Oakmead College of Technology

Age group 0–19 Inspection dates 14–15 March 2012 Inspection number 378768 Oakmead College of Technology Inspection report

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Unique reference number 113881 Local authority Bournemouth Inspection number 378768 Inspection dates 14–15 March 2012 Lead inspector John Seal HMI

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

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Type of school Modern (non-selective) School category Community Age range of pupils 0–19 Gender of pupils Mixed Gender of pupils in the sixth form Mixed Number of pupils on the school roll 1168 Of which, number on roll in the sixth form 274 Appropriate authority The governing body Chair Tina Waterman Headteacher Annetta Minard Date of previous school inspection 5–6 November 2008 School address Duck Lane Bournemouth BH11 9JJ Telephone number 01202 774600 Fax number 01202 774627 Email address office@oakmead.bournemouth.sch.uk

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Registered childcare provision Little Oaks Number of children on roll in the registered childcare provision Date of last inspection of registered childcare provision 5–6 November 2008 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. 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

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T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when.

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You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk, or look for the link on the main Ofsted website: www.ofsted.gov.uk

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Introduction

This inspection was carried out with two days' notice. Inspectors observed 38 teachers teaching 38 lessons, some of which were joint observations with the executive headteacher and other senior members of staff. Inspectors spoke to different students in meetings, during lessons and at break times. Meetings were held with members of the governing body and senior and middle leaders. Inspectors took account of the responses to the online questionnaire (Parent View) in planning the inspection, observed the school’s work, and looked at the school development plan, the safeguarding policies and the minutes of the governing body. Also, they analysed 96 questionnaires returned by parents and carers and others completed by students and staff.

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Information about the school

The college is larger than the average-sized secondary school and holds specialist status for technology. It is located within a selective secondary school system. The vast majority of students are of White British heritage. A very small number of students are from minority ethnic backgrounds and speak English as an additional language. The percentage of students who are known to be eligible for free school meals is above average. The proportion of disabled students and those who have special educational needs is above that found in most schools. The college has exceeded the government’s floor targets for academic performance, which sets the minimum expectations for students’ attainment and progress. The governing body manages an on-site childcare and nursery provision which was inspected at the same time as the college. In September 2011, the college federated with the main contributory primary school. There are established plans in place for the college and

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Information about the school

primary school to become academies by September 2012. 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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Key findings

 This is a good school. The sixth form is good. The effectiveness of the Early Years Foundation Stage is good. The key strength of the college is the effective and flexible approach taken to ensure that all of the widely diverse student population are included in a positive and productive learning environment. The slightly lower-than-average attainment for English and mathematics and the small proportion of lessons that are satisfactory hinder the school from being outstanding.  Students’ progress is good, being significantly higher than that seen nationally, from very low starting points. As a result, levels of attainment have risen year on year since the last inspection and the gap between the college and the national average is closing rapidly.  Most lessons are taught well. In the best lessons, teachers plan practical and interesting activities that closely meet students’ needs and abilities. Students

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Key findings

make good progress and are keen to learn. In the smaller number of satisfactory lessons, students receive the same work regardless of their abilities and needs, marking is not consistent and introductions and explanations are too long.  Students behave well in lessons, when moving around the school and during break times. Permanent exclusions are non-existent and have been so for 13 years. The small number of fixed-term exclusions is declining and attendance is above average.  The college is well led and managed. The senior leadership team and middle managers are ambitious and committed to raising standards of attainment. Leaders and managers at all levels are highly effective in improving the quality of teaching. The governing body demonstrates a clear knowledge of what the school does well and where it needs to improve next. It is robust in its challenge and support, holding the school to account effectively.

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What does the school need to do to improve further?

 Ensure the college’s effective improvement systems maintain the strong focus 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?

on raising all students’ attainment so that it is at least in line or higher than the national average, especially in Key Stage 4 by:  ensuring all teachers’ assessment strategies, including marking, consistently provide students with activities and feedback that precisely meet their needs  shortening the amount of time that teachers spend on introductions and explanations in order to strengthen students’ ability to be responsible for their own learning by developing their skills for independent learning.

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Achievement of pupils

The proportion of students who achieved five GCSEs at grades A* to C including science were significantly above average in 2011, but the number gaining five GCSEs at grades A* to C including English and mathematics was below average. Students’ work seen during the inspection, lessons observed and the college’s analysis of assessment information indicate that the progress students are making continues to accelerate. This was especially evident in English, mathematics, science and geography lessons. As a result, the proportions of students whose standards of attainment are in line with, or better than, average continue to increase. The college is aware that in the past, the performance of some groups, including boys and those students eligible for free school meals, has been the slowest to respond to the school’s additional support. Consequently it has put in place more focused and effective systems to support those students identified from different groups and they

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Achievement of pupils

are beginning to close the gap. Students in the sixth form are making equally good progress, especially in the wide variety of vocational courses.

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Achievement of pupils

Students with disabilities and/or special needs make good progress, including those in the sixth form. The majority of parents and carers who returned questionnaires agreed with inspectors that their children made good progress.

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Quality of teaching

The high proportion of good lessons leads to students making good progress in most subjects. In the most effective lessons, students have positive attitudes towards their learning because of the skilful strategies employed by teachers in developing positive relationships. Good questioning techniques challenge students to think and they are given time for reflection before answering questions. Lesson planning takes into account the different needs and abilities of students and consists of a range of well- planned activities. Good examples of this were seen during the inspection, particularly in science. As a result, students are well supported and challenged to make as much progress as possible. Students are encouraged to self-assess and there were some good examples of group and peer assessments in the sixth form. For example, in a performing arts lesson, two groups were assessing each other’s dance routines and offering challenging improvements.

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Quality of teaching

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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Quality of teaching

The younger students in Years 7 to 8 are provided with ‘real-life’ activities to develop their thinking and understanding; for example, they were observed discussing the lifestyles of different passengers on the ‘Titanic’. Teachers provide students with useful ‘examination tips’ and encourage them to use the grade criteria from examination syllabuses to make further improvements. Teachers give clear, brief and relevant explanations and ensure that lessons build on students’ prior learning. Marking is used to good effect to provide students with suggestions for their next steps. However, grammar and spelling are not consistently marked across all subjects.

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Quality of teaching

Students’ spiritual, social, moral and cultural development is good. There are a range of activities where they can work well together. As a result, they develop positive working relationships and build team skills. In the small number of lessons where teaching is less effective, planning and activities are often the same for all, regardless of students’ needs and abilities. Work is either too easy or not challenging enough. Teachers’ lengthy explanations and introductions often hinder the development of students’ learning skills by not allowing enough time, opportunities or support to develop strategies for independent learning. On rare occasions, lessons are disrupted by a few students who have behavioural difficulties, as a small number of teachers do not adhere to the school’s behaviour procedures and policies, although these incidents are swiftly followed up by senior managers. A real strength

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Quality of teaching

of the college is the organisation of the curriculum to match the needs of the diverse groups across the key stages, becoming more personalised for the older students in Key Stage 4 and the sixth form. Work-related courses are extremely wide ranging and varied, and tailored well to suit the different needs of students. The students spoken to, and a large majority who returned questionnaires, strongly agreed that they are well taught. The parental questionnaires were also positive, which supports the evidence seen during the inspection.

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Behaviour and safety of pupils

The school prides itself on the very low rate of fixed-term exclusions. The very small number of bullying and racist incidents are reported and tackled effectively. Students with behavioural difficulties are provided with a wide range of alternative courses and learning environments. Behaviour mentors have key roles in maintaining the calm and purposeful atmosphere around the school. A significant number of the small amount of parental questionnaires returned indicated that they had some concerns about students’ behaviour. This issue was looked into in great detail by the inspection team and there was no evidence to substantiate their concerns. Students have opportunities to work with different partners of the school; for example, during the inspection, a small group of students who are taking part in the Award Scheme Development and Accreditation Network (ASDAN) course visited local construction sites as part of a planned long-term work experience programme. Younger students

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Behaviour and safety of pupils

who may be at risk of exclusion are provided with short-term support in the college’s ‘Alternative Learning Provision’ (ALP), a resource situated in the federated primary school. As a result, these students receive individual and small-group support with 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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Behaviour and safety of pupils

their learning before being reintegrated into the college. In lessons and around the school, behaviour is generally good. Students who spoke to inspectors and returned questionnaires indicated that behaviour in lessons was usually good but, in a few instances, where teachers’ behaviour management skills were not consistent with the college’s policies and procedures, a small number of lessons were disrupted for a small amount of time before the issue was dealt with correctly.

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Leadership and management

Senior leaders and managers are effectively led by the executive headteacher. The leadership team is clear about its commitment and focus on ensuring the quality of teaching continues to improve in order to raise students’ attainment. Safeguarding policies and procedures meet current government requirements. The governing body know the college well and provide good challenge when holding it to account. Plans for improvement clearly highlight the college’s priorities. The year-on-year improvements since the last inspection are a result of effective monitoring and evaluation of the quality of lessons by leaders and managers. Teachers’ performance management is directly linked to students’ progress and their training and development programmes match the college’s priorities. Robust, frequent and accurate systems for checking students’ rates of progress are in place. These are used well to provide appropriate and prompt support for students and detailed levels

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Leadership and management

of challenge for teachers by middle managers.

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Leadership and management

The curriculum is good and students’ spiritual, moral and social development is promoted well. This can be seen in the way the college meets the needs of different groups of students and is highly personalised. Students in the sixth form are well supported and provided with a good range of information, guidance and support. One student who uses a wheelchair said, ‘this college did for me in my first nine days what my previous college couldn’t do in nine months’. Other students talked about how they had left at the end of Key Stage 4 to attend other colleges but soon returned because of the effective, caring and personalised support they received. Leaders at all levels are highly effective at promoting equality and tackling discrimination. Consequently, there is an atmosphere of tolerance and harmony. The consistent improvements over time and the clear view on how to improve further from all senior leaders and managers provide the college with good capacity to

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childcare provision

Babies and children are provided with a safe and secure environment and are given effective care and attention. The nursery has strong links with parents and carers, resulting in positive relationships. Children make good sustained progress from very low starting points, especially in communication and social skills. There is a good team approach across the setting and the staff’s effective planning ensures children have access to a good range of resources and activities. The well-qualified staff are conscientious in how they complete the assessments of individual children, although the overall views and analysis of this information are still developing. The outdoor learning environment has improved since the last inspection and there are good plans to enrich this area even further. The nursery is led well by the enthusiastic nursery leader. All areas for improvement from the last inspection have been

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childcare provision

addressed because of the well-managed plan for improvement. This plan accurately informs leaders’ self-evaluation of the setting so that they are clear in knowing what to do to improve the setting further. Safeguarding policies and procedures meet requirements and there are strong links with external agencies. As a result of the good leadership and management, the strong and cohesive team has created a caring, warm and friendly place for children and babies to develop safely and happily.

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childcare provision

These are the grades for the Early Years Foundation Stage of the registered childcare provision, inspected under sections 49 and 50 of the Childcare Act 2006

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childcare provision

Overall effectiveness of the Ear ly Years Foundation Stage Taking into account: Outcomes for children in the Early Years Foundation Stage The quality of provision in the Early Years Foundation Stage The effectiveness of leadership and management of the Early Years Foundation Stage for the registered provision

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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. Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well. Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils. 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

Nursery schools 46 46 8 0 Primary schools 8 47 40 5 Secondary schools 14 38 40 8 Special schools 28 48 20 4 Pupil referral units 15 50 29 5 All schools 11 46 38 6

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Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements have been introduced from 1 January 2012. This means that inspectors make judgements that were not made previously. The data in the table above are for the period 1 September 2010 to 31 August 2011 and represent judgements that were made under the school inspection arrangements that were introduced on 1 September 2009. These data are consistent with the latest published official statistics about maintained school inspection outcomes (see www.ofsted.gov.uk). The sample of schools inspected during 2010/11 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools. Primary schools include primary academy converters. Secondary schools include secondary academy converters, sponsor-led academies and city technology colleges. Special schools include special academy converters and non-maintained special schools.

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Type of school Outstanding Good Satisfactory Inadequate

Percentages are rounded and do not always add exactly to 100.

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Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning and development taking account of their attainment.

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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

Attendance the regular attendance of pupils at school and in lessons, taking into account the school’s efforts to encourage good attendance.

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Common terminology used by inspectors

Behaviour how well pupils behave in lessons, with emphasis on their attitude to learning. Pupils’ punctuality to lessons and their conduct around the school.

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Common terminology used by inspectors

Capacity to improve: the proven ability of the school to continue improving based on its self-evaluation and 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 governors and 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.

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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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Common terminology used by inspectors

Safety how safe pupils are in school, including in lessons; and their understanding of risks. Pupils’ freedom from bullying and harassment. How well the school promotes safety, for example e-learning.

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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 Oakmead College of Technology, Bournemouth BH11 9JJ

We enjoyed our visit to your school recently. Thank you for the way you welcomed us. Those of you who spoke to us and returned questionnaires said you felt safe and cared for at the school and that adults were good at making sure you are looked after. Most of you said that behaviour was good, but some of you felt that in a few lessons, a small number of teachers did not always follow the school’s behaviour management procedures. Although there are a few occasions when this happens, you also told us that senior staff act promptly to minimise any serious interruptions to your learning. We have judged your school to be good. Here are some examples of what the school does well.

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Inspection of Oakmead College of Technology, Bournemouth BH11 9JJ

 It encourages you to improve your attendance which is now above average.  Every year, more of you achieve better GCSE results.  There are many good lessons across most subjects.  The leaders and managers of the school, including the governors, do a good job.  The sixth form is led extremely well, helping many of you gain good grades and qualifications for work and further education.  The nursery provision looks after the younger children well and they make good progress because it is led well.

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Inspection of Oakmead College of Technology, Bournemouth BH11 9JJ

We discussed with your headteacher, staff and governors about what would help the school become even better. We agreed with their plans which have identified increasing the number of your lessons that need to be taught well in order to help more of you gain better examination results.

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Inspection of Oakmead College of Technology, Bournemouth BH11 9JJ

The team wish you every success in the future and hope that you continue to work hard and enjoy your time at Oakmead.

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Inspection of Oakmead College of Technology, Bournemouth BH11 9JJ

John Seal Her Majesty’s Inspector procedures set 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 123 4234 , or email enquiries@ofsted.gov.uk .

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