The Rushden Community College Specialising in Mathematics and Computing

The Rushden Community College Specialising in Mathematics and Computing Inspection report

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Unique Reference Number 122092 Local Authority Northamptonshire Inspection number 354720 Inspection dates 10–11 November 2010 Reporting inspector Dilip Kadodwala HMI

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This inspection was carried out under section 8 of the Education Act 2005 which gives Her Majesty's Chief Inspector of Education, Children's Services and Skills (HMCI) the authority to cause any school to be inspected. The inspection was also deemed a section 5 inspection under the same Act. 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 968 Of which, number on roll in the sixth form 130 Appropriate authority The governing body Chair Alan Dodds Headteacher Mark Lester Date of previous school inspection 3 December 2008 School address Hayway Rushden NN10 6AG Telephone number 01933 350391 Fax number 01933 411689 Email address info@rushden.northants.sch.uk

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Age group 11–18 Inspection dates 10–11 November 2010 Inspection number 354720 Inspection report: The Rushden Community College Specialising in Mathematics and Computing, 10–11 November 2010 2 of 16 Inspection report: The Rushden Community College Specialising in Mathematics and Computing, 10–11 November 2010 3 of 16

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Registered Childcare provision First Friends Day Nursery Number of children on roll in the registered childcare provision Date of last inspection of registered childcare provision Not previously inspected

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Age group 11–18 Inspection dates 10–11 November 2010 Inspection number 354720 Inspection report: The Rushden Community College Specialising in Mathematics and Computing, 10–11 November 2010 4 of 16

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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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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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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 Inspection report: The Rushden Community College Specialising in Mathematics and Computing, 10–11 November 2010 5 of 16

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Introduction

The college was deemed to require special measures at its inspection in December 2008 and was then monitored by one of Her Majesty's Inspectors on visits from May 2009 to May 2010. This inspection was carried out by one of Her Majesty's Inspectors and two additional inspectors who observed 28 teachers teaching 28 lessons. Meetings were held with a small group of parents, groups of students, governors and staff. Inspectors observed the college's work, and looked at a range of documents including students' work, the college raising attainment plan, curriculum area development plans, and the college's analysis of examination results and arrangements for safeguarding. Parental questionnaires were not distributed as part of this inspection, although the college surveys parents for their opinions on how well it is performing. The inspection team reviewed many aspects of the school's work. It looked in detail at a

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Introduction

number of key areas.  The strength of the rise in standards in all subjects, especially in English, mathematics and science, and whether students' learning and progress are improving securely because of the quality of teaching.  The success of improvements in the college's monitoring and evaluation processes.  The effectiveness of leadership and management in tackling underperformance and sustaining improvement over time.

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Information about the school

This is an average sized secondary school. The great majority of students are from White British backgrounds. The proportion of students known to be eligible for free school meals is above average. The proportion of students identified as having special educational needs and/or disabilities is high, and average for those who have a statement of special educational needs. The school has been a specialist mathematics and computing college since 2004. The school has achieved a number of awards including Sportsmark and Healthy School Status. The governing body manages a nursery unit on site that contributes to the Early Years Foundation Stage. The sixth form provision is part of a partnership with other local schools. Inspection report: The Rushden Community College Specialising in Mathematics and Computing, 10–11 November 2010 6 of 16

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Information about the school

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

In accordance with section 13 (4) of the Education Act 2005, Her Majesty's Chief Inspector is of the opinion that the school no longer requires special measures. The successful work of senior leaders and staff has brought about improvements since the last inspection. The school provides a satisfactory education for its students. The provision in the nursery is good, as is the effectiveness of the sixth form. Since the last inspection good progress has been made in improving students' achievement. Overall GCSE results are rising strongly. The proportion of students who gain five or more GCSE passes at grades A* to C including English and mathematics is also improving, but is below the national average. In science, students' standards are lower and their progress is slower than in English and mathematics. Challenging targets, including for science, have been set for 2011 and senior leaders are confident that they will be met in the light of students' current gains and the

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Main findings

robust tracking of progress. The quality of teaching has improved considerably. Although there is good, and in some subjects routinely outstanding teaching, the overall quality is satisfactory. In good lessons, teachers demonstrate subject knowledge confidently and this enables students to be enthusiastic and make good progress in learning. Teachers also check the level of students' understanding during and at the end of lessons. However, these characteristics are not consistently found in all lessons. The match of work to students' different abilities is not always precise enough to enable students to catch up ground to reach high levels of attainment. The marking of work is too variable: better examples provide detailed guidance to support improvement and comments are routinely followed up but this practice is not fully established across all subjects. Highly focused work and determination by the headteacher, the senior leadership team

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Main findings

and staff has led to significant improvements in provision. These positive changes are much appreciated by students, parents and carers. Effective partnerships result in a good curriculum across the college, as well as good achievement in the sixth form. Leaders' judgements of the quality of teaching and learning are sharp and accurate. As a result, less-effective teaching is quickly identified and support put in place to help improve the quality. Inadequate teaching has been eradicated. Senior leaders have suitable strategies in place to tackle remaining weaknesses, particularly in the provision and management of science. A very recent initiative to share leadership with different groups, for example, key stage leaders, is enabling a wider group to contribute to college improvement. This has yet to show full impact on students' outcomes. Improved teaching and the consistent rise in students' overall attainment reflect the college's good capacity for sustained

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Main findings

improvement. Inspection report: The Rushden Community College Specialising in Mathematics and Computing, 10–11 November 2010 7 of 16

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Main findings

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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What does the school need to do to improve further?

 Increase the number of lessons in which students make good or outstanding progress by: ensuring that work is consistently well matched to all students' abilities in lessons providing constructive feedback across all subjects so that students know how to improve their work routinely checking how well students are learning during and at the end of lessons.  Raise attainment in science by the end of Year 11 by ensuring that: challenging targets set for all students are met through effective teaching and leadership.  Develop the recent initiatives to enhance the impact of college leadership by ensuring that these lead to improved outcomes for all students.  About 40% of the schools whose overall effectiveness is judged satisfactory may receive a monitoring visit by an Ofsted inspector before the next section 5 inspection.

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Outcomes for individuals and groups of pupils 3

Students' attainment on entry to the school is broadly average and their achievement is satisfactory overall by the end of Year 11. GCSE results are improving significantly in terms of students gaining five good passes, so that the results are now in line with the national average. Standards in science remain below average. Other examination results, together with the college's detailed analysis of the learning and progress of individuals and groups across both key stages, show that there is a clear and improving trend over time. Observations of teaching and learning during the inspection confirmed that the rate of students' progress is improving securely and quickly. Students who stay on into the sixth form go on to make good progress. There is no significant difference in the progress made by any group of students, including those who are eligible for free school meals. Students with special educational needs and/or disabilities also make satisfactory progress due to

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Outcomes for individuals and groups of pupils 3

the well-targeted individual support they receive in lessons. Students have a strong sense of optimism, belonging and pride in their college. They attribute this in part to the success of their new school uniform. Their pride also shows itself in the contributions students make to the college community. They have a strong say in important decisions shaping the college through their roles as student leaders and student governors. More widely, students make a good contribution to the local community, for example through their joint meetings with the town council to discuss local issues and contributions to the Northamptonshire Youth Parliament. Students say they feel safe and where challenging behaviour exists, it is dealt with quickly and effectively. Students' behaviour and attitudes to learning are often good in lessons; behaviour is sometimes rather more boisterous around the college. While declining, the fixed term

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Outcomes for individuals and groups of pupils 3

exclusion rate last year was high. The quality of students' spiritual moral, social and cultural development is satisfactory. Students have a clear sense of right and wrong and they cooperate willingly in lessons, for example when asked to work in pairs and small Inspection report: The Rushden Community College Specialising in Mathematics and Computing, 10–11 November 2010 8 of 16

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Outcomes for individuals and groups of pupils 3

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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Outcomes for individuals and groups of pupils 3

groups. Participation in sports and other outdoor activities that promote healthy lifestyles is satisfactory. Attendance has significantly improved and is now above average. Students' preparation for life outside school is adequate and they leave with satisfactory levels of basic skills.

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Outcomes for individuals and groups of pupils 3

These are the grades for pupils' outcomes

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Outcomes for individuals and groups of pupils 3

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

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Outcomes for individuals and groups of pupils 3

Taking into account: Pupils' attainment¹

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Outcomes for individuals and groups of pupils 3

The quality of pupils' learning and their progress 3

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Outcomes for individuals and groups of pupils 3

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

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Outcomes for individuals and groups of pupils 3

The extent to which pupils adopt healthy lifestyles 3

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Outcomes for individuals and groups of pupils 3

The extent to which pupils contribute to the school and wider community 2

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Outcomes for individuals and groups of pupils 3

The extent to which pupils develop workplace and other skills that will contribute to their future economic well-being

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Outcomes for individuals and groups of pupils 3

Taking into account: Pupils' attendance¹

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Outcomes for individuals and groups of pupils 3

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

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Outcomes for individuals and groups of pupils 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?

Teaching is satisfactory and improving. There is an increasing proportion of good and outstanding teaching leading to improved outcomes. The better teaching shows lively pace, challenging tasks, effective use of subject knowledge that generates enthusiasm for learning, and success in enabling students to demonstrate their independent learning skills. There is also effective use of peer and self assessment so students know their targets and can reach for higher goals. Less effective lessons lack clarity about what students are expected to learn, confusing tasks with learning objectives. The good match of work to students' different abilities is inconsistent, as is the use of assessment during lessons. The curriculum offers a broad range of experiences to match students' needs, interests and aspirations well. Courses include applied and vocational options at Key Stage 4 which are effective in motivating students to succeed. Early entry to GCSE examinations enables

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How effective is the provision?

some students to pursue equally demanding studies in Year 11. The college's computing specialism makes a good impact on students' use of information and communication Inspection report: The Rushden Community College Specialising in Mathematics and Computing, 10–11 November 2010 9 of 16

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How effective is the provision?

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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How effective is the provision?

technology across the curriculum. Enrichment activities have good participation rates across a comprehensive range of students' ages and abilities. A recent reorganisation of the pastoral system is starting to provide a sharper focus to the way students are cared for and an improved rigour in the monitoring of their academic progress. Potentially disaffected students are being better supported and reintegrated into the college because of a more inclusive approach to their education. Productive relationships with a range of external agencies have, for example, been successful in improving students' attendance.

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How effective is the provision?

These are the grades for the quality of provision

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How effective is the provision?

Taking into account: The use of assessment to support learning

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How effective is the provision?

The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships

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How effective is the provision?

The effectiveness of care, guidance and support 3

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How effective are leadership and management?

There is a strong sense of common purpose throughout the college. Over the last year the skills of the senior leadership team have developed well and continue to do so under the able leadership of the new headteacher. Leaders at all levels take ownership of their areas of responsibility and respond positively to demonstrating their accountability. Middle leaders feel well supported and regular line-management meetings enable staff to identify strengths and weaknesses. Improvement planning concentrates on raising students' attainment and, because leaders have an accurate understanding of how well the college is doing, this knowledge is being used to inform further college development. The governing body has tackled the issues from the last inspection with determination. Structures and systems for effective governance are now fully in place and members increasingly provide a balance of challenge and support. The recent appointment of

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How effective are leadership and management?

students to represent views to the governing body members is one example of initiatives to demonstrate the governing body's commitment to continuing improvement. The promotion of equality of opportunity is satisfactory. Analysis of the performance of different groups of students is robust and gaps in progress are being reduced successfully. However, evaluation of the impact of equalities policies is underdeveloped. An audit of community cohesion has been undertaken and a plan for its implementation is in place. Within the college, there are strong relationships between students from different social and cultural backgrounds. The college has a positive relationship with parents and carers and is increasing the range of opportunities it uses for asking them for their views and involving them in their children's learning. Strong partnerships with other providers are effective in enabling students to access a wide range of courses, thereby securing good

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How effective are leadership and management?

curricular provision and rising attainment. Effective work with the education welfare services has led to a significant decline in the rate of persistent absenteeism. The single central record of staff recruitment is suitably detailed and maintained. Child Protection Inspection report: The Rushden Community College Specialising in Mathematics and Computing, 10–11 November 2010 10 of 16

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How effective are leadership and management?

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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How effective are leadership and management?

procedures are securely in place with several staff trained to named person status. Health and safety measures have been strengthened with better follow up of recognised risks.

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How effective are leadership and management?

These are the grades for leadership and management

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How effective are leadership and management?

The effectiveness of leadership and management in embedding ambition and driving improvement

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How effective are leadership and management?

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

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How effective are leadership and management?

The effectiveness of the governing body in challenging and supporting the school so that weaknesses are tackled decisively and statutory responsibilities met

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How effective are leadership and management?

The effectiveness of the school's engagement with parents and carers 3

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How effective are leadership and management?

The effectiveness of partnerships in promoting learning and well-being 2

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How effective are leadership and management?

The effectiveness with which the school promotes equality of opportunity and tackles discrimination

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How effective are leadership and management?

The effectiveness of safeguarding procedures 3

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How effective are leadership and management?

The effectiveness with which the school promotes community cohesion 3

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How effective are leadership and management?

The effectiveness with which the school deploys resources to achieve value for money 3

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Early Years Foundation Stage

First Friends Day Nursery provides a consistently good standard of provision and looks after children well. There are outstanding elements in the care it offers and the way it helps to keep children safe and happy. The provision for children aged 0-3 years of age is of high quality. This small, friendly nursery provides a home-like environment about which parents are highly appreciative and complimentary. It is well led by a strong team who are continually looking to improve what they are offering. Play and learning are exciting, enjoyable and often messy. Occasionally, during more structured play and learning times for the oldest ones, there are missed chances to really stretch higher ability children. For example, through more consistent and visual approaches to help them learn about letters and the way they are blended with sounds. The nursery complies with the requirements for registration.

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Early Years Foundation Stage

These are the grades for the Early Years Foundation Stage

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Early Years Foundation Stage

Overall effectiveness of the Early Years Foundation Stage 2

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Early Years Foundation Stage

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

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Early Years Foundation Stage

The quality of provision in the Early Years Foundation Stage 2

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Early Years Foundation Stage

The effectiveness of leadership and management of the Early Years Foundation 2 Inspection report: The Rushden Community College Specialising in Mathematics and Computing, 10–11 November 2010 11 of 16

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Early Years Foundation Stage

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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Sixth form

Students enter the sixth form with levels of attainment that are broadly average. They make better than expected progress. Standards are above average and have been steadily rising. Overall their achievements are good. The provision is part of well-established local consortium arrangements. As a consequence of these arrangements, students can choose courses that suit their needs from an exceptionally broad range. Teaching is good and students appreciate the help and advice they receive from teachers. A large majority of students take advantage of opportunities that are offered through the consortium to develop skills and knowledge, as well as acquire additional accreditation, in other areas. These include sports leadership qualifications and voluntary work accreditation. There are good systems to monitor attendance and progress. Students benefit from excellent advice and support which comes from their tutors, external agencies and the leader of the sixth

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Sixth form

form. Efficient consortium arrangements are monitored closely by leaders across the schools. Students develop their independence, confidence and skills well and many proceed to higher education or further training. Within both the college and the consortium there are effective systems to evaluate and improve provision. Leadership and management of the sixth form are good.

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Sixth form

Overall effectiveness of the sixth form 2

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Sixth form

Taking into account: Outcomes for students in the sixth form

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Sixth form

The quality of provision in the sixth form 2

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Sixth form

Leadership and management of the sixth form 2

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Views of parents and carers

Parental questionnaires are not normally distributed for monitoring inspections conducted under section 8 of the Education Act 2005, unless inspectors have specific reasons to request that the school does so. Inspection report: The Rushden Community College Specialising in Mathematics and Computing, 10–11 November 2010 12 of 16

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Responses from parents and carers to Ofsted's questionnaire

Parental questionnaires are not normally distributed for inspections conducted under section 8 of the Education Act 2005, unless inspectors have specific reasons to request that the school does so. Inspection report: The Rushden Community College Specialising in Mathematics and Computing, 10–11 November 2010 13 of 16

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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 in clude those that have sixth forms, and sixth form figures include only the data specifically for sixth form inspection judgements. Inspection report: The Rushden Community College Specialising in Mathematics and Computing, 10–11 November 2010 14 of 16

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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. Inspection report: The Rushden Community College Specialising in Mathematics and Computing, 10–11 November 2010 15 of 16

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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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Computing, Rushden, NN10 6AG

Most of you know that I have been monitoring the progress of your college for nearly two years. My latest visit took place very recently and some of you will have met with members of the inspection team. Thank you very much for your help and positive comments. I am sure you will know by now that we have removed the college from special measures because of the significant improvements that have been made. The college now provides you with a satisfactory standard of education and the provision in the nursery is good. The standards of work are much better and your overall GCSE results are now in line with national averages. This is because teaching has improved and leaders keep a close eye on your achievement to make sure that underperformance is tackled quickly. Your attendance has risen over the last few years and is now above average. Your behaviour in lessons is often good, although around the college there is some boisterous behaviour. You play a

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Computing, Rushden, NN10 6AG

good part in the life of the college, for example through making suggestions for improvement, and in your contributions to the local community. The headteacher and staff are committed to making Rushden a good college. You can play a part by acting on teachers' advice about improving your work. We have given the college the following three priorities to shape its future improvement. Increase the number of lessons in which you make good or outstanding progress. Raise standards in science so that they match those now evident in English and mathematics. Ensure that initiatives to widen leadership across the college lead to positive outcomes in terms of your achievements. I hope that your college will now go from strength to strength.

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Computing, Rushden, NN10 6AG

Dilip Kadodwala Her Majesty's Inspector Inspection report: The Rushden Community College Specialising in Mathematics and Computing, 10–11 November 2010 16 of 16

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Computing, Rushden, NN10 6AG

out in the guidance 'Complaining about inspections', 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 1234 234, or email enquiries@ofsted.gov.uk .

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