Portslade Community College

Portslade Community College Inspection report

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114599 Unique Reference Number Brighton and Hove Local Authority 326045 Inspection number 21–22 January 2009 Inspection dates Robert Ellis HMI Reporting inspector

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

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Comprehensive Type of school Community School category 2–18 Age range of pupils Mixed Gender of pupils Number on roll 978 School (total) 148 Sixth form 34 Government funded early education provision for children aged 3 to the end of the EYFS 2 Childcare provision for children aged 0 to 3 years The governing body Appropriate authority David King Chair Mark Whitby Principal 16 November 2005 Date of previous school inspection Not previously inspected Date of previous funded early education inspection Not previously inspected Date of previous childcare inspection Chalky Road School address Portslade Brighton BN41 2WS 01273 416300 Telephone number 01273 422129 Fax number

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2–18 Age group 21–22 January 2009 Inspection dates 326045 Inspection number .

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

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Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. 2 of 12 Inspection Report: Portslade Community College, 21–22 January 2009

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Introduction

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

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Description of the school

Portslade Community College is an average sized secondary school, which has a sixth form and an Early Years Foundation Stage (EYFS) nursery and playgroup. The college also provides adult education classes and some services are available to the local community from early morning until late evening. The sixth form centre is situated about a mile away from the main site. There are more girls than boys in the college and the proportion of students eligible for free school meals is above average. Most students are White British and the proportion from minority ethnic groups is lower than in most similar schools. Very few students are at an early stage of learning English as an additional language. The proportion of students who have learning difficulties and/or disabilities is similar to most schools. Learning difficulties and/or disabilities relate mainly to behaviour and emotional difficulties or specific learning difficulties. The previous

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Description of the school

headteacher retired in December 2008 and the college is currently being led by an acting executive principal from another local school.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 3 of 12 Inspection Report: Portslade Community College, 21–22 January 2009

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Grade: 4

In accordance with section 13(3) of the Education Act 2005, Her Majesty's Chief Inspector is of the opinion that this school requires significant improvement, because it is performing significantly less well than in all the circumstances it could reasonably be expected to perform. The school is therefore given a notice to improve. Significant improvement is required in the achievement and standards of students in Years 7 to 11, in the quality of teaching and learning, and the use of assessment information. The college's overall effectiveness is inadequate. Standards are exceptionally low and students do not make the progress that they should. The proportion of students gaining the equivalent of five or more A* to C grades in GCSE examinations has improved compared to the previous year but is lower than at the time of the previous inspection. Standards across the range of subjects, and the proportion of students gaining five or more A* to C grades including English

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Grade: 4

and mathematics, remain well below average and the college did not meet its realistic and challenging targets in 2008. Students with learning difficulties and/or disabilities progress at the same inadequate rate as others. Students' personal development and well-being are satisfactory. Students generally mix well and show respect for their environment. Most learners behave appropriately in lessons, although many tend to be passive learners. Behaviour around the college is generally orderly but a small minority of students are sometimes over-boisterous and lack awareness of others. Students' attendance has improved and is now satisfactory. The quality of teaching and learning, whilst satisfactory overall, is inconsistent across and within subjects and the proportion of teaching and learning that is good or better is insufficient to bring about rapid improvement. Systems are in place to record and monitor the progress that

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Grade: 4

students make but these are not used consistently to identify underperformance or to plan lessons that meet the needs of different groups of students. The range of subjects and courses on offer adequately serves most students. However, the college recognises that more needs to be done to expand the range of alternatives, particularly in the sixth form. The care, guidance and support provided for students are satisfactory. The new student services team works well and is making a positive impact, for example in improving attendance and reducing the number of exclusions. Guidance on choosing courses and careers is effective, but academic guidance, in the form of teachers' marking, does not always indicate how students can improve their work and reach their targets. Parents are generally supportive of the college. However, a significant proportion of parents raised concerns about the previous high turnover of staff in some subjects, about some aspects

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Grade: 4

of teaching, students' underperformance and some students' poor behaviour. Inspection evidence mostly supported these views but found behaviour to be generally satisfactory both in lessons and around the college. Most students are very supportive of the college and say that bullying that is reported is dealt with effectively but that low-level disruptive behaviour sometimes has a negative impact on lessons when teaching is weaker. Leadership and management are satisfactory and improving. The new executive headteacher is beginning to build a strong team and has a realistic view of the college's strengths and areas for development. However, monitoring and evaluation are not consistently strong at all levels of management and the college recognises that leadership and management across the college require further development. 4 of 12 Inspection Report: Portslade Community College, 21–22 January 2009

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Grade: 3

The sixth form is providing a satisfactory standard of education. Recruitment and retention of students have increased this year. However, the sixth form is relatively small and this restricts the range of courses that are available. Students say that they like the small classes but given the size of the sixth form, leaders are very aware of the need to develop the curriculum carefully to ensure that it meets students' needs in a cost-effective manner. There is a satisfactory range of academic courses but a more limited choice available for those who wish to choose vocational options or for those who were less successful at GCSE level and do not meet the entry requirements for existing courses. Students are positive about the sixth form and feel that they are well cared for and that their views and opinions are valued. They enjoy good relationships with their teachers and with each other. The quality of lessons is satisfactory with some good

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Grade: 3

features and this contributes to sixth-form students making satisfactory progress. The college has an inclusive approach; consequently, many students enter the sixth form with below average standards. The standards that they attain at the end of their courses of study are generally below national averages, reflecting satisfactory achievement given their starting points. Students are encouraged to take responsibility and contribute to the college and wider community through a range of voluntary service activities and fund raising for charities. Leadership and management of the sixth form are satisfactory. Self-evaluation is accurate and identifies appropriate areas for further improvement. The college recognises that attendance and punctuality are not good enough and remain appropriate priorities in the sixth form.

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Grade: 1

Provision in the Early Years Foundation Stage is outstanding. A highly committed supervisor, with an exceptional knowledge of how children learn, leads the pre-school. She heads a strong team of skilled staff and together they show a genuine interest in children and create a stimulating environment where children, whatever their backgrounds or starting points, thrive and develop rapidly in all areas of learning. This view is borne out by parents who are delighted with the high quality of care and encouragement their children receive. One parent, typical of many, wrote 'Thank you for your kindness, patience and endless enthusiasm. You really are a fantastic team and the children's happy faces say more than a thousand words.' Another expressed her gratitude by saying, 'It has been a joy to drop my child off to somewhere he feels so secure and happy.' Within this safe and caring environment, children enjoy a wide range of

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Grade: 1

interesting activities, both indoors and outdoors. Through actively listening to children and consulting their parents, and by conducting regular focused observations and assessments, staff ensure that individual children's needs and interests are at the heart of the pre-school's planning. Children gain confidence quickly, because staff encourage independence by allowing them to take an active involvement in the setting, for example through agreeing their own rules and choosing activities and resources. From the moment they arrive, until it is time to leave, children are absorbed in activities, under close adult supervision. Parents are warmly welcomed, and the pre-school is very successful at encouraging them to take an active involvement in their children's education, both through contributing to observations and through helping out on a rota system. Care and welfare arrangements meet requirements and

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Grade: 1

the pre-school has successfully addressed all issues arising from the last inspection. 5 of 12 Inspection Report: Portslade Community College, 21–22 January 2009

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What the school should do to improve further

■ Improve the quality of teaching so that more lessons are good or better in order to accelerate students' progress in all subjects and raise standards substantially. ■ Improve the use of assessment so that tasks and activities are carefully tailored to the needs of different groups; provide students with good quality guidance on how they can improve or develop their work. ■ Develop the capacity of leaders at all levels so that monitoring and evaluation lead to accurate self-evaluation which results in effective actions to secure improvement. ■ Develop the curriculum

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Grade: 4

The standards that students achieve are not high enough and there is significant underachievement by considerable numbers of students. Students generally enter the college with standards that are slightly below the national average with a smaller proportion of the most able students than in many schools. They make inadequate progress in Years 7 to 9. Results in national tests at the end of Year 9, although improved in English in 2008, remained well below average. GCSE examination results improved slightly in 2008 but continued to be below average. The proportion of students attaining five or more higher grades increased to 41%. However, the proportion attaining five or more higher grades including English and mathematics fell to 29%, which is lower than at the time of the last inspection and well below the national average. There are no significant differences in the performance of different groups, and students with learning difficulties and/or disabilities make the same weak progress

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Grade: 4

as their peers. Overall, standards remain exceptionally low, and students do not make the expected rate of progress. This underachievement reflects the legacy of previous underperformance and, despite some recent improvement, a significant proportion of students are unlikely to achieve their challenging targets.

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Grade: 3

Most students enjoy college and enjoy learning. They are generally eager to participate in lessons and want to make good progress but are frustrated when others disrupt their learning. Parents have raised some concerns about bullying. However, students say that they feel safe in the college and steps to improve the monitoring and reporting of bullying are developing well. Behaviour around the college is satisfactory but there is concern among parents and students about the incidence of verbal abuse, boisterousness and low-level persistent, inappropriate behaviour that sometimes disrupts lessons and detracts from the positive atmosphere in the college. The college has been successful in ensuring students come to college regularly and attendance is now satisfactory. Poor punctuality to some lessons is reducing the effectiveness of teaching and limits learning. Students understand the issues concerned with living a healthy life. The college offers healthy

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Grade: 3

choices in the canteen but many students choose the less healthy options too often. Students are clear about the dangers of drugs, alcohol and smoking. 6 of 12 Inspection Report: Portslade Community College, 21–22 January 2009 The spiritual, moral, social and cultural development of students in the college is satisfactory overall. There are, however, limited opportunities for students to make a positive contribution to the community. They do not develop an adequate understanding of the wider world, particularly in relation to spiritual and cultural issues. For some students undertaking vocational courses, workplace skills are developing well. Overall, students do not develop the necessary skills to ensure their future economic well-being.

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Grade: 3

Recent improvements in the quality of teaching and students' progress show that teaching is now satisfactory. Most teachers have sound subject knowledge and maintain a good order in the classroom. Teachers set students targets and give them guidance on how to improve; however, this is not always as effective as it might be because the guidance is too general, for example, 'complete coursework' or 'revise carefully'. Where teachers have clear expectations for the lesson and monitor students carefully to ensure they are on track, students make good progress. In these lessons, teachers provide challenging and interesting work and consequently students work with enjoyment and are fully engaged throughout the lesson. In too many other lessons, the pace of learning is too slow and there is a lack of clarity about what students are expected to learn. The use of assessment information to match tasks and activities to students'

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Grade: 3

needs and previous learning is also inconsistent. Often work is not carefully matched to the needs and abilities of the students and therefore they either struggle or are not sufficiently challenged.

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Grade: 3

The curriculum meets the needs of the majority of its pupils. However, too many students leave the college without any qualifications. The college has made some changes to improve the situation, for example, by introducing new courses and changing the structure of the teaching week for Year 10 students. This means that they can spend a whole day studying a subject in depth, which also makes it easier to study courses off the college site. It is too early to evaluate the impact of this initiative but it has been very well received by students. There is still more to do to provide a full range of appropriate courses and pathways for students between the ages of 14 and 19. The college offers a satisfactory range of extra-curricular activities. Sports and performing arts are popular with students but the college does not have a system to monitor participation rates across different groups represented in the college. The curriculum offers good opportunities

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Grade: 3

for social and moral development but far less for spiritual and cultural development. There are insufficient opportunities for students to take responsibility for their own learning and to take a more active part in the local and wider community.

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Grade: 3

Students expressed their appreciation of the care they receive in the college and valued the accessibility of student services. Leadership and management of pastoral care are good with 7 of 12 Inspection Report: Portslade Community College, 21–22 January 2009 an increasing emphasis on students' academic progress. The process of setting targets and tracking systems are in place with most students understanding the level that they are working at and the level they are aiming for. Systems to monitor and track students' progress are developing but they are not used consistently to identify underachievement and provide appropriate intervention when students are underachieving or at risk of underachieving. Where focused analysis has been undertaken, the college has been able to demonstrate improvements, for example, in improving attendance rates and reducing exclusions. Books are marked and provide students with some feedback but often comments and short-term

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Grade: 3

targets are not focused enough and do not give enough guidance for students to make the necessary smaller steps in their learning. Teacher assessment in some subjects is accurate and carefully moderated; in other subjects, assessment is less secure.

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Grade: 3

The new executive headteacher and his senior team have quickly established a clear agenda for improvement. Recent self-evaluation provides a generally accurate picture of the college's strengths and weaknesses. However, monitoring of teaching and learning has been neither rigorous nor systematic enough to give senior leaders an accurate picture of strengths and weaknesses in teaching; consequently, the college has an inaccurate and over-generous picture of the quality of teaching. The effectiveness of middle leaders is variable, but improving. Middle leaders are now held more accountable for the performance of their areas of responsibility. Many subject leaders are relatively new to the college and, whilst having made a good start, they have not had sufficient time to make a significant impact in their areas of responsibility. Systems to help middle leaders to evaluate performance and to plan for improvement are at an early stage of

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Grade: 3

development. While the college takes reasonable steps to ensure students' safety, safeguarding documentation does not meet current requirements. Much is being done to strengthen and develop the governing body. Governors are supportive of the college and they are beginning to provide an appropriate balance of challenge and support. The impact of the actions taken to improve attendance and reduce exclusions, and the recent improvements in student achievement, demonstrate a satisfactory capacity for further improvement. 8 of 12 Inspection Report: Portslade Community College, 21–22 January 2009 .

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Grade: 3

in the guidance 'Complaints about school inspection', which is available from Ofsted’s website: www.ofsted.gov.uk. 9 of 12 Inspection Report: Portslade Community College, 21–22 January 2009

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Inspection judgements

16-19 School Overall Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate

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meeting the needs of learners?

Yes No Effective steps have been taken to promote improvement since the last inspection 3 3 How well does the school work in partnership with others to promote learners' well being? 3 3 The capacity to make any necessary improvements

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children in the EYFS?

1 How well do children in the EYFS achieve? How good are the overall personal development and well-being of the children in the EYFS? How effectively are children in the EYFS helped to learn and develop? 1 How effectively is the welfare of children in the EYFS promoted? 1 How effectively is provision in the EYFS led and managed?

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Achievement and standards

3 4 How well do learners achieve? 3 4 The standards 1 reached by learners 3 4 How well learners make progress, taking account of any significant variations between groups of learners 3 4 How well learners with learning difficulties and/or disabilities make progress

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Achievement and standards

1 Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low. 10 of 12 Inspection Report: Portslade Community College, 21–22 January 2009

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well-being of the learners?

The extent of learners' spiritual, moral, social and cultural development 3 The extent to which learners adopt healthy lifestyles 3 The extent to which learners adopt safe practices 3 3 The extent to which learners enjoy their education 4 3 The attendance of learners 3 The behaviour of learners 3 4 The extent to which learners make a positive contribution to the community How well learners develop workplace and other skills that will contribute to their future economic well-being

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full range of learners' needs?

4 3 How well do the curriculum and other activities meet the range of needs and interests of learners? 3 3 How well are learners cared for, guided and supported?

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achievement and supporting all learners?

3 3 How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education 3 3 How effectively leaders and managers use challenging targets to raise standards 3 4 The effectiveness of the school's self-evaluation 3 3 How well equality of opportunity is promoted and discrimination eliminated 3 3 How well does the school contribute to community cohesion? 4 4 How effectively and efficiently resources, including staff, are deployed to achieve value for money 3 3 The extent to which governors and other supervisory boards discharge their responsibilities No No Do procedures for safeguarding learners meet current government requirements? No Does this school require special measures? Yes Does this school require a notice to improve? 11 of 12 Inspection Report: Portslade Community College, 21–22 January 2009

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Text from letter to pupils explaining the findings of the inspection

23 January 2009 Dear Students Inspection of Portslade Community College, Brighton, BN41 2WS Thank you for contributing to the inspection of your college and a particular thank you to the students who took time to speak to us and tell us about it. This letter provides a brief summary of our findings but I hope you will take time to read our full report, which is published on the Ofsted website. The college is not doing as well as it should be. For this reason we have given it a notice to improve and inspectors will come back to check on the progress that has been made.

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Text from letter to pupils explaining the findings of the inspection

■ There are a number of things that are successful at the college.

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Text from letter to pupils explaining the findings of the inspection

■ The nursery provision at the college is outstanding.

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Text from letter to pupils explaining the findings of the inspection

■ Most of you attend well and behave appropriately.

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Text from letter to pupils explaining the findings of the inspection

■ Many of you participate in the range of clubs and activities that are available and you have an understanding of the need to keep fit and healthy. ■ Most of you told us that you feel safe, get on well with other students and the adults who work with you, and you know who to turn to if you have a problem.

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Text from letter to pupils explaining the findings of the inspection

■ The things that need to be done to improve the college further are listed below.

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Text from letter to pupils explaining the findings of the inspection

■ Teaching and learning need to be better so that you make faster progress and reach higher standards. ■ Better use needs to be made of assessment information to make sure that you get work that is at the right level for you, and you need good quality advice on how you can improve or develop your work. ■ The people who lead and manage the college need to make sure that they have the right information to enable them to decide what are the important things they need to do, and to check if the actions they are taking are making a difference. ■ The college needs to provide a wider range of courses that matches your skills and interests.

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Text from letter to pupils explaining the findings of the inspection

I am sure that you will want to continue to develop the right attitudes to learning, work hard and play your part in making your college successful. Yours faithfully Robert Ellis Her Majesty's Inspector 12 of 12 Inspection Report: Portslade Community College, 21–22 January 2009

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