematics by the end of Year 11.

p.3

Information about this school

 The school offers alternative provision for a very small number of students at a local authority-run pupil referral unit and at Elms Bank Specialist Arts College.  The headteacher is a local leader of education (LLE).  A new Chair of the Governing Body has been appointed since the previous inspection.

p.3

What does the school need to do to improve further?

 Improve the proportion of pupils in mathematics who make better-than-expected progress, in particular more-able students, by: - developing students’ ability to think more deeply about the subject - planning lessons based on secure assessment information that will support and challenge the most-able students - ensuring that all teachers have sufficiently high expectations for all students’ attainment and progress.

p.3

What does the school need to do to improve further?

 Continue to embed high levels of challenge consistently in all subjects in order to develop students’ thirst for learning, by ensuring that: - the school’s outstanding practice is shared across all provision so as to develop teachers’ skills and to raise standards of teaching, learning and assessment from good to outstanding.

p.3

What does the school need to do to improve further?

 Ensure that students are given time to respond to teacher feedback in marking, so that they are clear about how to reach the next steps in learning.

p.3

The leadership and management are outstanding

 The headteacher and senior team provide an uncompromising approach to securing the very best for the students in the school. Their work is underpinned by a strong sense of purpose, a thorough understanding of their community and a determination to provide the best life chances for all students.  Leaders have established a culture of high aspiration and ambition and have secured significant improvements in key areas over time. These improvements include an increase in the proportion of students attaining five or more GCSE grades at A* to C, including English and mathematics, and acceleration of the progress made by disadvantaged students.  The school’s checking of its performance is honest and self-critical. The monitoring, tracking and evaluation of school performance is rigorous. School leaders are astute in assessing performance and, where necessary, taking speedy actions to implement improvements.

p.4

The leadership and management are outstanding

 School leaders place a high value on the professional development of teachers and the importance of sharing strategies and approaches to improve teaching and learning.  Middle leaders are effective managers and motivators within their area of responsibility. They have a clear view of where provision needs to improve. Middle leaders are held rigorously to account by senior leaders for their performance.  Leaders set highly aspirational targets for students, which are reviewed regularly. Pupil premium funding is used very effectively. As a result of a whole-school approach over time, significant improvements in the performance of students from disadvantaged backgrounds have been secured.  The curriculum is broad and balanced. Clear and appropriate pathways are offered at Key Stage 4. The curriculum at Key Stage 3 has a strong focus on building aspirations, self-confidence and improving literacy skills.

p.4

The leadership and management are outstanding

 Learning opportunities support the active promotion of fundamental British values. Students are knowledgeable about faiths and cultures other than their own. Morning tutor time is used well and gives students regular opportunities to learn about, and reflect on, national and international issues.  Spiritual, moral, social and cultural development is a significant strength of the school and is interwoven across the curriculum. Learning in the classroom is enhanced by an extensive range of trips, visits, and cultural experiences. This approach ensures that equality of opportunity and good relations are fostered very effectively. As a result of their experiences, students are prepared very well for life in modern Britain.  Relationships with parents and the local community are well developed. Effective communication extends to parents not only of current students in the school, but also to parents of children in the partner primary

p.4

The leadership and management are outstanding

schools.  The percentage of students who progress to post-16 studies is high. School support for progression is targeted well and includes sessions for parents and students on ways of financing a university course.  The school meets its statutory requirements for safeguarding students well, including for a very small number accessing off-site provision.  The local authority understands the needs of the school well and provides good support, in particular for students for whom English is an additional language.  The governance of the school:  The governing body demonstrates great pride in the school and provides strong support to the headteacher and senior leadership team.  Governors have a very accurate view of the strengths and areas for development of the school and rigorously hold school leaders to account for improvement. They have a comprehensive understanding of school performance data and challenge and comment effectively on students’ attainment and

p.4

The leadership and management are outstanding

achievement.  Through conducting learning walks and holding regular meetings with heads of department, governors have a very clear understanding of the quality of teaching and learning. They have a very strong understanding of how the school uses performance management to tackle underperformance, accelerate improvement and reward good teaching.  Governors have an excellent knowledge of pupil premium funding and expenditure and monitor its impact on the achievement of those students for whom it is intended very carefully.

p.4

Behaviour

 The behaviour of students is good. They treat each other with courtesy, dignity and respect and engage positively with staff and visitors.  Students are fully aware of the school’s policy on the ‘7Rs’ (respectful, responsible, reasonable, ready, resourceful, resilient and right impression). They understand the importance of these values when making choices about their behaviour.  Incidences of bullying are rare. In the few incidents that occur, students say that issues are dealt with promptly and effectively.  Staff in school manage behaviour well and have high expectations. Students are in general well prepared for learning. In lessons where the work is matched to students’ needs and teaching is strong, students show excellent levels of engagement and a passion for learning. Variety in engagement occurs in the quality of learning where the level of challenge that work presents is not appropriately pitched.

p.5

Behaviour

 Staff are effective in their supervision of students at social times and on arrival to and departure from school and are positive role models for the behaviour that they expect. Older students equally, in their role as prefects and mentors, offer good support to younger students and strengthen the positive ethos of the school.  Students’ attendance is good and improving. Rates of attendance are above the national average and persistent absence rates are lower.  The number of exclusions has decreased and appropriate strategies using outside agencies are in place to help the school address any issues which arise.

p.5

Safety

 The school’s work to keep students safe and secure is good. Policies and procedures for safeguarding are fully in place and robust and are reviewed regularly by senior leaders and the governing body.  Students say that they feel safe in school and this is endorsed by all parents who completed the online parental survey.  Students understand how to keep themselves safe in a range of situations. This includes bullying of all types and keeping safe in specific situations according to the time of year. Students discussed a most recent example of this relating to fireworks.  The school is proactive in its approach to working with outside agencies to secure support for students. Senior leaders rigorously pursue referrals that they have made, so that the most appropriate additional help is secured for young people who are vulnerable.  The school has taken part in a pilot for a regional group looking into combating extremism and groups of

p.5

Safety

students have taken part in workshops which have enhanced their understanding of issues on a national level.

p.5

The quality of teaching is good

 Teachers’ strong subject knowledge and enthusiasm lead to students enjoying their learning and making good and improving progress over time.  Expectations of what students can achieve are generally very high and teachers provide students with good support to help them to achieve.  Across the school and in a significant number of classes and subjects, students achieve outstandingly well and make very rapid progress in their learning. This is especially the case where activities are consistently challenging and are closely matched to students’ abilities and needs. This was demonstrated at the highest level in Year 7 dance and drama. In both subjects, students applied themselves with enthusiasm to the tasks and in doing so, acquired high levels of new skills, self-confidence and self-esteem.  On occasions, there is inconsistency in the level of challenge presented by activities. Some tasks are too

p.5

The quality of teaching is good

hard for some students and some are too easy. This is sometimes the case in mathematics and in a small number of other subjects. The school is working hard to tackle this and bring about greater consistency and raise expectations and standards still further.  Relationships between teachers and students are mostly strong and positive. This results in students being confident learners who willingly express their thoughts and ideas with a sense of maturity. This was evident in an English lesson in which students maturely debated the importance of the use of correct language by young people.  Much questioning requires students to give extended reasons for their contributions, thus developing students’ oral skills effectively and consolidating their learning.  Marking is regular and comments are generally helpful. Students do not, however, always act on the comments, which means that opportunities to enhance their progress further are sometimes missed.

p.5

The quality of teaching is good

 Students read well and most say that they enjoy reading. Students’ literacy skills are promoted well across the curriculum by regular and systematic reading and by the strong encouragement from teachers to use key subject vocabulary.  Lower-attaining students and those with special educational needs receive strong and effective support, both in class and through targeted additional interventions. As a result, most make very good progress.

p.6

The achievement of pupils is good

 Students enter the school with below average attainment and the majority secure a good standard of attainment on leaving the school. The percentage of students who attain five or more GCSE passes at grades A* to C, including English and mathematics, has risen significantly and data show that for the first time, in 2014, this exceeded the national average.  The proportion of students who make expected progress in English has increased and is now above average. In mathematics, although performance was below average in 2013, data provided by the school for 2014 indicate that this is now broadly in line. Inspection evidence and analysis of data indicate that this positive trend is set to continue.  The percentage of students making better-than-expected progress from their starting points in both English and mathematics has increased in 2014. There is, however, further work to be done to ensure that this more frequently applies to more-able students in mathematics and that they think more deeply

p.6

The achievement of pupils is good

about the subject.  The gaps in achievement in English and mathematics between students known to be supported by the pupil premium and their peers closed in 2014. Data indicate that disadvantaged students made better progress from their starting points than their peers did.  In 2013, GCSE performance in English showed that the standard attained by disadvantaged students was approximately half a grade lower, when compared to their peers and to other pupils nationally. Information collected on inspection indicates that in 2014 the gap closed rapidly and there is now no significant difference between the standard achieved by disadvantaged students and others.  In mathematics in 2013, disadvantaged students achieved on average half a grade lower than their peers in school and approximately one grade less when compared with other pupils nationally. Data for 2014 indicate that this gap is closing, but at a slower rate than in English.

p.6

The achievement of pupils is good

 Students for whom English is an additional language made good progress in 2013. Data for 2014 indicate that this group of students exceeded their peers in terms of the proportion making expected progress from their starting points in English and mathematics.  As a result of targeted intervention and support, students with special educational needs make good progress from their starting points.  The most-able students perform exceptionally well in some subject areas. These include the sciences, French and, in 2014, English. This group of students is very well prepared for the next stage of their education and the progression into selective sixth form and further education colleges is impressive.  The school does not routinely enter students early for GCSE examinations.

p.6

Grade Judgement Description

Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes that provide exceptionally well for all its pupils’ needs. This ensures that pupils are very well equipped for the next stage of their education, training or employment. Grade 2 Good A good school is effective in delivering outcomes that provide well for all its pupils’ needs. Pupils are well prepared for the next stage of their education, training or employment. Grade 3 Requires improvement A school that requires improvement is not yet a good school, but it is not inadequate. This school will receive a full inspection within 24 months from the date of this inspection. Grade 4 Inadequate A school that has serious weaknesses is inadequate overall and requires significant improvement but leadership and management are judged to be Grade 3 or better. This school will receive regular monitoring by Ofsted inspectors. A school that requires special measures is one where the school is failing

p.7

Grade Judgement Description

to give its pupils an acceptable standard of education and the school’s leaders, managers or governors have not demonstrated that they have the capacity to secure the necessary improvement in the school. This school will receive regular monitoring by Ofsted inspectors.

p.7

School details

Unique reference number 105355 Local authority Bury Inspection number 448306

p.8

School details

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

p.8

School details

Type of school Secondary School category Community Age range of pupils 11–16 Gender of pupils Mixed Number of pupils on the school roll 841 Appropriate authority The governing body Chair Peter Whitnall Headteacher Alyson Byrne Date of previous school inspection 10 March 2010 Telephone number 0161 764 1819 Fax number 0161 764 9365 Email address a.e.byrne@bury.gov.uk guidance ‘raising concerns and making complaints about Ofsted', 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.8

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 and as part of the inspection.

p.9

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

p.9

School details

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 and 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, please

p.9

School details

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.9

School details

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

p.9