The Kingstone School

106655 Unique Reference Number Barnsley Local Authority 287578 Inspection number 20 °21 June 2007 Inspection dates Philip Jarrett HMI Reporting inspector

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

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Comprehensive Type of school Community School category 11 °16 Age range of pupils Mixed Gender of pupils Number on roll 1481 School

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The governing body Appropriate authority Mr Mick Little Chair Mr Matthew Milburn Headteacher 20 May 2002 Date of previous school inspection Broadway School address Barnsley South Yorkshire S70 6RB

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01226 215757 Telephone number 01226 215758 Fax number

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11 °16 Age group 20 °21 June 2007 Inspection dates 287578 Inspection number .

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This document may be reproduced in whole or in part for non-commercial educational purposes, provided that the information quoted is reproduced without adaptation and the source and date of publication are stated.

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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.

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Introduction

The inspection was carried out by one of Her Majesty's Inspectors and four Additional Inspectors.

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Description of the school

The Kingstone School is a very large and over-subscribed comprehensive school for pupils aged 11 to 16. It was awarded Performing Arts status in 2003. Most pupils are of white British heritage although there is a small number of pupils who have English as an additional language. The number of pupils eligible for free school meals is in line with the national average. The school receives above average numbers of pupils who have statements of special educational needs. The school has significant extended provision with a community sports centre and nursery on site, as well as close links with a neighbouring special school. The Kingstone School is due to be amalgamated with another local school in 2011 to form a new Advanced Learning Centre.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 3 of 11 Inspection Report: The Kingstone School, 20 °21 June 2007

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Grade: 2

The Kingstone School is a good school with some significant strengths. The headteacher has a well-articulated vision and a clear sense of direction which inform all the work of the school. The school's values are shared by staff, governors and pupils. This leads to positive attitudes to learning and good behaviour. As a result pupils work well together and show a good understanding of others. They learn a great deal and not just about subjects. They learn to develop their confidence, to explore their own skills and capabilities and to have empathy for others. This has led to outstanding personal development and well-being of pupils. Standards have improved in both key stages but remain below average. There are significant differences in attainment between subjects. The challenge now is to raise standards across the school to the levels achieved in the best departments. Achievement is good overall but this includes areas of high performance, such as in English,

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Grade: 2

drama, religious education and physical education, as well as subjects where progress has not in the past been good enough. Achievement in mathematics is improving and is now satisfactory but in science achievement has been hampered by substantial staffing and recruitment difficulties. The school acknowledges the need to improve provision in science and current action appears to be having a positive impact. The school has good capacity for further improvement. Teaching is good but with significant variations across subjects. In less effective lessons, expectations are not high enough and teachers do not use assessment information to plan for pupils' progress. The performing arts status has had a significant impact on many areas of the school's provision, notably in the outstanding personal development of pupils. Practice in performing arts subjects is being used to improve teaching and extend creativity. There are very good links with the

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Grade: 2

local community and beyond, especially through sport, music, art and drama. The performing arts status of the school has a direct and positive impact on the learning of all pupils.

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What the school should do to improve further

• Improve standards in science. • Raise teachers' expectations of pupils' learning in the less effective lessons. • Improve the tracking of pupils' progress and the use of performance data to inform teaching.

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Grade: 2

Standards have risen steadily over recent years in both key stages. For example, half of the pupils achieved good grades at GCSE in five or more subjects last year, compared to just over one third at the time of the last inspection. Nevertheless, standards remain below average at the end of both key stages and the school agrees that they should be higher. In particular there is a need to address the substantial differences in attainment between subjects. For example, standards in English are much higher than in mathematics. Good examination results were also achieved last year at GCSE in subjects including English literature, design technology, drama and religious education but standards in science were below average. 4 of 11 Inspection Report: The Kingstone School, 20 °21 June 2007 Evidence about achievement is variable across subjects and key stages, reflecting differences in quality of teaching and subject leadership. Performance data suggest that the overall progress

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Grade: 2

of pupils across all subjects as they move through the school is good. Progress in English is very good. Pupils achieve less well in mathematics although progress towards current targets appears to be on track. The school acknowledges that progress in science has not been good enough over recent years. Despite this, standards in science have improved for each of the past four years at both key stages and there is evidence that pupils are currently making better progress, for instance in the present Year 10 modular tests. There are no significant differences in the achievement of particular groups although opportunities to take examinations have been limited for some pupils with learning difficulties and/or disabilities. Good achievement overall is reflected in good or better rates of progress across many subjects and pupils' wider acquisition of learning skills, as well as current evidence of better progress in mathematics and science.

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Grade: 1

This is a very inclusive school where pupils' spiritual, moral, social and cultural development is outstanding. The school works successfully to build strong values of honesty, trustworthiness and a willingness to appreciate the feelings of others. This is shown in the pupils' enthusiastic involvement in voluntary activities, including fund- raising to set up a school in Uganda and the 'Girls against Poverty' initiative. The school is a calm, well-ordered place. Pupils move purposefully between lessons and have very good attitudes to learning. They are respectful, helpful and often charming. Pupils feel safe and secure in school. They mix well in groups of different ages. Because relationships between pupils are so good, there is little bullying. Attendance is average. The school is seeking to improve this and staff are relentless in following up absence. Most pupils enjoy school and many willingly take on responsibilities, for example

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Grade: 1

through involvement in year and whole school councils. Learners contribute very well to the community especially through performing arts and sporting activities. Most pupils participate in a wide range of sporting activities and even the youngest ones are able to explain clearly the effects of diet and exercise on the body. Pupils learn and understand the values of reliability, flexibility, commitment and an acceptance of the views of others. This prepares them well for the world of work, as demonstrated through the very high proportion of pupils who go into further education, training or employment.

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Grade: 2

The overall quality of teaching and learning is good. However, there are significant variations across subjects. Whilst subjects such as religious education, performing arts and English are doing very well, teaching in mathematics and science has been less effective. Leaders and middle managers recognise this and are working hard to improve teaching and share existing good practice. 5 of 11 Inspection Report: The Kingstone School, 20 °21 June 2007 In almost all lessons relationships are positive, characterised by mutual respect and pupils' good attitude to work. Pupils make the most progress in lessons where there is a good level of challenge and high expectations, with a clear focus on the learning outcomes. Good lessons feature an effective mix of learning activities where students are required to think for themselves and to assess their progress so that they know how to improve. In less effective lessons, pupils have too little opportunity for independent learning and

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Grade: 2

expectations are low. This applies particularly when work is not well matched to the needs of all pupils. Teachers' use of assessment, and the effectiveness of their feedback to pupils, varies in quality. In some subjects pupils know their targets, how well they are doing and what they need to do to improve. This is not yet the case across all subjects.

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Grade: 2

The curriculum is good and promotes positive attitudes to learning. It reflects the aims of the school clearly, enhancing pupils' personal development, promoting their enjoyment of education and extending their knowledge of the wider world. The school uses its performing arts status very well to extend learning opportunities at both key stages, within and beyond the school day. The needs of most groups of pupils are met well. For example, in Year 7, an innovative cultural studies course has been introduced which links several subjects together, develops key learning skills and helps pupils build successfully on their primary school education. An increasing variety of vocational courses in Key Stage 4 is extending choice and enabling pupils to follow clear progression routes towards the next stage of their careers. A well conceived course which combines study at college and work experience successfully motivates pupils who were previously

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Grade: 2

struggling at school. Provision for pupils with learning difficulties and/or disabilities is satisfactory. Although the level of care and support received by these pupils is very good, the school has rightly recognised the need to offer more opportunities to accredit their achievement and extend them academically. An extensive programme of enrichment and extra-curricular activities adds significantly to pupils' personal development and enjoyment of learning.

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Grade: 2

The quality of care, guidance and support for pupils is good with some real strengths. All members of staff are highly committed to supporting learners. As a result the school is a safe, welcoming place particularly for the wide range of vulnerable pupils. Pupils from minority ethnic groups and those with learning difficulties and/or disabilities are fully involved in all aspects of school life. The school is also effective in providing opportunities for individual pupils to contribute to the wider community, for instance through peer coaching, teaching dance in primary schools and the National Disabled Youth Olympics. Links with primary schools are good and the support that prefects provide helps pupils settle into the school quickly. Partnerships with other agencies and parents contribute effectively to the progress of individual pupils. Recently appointed link tutors are using their excellent range

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Grade: 2

of skills to support individuals. Procedures to safeguard students are in place and new staff receive appropriate training. 6 of 11 Inspection Report: The Kingstone School, 20 °21 June 2007 Pupils are guided well in making choices at 14 and at 16. Individual progression routes are increasingly being developed to ensure the needs of individuals are successfully met. Teachers set challenging targets for all learners and use a wide range of intervention strategies to help raise attainment. These include the use of mentors and enrichment activities to boost self-esteem and readiness for examinations. Systems for tracking academic progress have been significantly developed in recent years.

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Grade: 2

The school aims to provide a 'humanising' education and is largely successful in achieving this: pupils are mature and sensible and well prepared in most respects for life beyond school. The school has a very strong and inclusive ethos which recognises that all pupils can contribute to the school and wider community. Good leadership has led to improvement over recent years. The school has a good understanding of its strengths and weaknesses and the current improvement plan identifies the key priorities well. Science remains an area of concern. However, despite significant staffing problems, standards in science have risen steadily throughout this period and the outlook appears brighter. A new head of department has been appointed, staffing is more secure and action has been taken to improve teaching. Targets are challenging and predictions about future results positive. The role of middle managers is well developed. They review progress regularly, making use of

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Grade: 2

a wide range of evidence. There is very good practice in the leadership of some departments and this needs to be shared more effectively in order to raise standards across all subjects, for example in the use of performance data to track pupils' progress and to plan lessons that meet all pupils' needs. The governing body is knowledgeable, provides good support and is becoming increasingly confident in raising questions about the school's performance. Individual governors are well involved in school matters and work effectively with key members of staff. They monitor progress well but are not yet sufficiently involved in the process of setting the school improvement plan. 7 of 11 Inspection Report: The Kingstone School, 20 °21 June 2007 .

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Grade: 2

in the guidance 'Complaints about school inspection', which is available from Ofsted’s website: www.ofsted.gov.uk. 8 of 11 Inspection Report: The Kingstone School, 20 °21 June 2007

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Inspection judgements

School Overall Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate

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Overall effectiveness

How effective, efficient and inclusive is the provision of education, integrated care and any extended services in meeting the needs of learners? How well does the school work in partnership with others to promote learners' well-being? 2 The effectiveness of the school's self-evaluation 2 The capacity to make any necessary improvements Yes Effective steps have been taken to promote improvement since the last inspection

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Achievement and standards

2 How well do learners achieve? 3 The standards 1 reached by learners How well learners make progress, taking account of any significant variations between groups of learners 2 How well learners with learning difficulties and disabilities make progress

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learners?

1 The extent of learners' spiritual, moral, social and cultural development 2 The behaviour of learners 3 The attendance of learners 2 How well learners enjoy their education 1 The extent to which learners adopt safe practices 1 The extent to which learners adopt healthy lifestyles 1 The extent to which learners make a positive contribution to the community How well learners develop workplace and other skills that will contribute to their future economic well-being

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and interests of learners?

2 How well are learners cared for, guided and supported?

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and interests of learners?

Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low. 9 of 11 Inspection Report: The Kingstone School, 20 °21 June 2007

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and supporting all learners?

How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education How effectively performance is monitored, evaluated and improved to meet challenging targets How well equality of opportunity is promoted and discrimination tackled so that all learners achieve as well as they can How effectively and efficiently resources, including staff, are deployed to achieve value for money The extent to which governors and other supervisory boards discharge their responsibilities Yes Do procedures for safeguarding learners meet current government requirements? No Does this school require special measures? No Does this school require a notice to improve? 10 of 11 Inspection Report: The Kingstone School, 20 °21 June 2007

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Text from letter to pupils explaining the findings of the inspection

My four colleagues and I very much enjoyed meeting you during our recent inspection. Thank you for being so friendly and for talking to us so openly. We think that your school is a good one, with some things that are outstanding. Most of you behave very well and are keen to do your best. We thought you were very polite and respectful and we enjoyed talking to you. We think that you develop many personal skills and values really well. You are sensible and self-confident, with a very good understanding of others. We were particularly impressed by the links with the school in Uganda and other initiatives such as 'Girls against Poverty'. Many of you participate regularly in sport and in the performing arts and this also helps you to develop as individuals. Most of you make good progress although this varies from subject to subject. You told us that you enjoy lessons in subjects such as English, design technology, music and physical education

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Text from letter to pupils explaining the findings of the inspection

and this is where many of you make the best progress. The school accepts that it should improve standards in some subjects and is working hard to do this. You told us that you feel safe and secure. Teachers work very hard to support and guide you. You like having a say in the school's decisions and you said that the school listens to you. We are confident that the headteacher and his colleagues know how to make the school even better. We have suggested that the school should try to improve standards in science. Also, we feel that teaching would be better if some teachers set you harder work and if they used information from tests to help plan the best activities for you. Thank you for your help in the inspection and for welcoming us into your school. 11 of 11 Inspection Report: The Kingstone School, 20 °21 June 2007

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