Turnford School

Unique Reference Number 117531 Local Authority Hertfordshire Inspection number 358153 Inspection dates 25–26 November 2010 Reporting inspector Mark Phillips HMI

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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.

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Type of school Secondary School category Community 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 1025 Of which, number on roll in the sixth form 179 Appropriate authority The governing body Chair Pat Edwards Headteacher Jo Gant Date of previous school inspection 7 October 2009 School address Mill Lane Waltham Cross EN8 0JU Telephone number 01992 308333 Fax number 01992 309444 Email address office@turnford.herts.sch.uk

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Age group 11–18 Inspection dates 25–26 November 2010 Inspection number 358153 Registered Childcare provision The Sunray After School Club

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childcare provision

Age group 11–18 Inspection dates 25–26 November 2010 Inspection number 358153 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.

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

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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 1234 234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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Introduction

This inspection was carried out by one of Her Majesty's Inspectors (HMI) and four additional inspectors. Inspectors observed 40 teachers in 40 lessons, two form tutorials and an assembly. Inspectors held discussions with senior and middle leaders, with the Chair and other members of the governing body, and with representatives from the local authority. They also met with panels of students from Year 8, Year 10, and the sixth form. Inspectors observed the school's work, and looked at school records such as achievement data, systems for monitoring, evaluating, and teachers' lesson plans. In addition to the survey of parents' and carers' views, to which 144 replies were received, a sample of students completed a written questionnaire and a staff survey was also conducted. The inspection team reviewed many aspects of the school's work. It looked in detail at the following.  How well have students' achievement and the quality of teaching improved?

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Introduction

 How well does the school support students with special educational needs?  What is the impact of strategies for improving attendance and behaviour?  How good is partnership work in the main school and in the sixth form?  How effectively does the new governing body provide secure management?

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Information about the school

Turnford is an average-sized secondary school. The majority of students are of White British heritage and a small number are from minority ethnic backgrounds. Since the last inspection, the proportion of students registered with special educational needs and/or disabilities and the proportion that are known to be eligible for free school meals have both risen; both are now just above the national average. The school has specialist sports college status, which is linked to extended schools provision. An after-school centre for primary age children is managed on site. There are collaborative arrangements for sixth- form courses with other local providers. Turnford School was issued with a notice to improve when last inspected in October 2009. When HMI made a monitoring visit in June 2010, the school was judged to be making good progress in addressing the issues for improvement and in raising students' achievement.

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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

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Main findings

Turnford School is now a satisfactory school. In accordance with section 13 (5) of the Education Act 2005, Her Majesty's Chief Inspector is of the opinion that the school no longer requires significant improvement. The school has done well to make some significant improvements since the last inspection including in teaching, governance, and partnerships with parents. Overall achievement at GCSE is now securely satisfactory. All other outcomes relating to students' well-being including behaviour, and the extent to which students feel safe in school, are also satisfactory. This is the result of the satisfactory standard of care, guidance and support, and strategies for promoting equalities and countering discrimination. The school meets the statutory requirements for ensuring students' safety and well-being. Outcomes and provision for students with learning difficulties and/or disabilities are satisfactory, with

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Main findings

improved systems for identifying and supporting individual students with particular needs. Elements of the curriculum are good, such as the range of academic and vocational options in Key Stage 4, but there remains more work to be done on promoting key skills across all subjects. Specialist sports provision makes a good contribution to the school's work in the local community. In September 2010, a unique football development programme was launched within the curriculum for selected students in Key Stage 3 and the sixth form, in partnership with Tottenham Hotspur Football Club. The quality of teaching has improved since the last inspection. Although overall it is satisfactory the amount of good and outstanding teaching has increased. The school has effectively undertaken systematic programmes of lesson observations over the past year. While they have helped to identify and eradicate much of the inadequate teaching, these

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Main findings

observations do not always give sufficient consideration to the impact of teaching strategies on students' progress. There is still a small amount of teaching that underestimates students' capabilities; ensuring that all teachers have high expectations of what can be achieved is essential to improving students' achievement further. The school is understandably confident about its progress over the past year. This positivity is shared by most parents who responded to the inspection survey. Nevertheless, the overall profile of inspection judgements, with no aspect better than satisfactory, shows very clearly that there is still work to be done. A number of weaknesses remain. Standards in mathematics and science remain low in comparison with those seen nationally. Attendance also remains well-below average; while the number of persistent absentees has also reduced, it remains too high. The new deputy headteacher has introduced some

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Main findings

robust strategies for improving behaviour and attendance further; however, these have only recently started and have yet to bring significant improvements across all year groups.

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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

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

With good support from the local authority, and a reformed governing body, which now has a much better control of the school's budget, the headteacher has continued to give determined and ambitious leadership to the school. In particular, she has not been afraid of making tough decisions to reduce significantly instances of weak teaching. While she is supported by some good senior colleagues, the quality of other school leaders is not consistently as strong or dynamic. This, together with the remaining issues surrounding attainment and attendance, show that the school's capacity for further sustained improvements is satisfactory rather than good, as the school has suggested in its self- evaluation, which is broadly accurate but over-generous in some key areas.

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What does the school need to do to improve further?

 Continue to raise the standards achieved by students, by: bringing standards in all subjects, including mathematics and science, to be at least in line with the national average ensuring that all teachers show the highest expectations for what students can achieve, both through recognising their capabilities and through setting appropriately ambitious work increasing the emphasis on improving students' literacy, numeracy, and information and communication technology (ICT) skills across the curriculum.  Realise the school's ambitious strategies for improving attendance by: consistently returning attendance rates that are at least in line with the national average, in all year groups reducing rates of persistent absence further, to below the national average.  Sharpen the organisation and focus of the school's senior and middle management so that, in all areas, there is the clear ambition, strategy and leadership required to

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What does the school need to do to improve further?

achieve good and outstanding outcomes for students.  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.

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Outcomes for individuals and groups of pupils 3

The 2010 examinations saw further improvements in the overall standards achieved by Year 11 students. The proportion gaining five good GCSEs in any combination of subjects was just above the national average; the number gaining five good grades including English and mathematics was below average, but not significantly so and a further improvement on the 2008 and 2009 results. Progress in English and mathematics was satisfactory although standards remained low in mathematics, as they did in science. Bringing standards in these subjects into line with national averages, and reducing the variations in standards between other GCSE subjects, is essential for attainment to be considered average and for students' overall progress to be considered any better than broadly satisfactory, given their starting points when they join the school. This satisfactory achievement and secure improvement in students' progress was confirmed by inspectors'

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Outcomes for individuals and groups of pupils 3

observations in lessons. Students with learning difficulties and/or disabilities also make

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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

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

satisfactory progress in their examinations and in lessons. The school's tracking systems suggest that the improvements in students' achievement will continue in 2011; the accuracy of the school's predictions in 2010 against the actual results achieved gives confidence in this projection. Students' behaviour is satisfactory. The number of exclusions has fallen over the past year and, in conversation with inspectors, students confirmed that the school has become a calmer place. There are still some isolated incidents of inappropriate behaviour in lessons, and these are invariably linked to weaker teaching. In contrast to students' very good participation in sports activities, their understanding in other aspects of healthy living such as eating sensibly and sexual health is inconsistent. Similarly, their spiritual, moral, social and cultural development remains satisfactory because of inconsistencies in their

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

experience and understanding of different faiths and cultures. Notwithstanding remaining concerns with attendance, students' preparation for their future economic well-being is broadly satisfactory; there is satisfactory provision for their enterprise education, and the proportion attaining basic skills qualifications in 2010 was just above the national average.

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

These are the grades for pupils' outcomes

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

Taking into account: Pupils' attainment¹

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

The quality of pupils' learning and their progress 3

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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

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3

Taking into account: Pupils' attendance¹

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The extent of pupils' spiritual, moral, social and cultural development 3

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

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How effective is the provision?

Through their monitoring records since the last inspection, senior leaders showed inspectors that the quality of teaching has become much more consistent, a view also expressed by students. Teachers have sound subject knowledge; most lessons are

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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

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

planned with clear learning objectives and a range of activities designed to interest and engage students. The better examples seen by inspectors included the Year 10 science lesson where students quickly consolidated their understanding of electrical circuitry and Ohm's law through practical team-working that was supported by well-targeted questioning and challenge by their teacher. There remain some lessons where teachers spend too much time talking at, rather than with, the students and it is in these lessons that students make less progress because their attention wanes. Similarly, there remain a small number of lessons where students' progress is inhibited by teachers' limited expectations of what can be achieved, either through underestimating students' capabilities or by setting tasks that are not sufficiently challenging for the most-able. As at the last inspection, the curriculum continues to offer a good range of academic and

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

vocational options for students in Key Stage 4, including in partnership with other providers. However, since the last inspection there has been very limited focus on the development of students' literacy and numeracy skills outside English and mathematics lessons. Similarly, students' cross-curricular use of ICT is no better than satisfactory. There have been improvements in the organisation of guidance for students with learning difficulties and/or disabilities. Their particular needs are more accurately identified and their individual support plans are more focused, although there is still not enough use made of these plans by subject teachers. This is an important reason why these students do not make better than satisfactory progress. Similarly, while there are some strong links with external bodies to support students' well being, the effectiveness of these and other partnerships remain satisfactory, as seen by the outcomes they achieve. As was the case a

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

year ago, the after-school care provided on site for primary school children meets statutory requirements in ensuring their safety and well-being.

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

These are the grades for the quality of provision

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The quality of teaching 3

Taking into account: The use of assessment to support learning

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How effective are leadership and management?

The headteacher continues to be the school's most important catalyst for change and improvement. Her valiant efforts have played a significant part in moving the school forward from its position of a year ago. However, the effectiveness of leadership and management in driving and embedding improvement remains satisfactory because of remaining inconsistencies in the senior and middle leadership teams. Unforeseen disruptions to the senior team at the end of the last school year did not help, although these have largely been resolved. The temporary appointment of an experienced deputy headteacher in September 2010 to give a strong focus on further improving behaviour and particularly attendance has provided increased support. Not all leaders have a clear

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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

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

understanding about what represents good or outstanding provision. This is shown in the remaining inconsistencies in the standards achieved between different subjects at GCSE and in the remaining inconsistencies in teaching, particularly where expectations are modest. The headteacher and governors rightly recognise that further reorganisation of senior and middle leadership is necessary to ensure that there is consistent understanding and equally determined focus on achieving good quality in all areas of the school's work. The governing body, reformed since the last inspection and recently returned to fully delegated powers by the local authority, now includes members with valuable knowledge and experience in education, business, and finance. They have come to grips with the school's performance quickly and, like the headteacher, are not afraid to ask difficult questions. Although the long-term budget deficit remains, the day-to-day financial

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

management is now secure, helped by the appointment of an experienced business manager. The school is now providing satisfactory value for money. There are areas of governance which still require attention, such as the monitoring and evaluation of the school's satisfactory equalities and community cohesion strategies.

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

These are the grades for leadership and management

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3

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

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Sixth form

While standards achieved in A Level examinations remain below average overall, students make satisfactory progress considering their attainment at GCSE, prior to joining the sixth form. The 2010 A level cohort made better progress than previous year groups, although boys performed much better than girls and there is still significant variation between subjects, with design and technology students performing particularly well but with students underachieving in history and French. The majority of students work effectively in their subjects and make satisfactory progress in developing skills to improve their employability, such as learning independently, working with others, and economic and

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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

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

business understanding. Their attendance is average, and they make satisfactory and increasing contributions to the wider school community. Students feel safe and supported, and are developing mature attitudes to their own and others' welfare. While teaching in the sixth form is satisfactory overall, there are some outstanding examples such as such as in the photography lesson observed by inspectors. Here, skilful questioning and assessment, and extended opportunities for effective independent learning were used very well to help students to learn well and prepare them for the wider demands and expectations of independent work beyond school. A satisfactory curriculum has an appropriate range of options for students of different abilities and interests, including through successful partnerships with local providers, and there is a developing sixth form enrichment programme. Students receive appropriate individual care and

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

support through the sixth form's developing pastoral and academic systems, and access to appropriate outside agencies. The sixth form leadership team is focused and committed, with an accurate grasp of current strengths and weaknesses and a clear vision of how post-16 provision should develop. Strategic planning is clearly aimed at improving students' outcomes and has started to have impact through more rigorous monitoring, tracking and intervention, and strengthened care, guidance and support.

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Overall effectiveness of the sixth form 3

Taking into account: Outcomes for students in the sixth form

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Overall effectiveness of the sixth form 3

The quality of provision in the sixth form 3

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Overall effectiveness of the sixth form 3

Leadership and management of the sixth form 3

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Views of parents and carers

The improved effectiveness of the school's partnership work with parents is reflected in the significantly increased response to the inspection questionnaire, compared with the last inspection. In nearly all aspects, parents expressed greater satisfaction; most significantly, with the way that the school takes account of their suggestions and concerns and the way that the school helps parents to support their child's learning. Nonetheless, inspectors also noted the specific concerns expressed by some parents about behaviour, inconsistency in setting homework, and the provision of healthy food in particular. These concerns, which reflect inspectors' judgements, are further evidence that there is more work to be done in all areas before the provision of education and care at Turnford School can be considered better than satisfactory.

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Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Turnford School to complete a questionnaire about their views of the school. In the questionnaire, parents and carers were asked to record how strongly they a greed with 13 statements about the school. The inspection team received 144 completed questionnaires by the end of the on-site inspection. In total, there are 1025 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 48 34 89 63 3 2 2 1 The school keeps my child safe 34 24 95 67 10 7 3 2

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Total % Total % Total % Total %

My school informs me about my child's progress 40 28 87 61 11 8 2 1

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Total % Total % Total % Total %

My child is making enough progress at this school 32 23 83 58 18 13 8 6

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Total % Total % Total % Total %

The teaching is good at this school 21 15 88 62 18 13 5 4

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Total % Total % Total % Total %

The school helps me to support my child's learning 32 23 85 60 13 9 7 5

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 26 18 99 70 10 7 3 2

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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) 25 18 84 59 13 9 3 2

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Total % Total % Total % Total %

The school meets my child's particular needs 24 17 96 68 14 10 5 4

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 32 23 84 59 16 11 7 5

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 20 14 92 65 14 10 7 5

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Total % Total % Total % Total %

The school is led and managed effectively 43 30 73 51 12 8 6 4

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 49 35 78 55 9 6 6 4

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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%.

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Grade Judgement Description

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

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Grade Judgement Description

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

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Grade Judgement Description

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

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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.

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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.

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Common terminology used by inspectors

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

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Common terminology used by inspectors

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

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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.

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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.

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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.

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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.

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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.

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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.

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

main findings from the inspection of their school.

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Inspection of Turnford School, Waltham Cross, EN8 0JU

I am sure you will be pleased to learn that, following our inspection visit, we have removed the 'notice to improve' from your school. The school is now providing you with a satisfactory standard of education and care, and you are making satisfactory progress. While understandably very pleased with this result, the headteacher, her team, and the governing body also recognise that there is still a considerable amount to be done to raise standards even further at Turnford. We have suggested a number of key areas for you all to concentrate on over the next few years. These include:  bringing standards in mathematics and science up to the standards achieved in other schools across the country  making sure that you are given work in every lesson that stretches you to achieve as well as you can, particularly if you are more-able  redefining the roles and responsibilities of your school leaders so that they are all

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Inspection of Turnford School, Waltham Cross, EN8 0JU

completely focused on helping the school to improve. Overall, attendance at Turnford School is low when compared with the national averages. It is well known that good attendance at school is an important factor for good achievement in examinations, and so I urge you and your parents to do all you can to ensure that you miss school only when it is absolutely necessary. Well done for the progress that the school has made over the past year, and I wish you every success with your future studies.

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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 .

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