The Regis School

Unique Reference Number 126076 Local Authority West Sussex Inspection number 360003 Inspection dates 2–3 March 2011 Reporting inspector Christine Raeside HMI

p.1

This inspection of the school was carried out under section 5 of the Education Act 2005. The registered childcare provision, managed by the governing body, was inspected under section 49 of the Childcare Act 2006.

p.1

Type of school Secondary School category Community Age range of pupils 11–19 Gender of pupils Mixed Gender of pupils in the sixth form Mixed Number of pupils on the school roll 1403 Of which, number on roll in the sixth form 220 Appropriate authority The governing body Chair Mrs Diane Willson Headteacher Mr David Jones Date of previous school inspection 19 September 2007 School address Westloats Lane Bognor Regis West Sussex PO21 5LH Telephone number 01243 871010 Fax number 01243 871011 Email address jbrakefield@wsgfl.org.uk

p.1

Age group 11–19 Inspection dates 2–3 March 2011 Inspection number 360003 Registered Childcare provision Stepping Stones Nursery

p.1

childcare provision

Age group 11–19 Inspection dates 2–3 March 2011 Inspection number 360003 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.

p.2

childcare provision

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 telephone 0300 123 4234, or email enquiries@ofsted.gov.uk .

p.3

childcare provision

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

p.3

Introduction

This inspection was carried out by one of Her Majesty's Inspectors and five additional inspectors. The inspection team observed 40 teachers and lessons, three of which were jointly observed with senior leaders. Inspectors observed the school's work, and looked at its analysis of student progress and attainment. Meetings were held with groups of students, members of the governing body, staff and a local primary headteacher. Inspectors also scrutinised the school development plan, policies and records of school improvement work. They considered responses to questionnaires completed by 155 parents and carers, 273 students and 72 staff. The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas.  The effectiveness of strategies to raise attainment and improve rates of progress for all students.  The impact of strategies to improve the quality of teaching and learning, with a

p.4

Introduction

particular focus on the learning and progress of students of average and lower ability, and those identified for support at the School Action Plus stage.  The effectiveness of leaders at all levels in driving improvement in teaching, learning and students' outcomes.  The impact of strategies to improve attendance and reduce rates of persistent absence.

p.4

Information about the school

The Regis School is a larger than average community school, serving the coastal town of Bognor Regis. The proportion of students known to be eligible for free school meals is slightly lower than average. There are lower than average, but rising, numbers of students belonging to minority ethnic groups or who speak English as an additional language. The proportion with special educational needs and/or disabilities is higher than average and the proportion with a statement of special educational needs is just below average. At the time of the inspection there were 16 looked after children on roll. The school has held specialist status for sport since 2003 and moved into new, purpose-built premises in September 2010. The school holds Artsmark and Sportsmark awards, and has enhanced National Healthy Schools Status. The governing body manages an on-site nursery for up to 67 children aged 0 to five, which was inspected at the same time as the school.

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

Main findings

The Regis School has a strong community spirit and is a place where students, including those in the sixth form, are known as individuals. Students feel very safe at school and appreciate the high priority all staff give to their safety. The school's attention to students' well-being is a strength and includes carefully targeted support for potentially vulnerable young people, for example through the employment of a trained counsellor and a health manager. There has been a pattern of low attainment in the school, but senior leaders have established a collective determination to raise aspirations and improve outcomes, so that the quality of education provided by the school is now satisfactory and improving. The growing pride and self-belief in the school community has been enhanced by the move to purpose-built premises. Students appreciate their new resources. They told inspectors how much behaviour has improved and this was evident in their welcoming attitudes and

p.5

Main findings

respect for the school environment. The creation of mixed-age tutor groups and a house system is helping students to develop mature and responsible attitudes to learning by encouraging them to provide advice and guidance to younger students. The attention the school gives to the safeguarding and protection of students is outstanding. Senior leaders and governors have gone beyond statutory responsibilities and secured a level of provision that is an exemplar locally and has attracted national recognition. Rigorous adherence to all aspects of child protection and safeguarding is also a feature of the outstanding nursery. Stepping Stones nursery is a vibrant learning environment where young children and babies thrive and are cared for exceptionally well. Nursery leaders have gone out of their way to create a sense of belonging for children and their families and to keep parents and carers closely in touch with their child's development and progress. A typical parental

p.5

Main findings

comment was, 'We are very happy with the outstanding care offered by this nursery, in particular with the individualised support, flexibility and ethos of care.' The headteacher and his senior team are driving school improvement on a number of fronts. Attendance is low, but improving, and persistent absenteeism has been reduced from an unacceptably high level. Targets for improved GCSE results are challenging but realistic and the school's early-entry policy has secured examination grades which demonstrate an improving picture. The quality of teaching observed during the inspection was satisfactory overall, but where lessons were good or better, it was because very robust assessment information was being used by the class teacher to plan activities which would challenge and develop every student.

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

Senior leaders have evaluated the school's strengths and weaknesses extremely accurately. They have set in place plans and actions which are keenly focused on the right priorities for improvement. The impact of this is beginning to show in improved progress and teaching but is not yet sufficiently embedded. On balance, the school's capacity to improve is satisfactory. 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.6

What does the school need to do to improve further?

 Raise attainment and accelerate the progress of all groups of students by ensuring that all teachers consistently and rigorously use assessment data to plan lessons and drive progress.  Improve the quality of teaching so that it is consistently at least good, by: ensuring that lesson planning builds on what teachers know about students' abilities and progress so that activities are differentiated to meet the needs of individuals and all groups of students providing more opportunities for students to be actively involved in their learning and to articulate what they have learned raising the level of challenge and pace of learning in lessons improving the quality of feedback, including through marking and effective questioning, so that students know how to improve their work ensuring that all teachers learn from the good and outstanding teaching that exists in the school.  By September 2011, improve the attendance of all pupils, and particularly those who

p.6

What does the school need to do to improve further?

are persistent absentees, by sustaining careful monitoring and building on successful partnerships.

p.6

Outcomes for individuals and groups of pupils 3

The majority of students enjoy their lessons and are well motivated. They respond well to teaching which challenges them to think or to articulate what they are learning. Although overall GCSE results have improved since the last inspection, the proportion of students attaining five or more GCSE A*-C grades, including English and mathematics, has shown less improvement and remained significantly below average. There is some sustained progress that is satisfactory or better, for example in mathematics, but rates of progress generally have been too slow in recent years, most notably for students identified as being at the School Action Plus stage of support. Detailed and keenly focused tracking systems show that progress is now satisfactory, and well-founded predictions for 2011 indicate rising attainment. A lack of basic skills is a barrier for many but effective strategies to counter this are beginning to have an impact.

p.6

Outcomes for individuals and groups of pupils 3

'Respect' is a key priority of the school improvement strategy and clear routines for the management of behaviour are well understood and adhered to by most students and staff. A significant minority of students, however, said that they did not feel that behaviour was good. The school is increasingly effective in meeting the needs of students whose

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

behaviour is particularly challenging and poor behaviour is often linked to weaker teaching. Exclusions have been high, but are falling rapidly. The sports specialism is making a significant contribution to students' good understanding of healthy lifestyles. They appreciate the wide range of activities available to them and most participate in several. Students understand clearly what constitutes a healthy lifestyle and make good use of opportunities to improve and monitor their own health, for example through self-referral to the 'Live It Up' programme in Year 10. They take on leadership roles and make the most of opportunities to have a say in their own learning. Year 7 students participating in the combined studies curriculum demonstrate increasingly secure literacy skills. They work well collaboratively and enjoy team challenges. These developing skills, along with improving attendance, contribute well to their understanding of the

p.7

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

demands of the workplace; such preparation for the future is a satisfactory and improving feature of the school.

p.7

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

These are the grades for pupils' outcomes

p.7

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

Taking into account: Pupils' attainment¹

p.7

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

The quality of pupils' learning and their progress 3

p.7

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.7

3

Taking into account: Pupils' attendance¹

p.7

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.7

How effective is the provision?

Teaching is satisfactory overall, although about half of lessons observed were good and a few were outstanding. In the best lessons, expectations of learning, behaviour and participation are high. Students can explain how to progress towards the next level or grade. They are helped to do this by carefully targeted questioning and by marking which

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

is developmental and constructive. Such good practice is not consistent across the school or sufficiently used to improve the overall quality of teaching. In too many lessons, the same activity is used for all and students are unclear how it will move their learning forward. At times, teachers spend too long on one task and the lesson is dominated by the teacher talking, so that students lack opportunities to articulate what they have learnt. The curriculum is increasingly well adapted to meet students' needs. Those with special educational needs and/or disabilities experience a range of tailored provision which is supporting their improved progress. The school has appropriately prioritised the development of basic skills. Courses which provide an alternative to the traditional curriculum, such as the work-related learning undertaken in the skills centre and BTEC qualifications, are increasingly successful, helping those at risk of disaffection to remain

p.8

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

engaged in education and to make progress. The school goes out of its way to be an inclusive learning environment. Arrangements to support children and young people through the different stages of their education are enhanced by the high level of dialogue with feeder schools. Provision to enable the effective transition into school by students who speak English as an additional language is exceptionally well targeted. Specialist staff attend admissions interviews and important information is translated. Students appreciate the good support they receive in making choices about the next stage of their education, both within the school and from partner agencies.

p.8

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.8

The quality of teaching 3

Taking into account: The use of assessment to support learning

p.8

How effective are leadership and management?

Middle leaders described compellingly how the school has improved because of the clear and uncompromising direction set by the headteacher. They feel fully accountable for students' success. Robust and accurate assessment data are now enabling them to have what they called 'quality conversations' with students about their learning. Leaders at all levels acknowledge that the impact of this is not yet sufficiently visible in improved GCSE outcomes or improved teaching. However, the monitoring of the quality of teaching by senior leaders is rigorous and accurate and has been used to raise expectations across the school. Governors are now keenly focused on improving teaching and achievement, having worked closely with the headteacher on the consuming priority of a smooth and cost- effective transition into the new building. They are confident that unevenness in achievement is reducing rapidly but acknowledge the need for greater equality in

p.8

How effective are leadership and management?

outcomes. The school actively encourages parents and carers to be involved in their child's

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

learning, such as through the family reading scheme. They are consulted over key changes, well informed about progress and increasingly involved in target-setting. Other partnerships also make a significant contribution to students' achievement and well-being. The Aim Higher initiative, for example, is used effectively to widen participation in higher education amongst students who have not previously considered it an option. The school has a good grasp of the issues facing its community. It actively promotes equality of opportunity and tackles discrimination and is working to promote a wider understanding of diversity, for example through links with Malawi.

p.9

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

These are the grades for leadership and management

p.9

3

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

p.9

Early Years Foundation Stage

Babies and young children thrive in the outstanding nursery and are clearly happy to be there. Progress is extremely good in all areas of the setting and often exceptional. Children in each age group demonstrate an excellent understanding of the world, for example by selecting appropriate materials to construct a model or using cameras to record their work. They listen with concentration to adults reading to them and examples of their developing speech and letter formation are everywhere. They are extremely safe and show complete confidence in the adults working with them. They are very clear about the importance of healthy and hygienic practices, such as hand-washing. Their positive contribution to their own environment is an outstanding feature of their learning, for example participating in the design and planning of their new outdoor and garden areas. Child-initiated learning is exceptionally strong because experienced and well-trained staff

p.9

Early Years Foundation Stage

create opportunities to learn out of every expression of curiosity or interest. Parents and carers are involved in, and informed about, every aspect of their childs development, for example through photographic displays which illustrate and exemplify different types of learning. There is a clear focus on celebration and diversity, from the innovative use of

p.9

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.10

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

Valentine's Day messages to reinforce learning about emotions and relationships to displays about Chinese New Year. The nursery is extremely well led and managed. Thorough and rigorous assessment records are openly available to parents and carers. There is unflinching attention to safety and the protection of all children. A strong commitment to equality and diversity is evident in the excellent progress of children with special educational needs and/or disabilities. Nursery leaders have made exceptionally good use of resources, so that every corner contains a learning opportunity.

p.10

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

These are the grades for the Early Years Foundation Stage

p.10

Overall effectiveness of the Early Years Foundation Stage 1

Taking into account: Outcomes for children in the Early Years Foundation Stage

p.10

Overall effectiveness of the Early Years Foundation Stage 1

The quality of provision in the Early Years Foundation Stage 1

p.10

Overall effectiveness of the Early Years Foundation Stage 1

The effectiveness of leadership and management of the Early Years Foundation Stage

p.10

Sixth form

Numbers are rising in the sixth form as students increasingly take advantage of the improving curriculum. From lower than average starting points on entry, students make good progress on BTEC courses and satisfactory progress overall. Attainment on A and AS level courses is below national averages and, although evidence indicates an improving picture, there have been too many unsuccessful entries at AS level in the recent past. Progress tracking is now much more rigorous and students are increasingly well guided about which courses best suit their abilities and interests. External partnerships with other schools and further education colleges enhance the curriculum offer. The best sixth form teaching challenges students and provides opportunities for them to collaborate actively in their own learning. In an A level English lesson, innovative use of film led to students speaking and writing movingly about society's attitudes to war

p.10

Sixth form

veterans, so that they were exceptionally well prepared to study a poem on the same topic. However, this level of planning and challenge is not consistent across Years 12 and 13. Sixth form students are making a positive contribution to the school, for example as leaders in tutor groups, and they value the opportunity to run activities for younger students. They feel well supported by the regular progress interviews which monitor their success and subject choices and support them to close any emerging gaps between target and actual grades.

p.10

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.11

Overall effectiveness of the sixth form 3

Taking into account: Outcomes for students in the sixth form

p.11

Overall effectiveness of the sixth form 3

The quality of provision in the sixth form 3

p.11

Overall effectiveness of the sixth form 3

Leadership and management of the sixth form 3

p.11

Views of parents and carers

A smaller than average proportion of parents and carers responded to the questionnaire. Of these, the very large majority are happy with their child's experience at The Regis School and agree that their children enjoy school, although a small minority did not agree that the school deals well with unacceptable behaviour. Stepping Stones nursery parents and carers were overwhelmingly positive about all aspects of provision and many wrote with warmth and appreciation about how happy and settled their children are there. In the words of one: 'As a parent it is so wonderful to know your child is safe, happy and content.'

p.11

Responses from parents and carers to Ofsted's questionnaire

The inspection team received 155 completed questionnaires by the end of the on-site inspection. In total, there are 1403 pupils registered at the school.

p.12

Total % Total % Total % Total %

My child enjoys school 78 50 63 41 7 5 2 1 The school keeps my child safe 68 44 77 50 8 5 1 1

p.12

Total % Total % Total % Total %

My school informs me about my child's progress 70 45 77 50 7 5 0 0

p.12

Total % Total % Total % Total %

My child is making enough progress at this school 64 41 77 50 13 8 0 0

p.12

Total % Total % Total % Total %

The teaching is good at this school 58 37 85 55 11 7 0 0

p.12

Total % Total % Total % Total %

The school helps me to support my child's learning 58 37 78 50 16 10 2 1

p.12

Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 52 34 86 55 13 8 0 0

p.12

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) 57 37 84 54 6 4 0 0

p.12

Total % Total % Total % Total %

The school meets my child's particular needs 63 41 77 50 13 8 0 0

p.12

Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 49 32 77 50 16 10 9 6

p.12

Total % Total % Total % Total %

The school takes account of my suggestions and concerns 53 34 74 48 16 10 1 1

p.12

Total % Total % Total % Total %

The school is led and managed effectively 70 45 63 41 12 8 0 0

p.12

Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 81 52 60 39 11 7 1 1

p.12

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.12

Grade Judgement Description

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

p.13

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.13

Grade Judgement Description

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

p.13

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.13

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 August 2010 and are consistent with the latest published official statistics about maintained school inspection outcomes (see www.ofsted.gov.uk ). The sample of schools inspected during 2009/10 was not representative of all sc hools nationally, as weaker schools are inspected more frequently than good or outstanding schools. Percentages are rounded and do not always add exactly to 100. Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary schools, special schools and pupil referral units.

p.13

Common terminology used by inspectors

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

p.14

Common terminology used by inspectors

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

p.14

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.14

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.14

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.14

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.14

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.14

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.14

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

main findings from the inspection of their school.

p.15

Inspection of The Regis School, Bognor Regis PO21 5LH

Thank you for the warm welcome you gave us during the recent inspection of your school. You are clearly delighted with the new building and equipment, which we agree is a great resource to be proud of and to look after. You have settled well into the new house system and the smaller mixed-age tutor groups. We particularly like the way these are helping you to take responsibility for one another and act responsibly as mentors. We saw how well you can behave around the school. We think you receive very good care at school; there is a wide range of people who are passionate about your safety and well-being and this is a real strength of TRS. Overall, we think it is a satisfactory school and that there is room for improvement in your learning and examination results, both by the end of Year 11 and in the sixth form. Mr Jones and your teachers agree with this and they are working very hard to make sure you all believe

p.15

Inspection of The Regis School, Bognor Regis PO21 5LH

in yourselves and achieve the very best you can. One of the most obvious and important aspects of this is your attendance. In the past, some of you have had too much time off and this is clearly a barrier to doing well. Your attendance is improving and you can take responsibility for making it even better, faster. We saw some good lessons and a few where the quality of your learning was outstanding. More lessons can be like this if your teachers demand more from you and make sure the work is prepared so that everyone has something that challenges them at the right level. You can help by behaving well, getting involved in your learning and making the most of every opportunity to discuss what you know and how to improve.

p.15

Inspection of The Regis School, Bognor Regis PO21 5LH

Christine Raeside Her Majesty's Inspector

p.15

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.16