Woodford County High School

Woodford County High School

Dates of inspection: 7 th – 10 th February 2000

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Woodford County High School

Inspection carried out under Section 10 of the School Inspections Act 1996 This report may be reproduced in whole or in part for non-commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated.

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Woodford County High School

Further copies of this report are obtainable from the school. Under the School Inspections Act 1996, the school must provide a copy of this report and/or its summary 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. Woodford County High School i

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INFORMATION ABOUT THE SCHOOL

School address: High Road Woodford Green Essex

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The Governing Body

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: October 1994 Woodford County High School ii

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Team members

Mr E Wheatley Registered inspector Mr P Daruwala Lay inspector Mr J Challands Team inspector Mr M Flatman Team inspector Mrs M Rees Team inspector

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Team members

Westminster Education Consultants Old Garden House The Lanterns Bridge Lane London SW11 3AD

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Team members

Any concerns or complaints about the inspection or the report should be raised with the inspection contractor. Complaints that are not satisfactorily resolved by the contractor should be raised with OFSTED by writing to:

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Team members

The Registrar Inspection Quality Division

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Team members

Alexandra House 33 Kingsway London WC2B 6SE Woodford County High School iii

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PART A: SUMMARY OF THE REPORT 1

Information about the school How good the school is What the school does well What could be improved How the school has improved since its last inspection Standards Pupils’ attitudes and values Teaching and learning Other aspects of the school How well the school is led and managed Parents’ and carers’ views of the school

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INFORMATION ABOUT THE SCHOOL

Woodford County High School is a girls’ grammar school with 839 pupils and students age 11 to 18, and is similar in size to other schools of the same type. The school is made up of predominantly white pupils and students and there are pupils and students of Indian, Pakistani, Bangladeshi, Chinese, Black African and other origins. The school has 298 pupils who have English as an additional language. The main other languages are Gujerati, Punjabi, Urdu and Bengali. No pupils or students have statements of special educational needs, but a very small number of pupils are identified as having medical problems or dyslexia. Two per cent of pupils are entitled to free school meals, which is well below average.

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INFORMATION ABOUT THE SCHOOL

The school is housed in a listed building. Since the last inspection, a small number of additional teaching areas has been added and there have been some internal modifications to accommodate better some specialist subject areas. However, significant expansion which the school has identified as necessary to enable pupils to experience a wider range of sports activities, causes problems as any development must reflect the character of the original building.

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HOW GOOD THE SCHOOL IS

This is a very good school with some exceptional features. Standards achieved by pupils and students are very high and reflect the extremely good quality of teaching, advice and care provided by the school. All staff and governors are committed to providing a high standard of education and the headteacher and senior staff provide outstanding leadership and direction for the school to continue with its improvement and rising standards. The quality of pupils’ and students’ personal development is excellent, and there are many opportunities for pupils and students to take on responsibilities. The school provides very good value for money. Woodford County High School

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WHAT THE SCHOOL DOES WELL

• Consistently high standards are achieved by pupils and students in public examinations and in the wide range of cultural and sporting activities in which they participate. • The headteacher and senior staff provide excellent leadership and give clear direction for the school’s development through comprehensive planning and priorities focused on continued rising standards. • Pupils’ and students’ attitudes to school, the mature way in which they support and help each other and their level of commitment to work and activities provided by the school are outstanding. • Teaching is predominantly good or better and in just under half of lessons seen is very good and occasionally excellent. • The personal development of pupils and students is excellent and the contributions made by the Sixth Form students to the life of the school set an exceptionally good example to younger pupils. • The school’s provision for spiritual development is good and for moral, social and cultural

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WHAT THE SCHOOL DOES WELL

development is excellent. • The school provides an ethos in which the experiences of pupils and students are enriched by the diversity of their cultural backgrounds.

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WHAT COULD BE IMPROVED

• Information and communications technology is not fully implemented in Key Stage 4. • Strategies to observe and evaluate teaching so that good practice can be shared between teachers are not fully implemented in all subjects. • Some reports to parents do not reflect the school’s general good practice of giving details of what pupils and students know, understand and do, nor do they provide targets for further improvement. • The accommodation of the school is inadequate for in-door physical education activities, and for other teaching areas, most notably English and science. • Statutory requirements for collective worship are not fully met. The areas for improvement will form the basis of the governors’ action plan.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school has made good progress in addressing the issues raised at the last inspection. The school’s development and planning processes are now very good with senior staff and heads of departments in collaboration with colleagues producing realistic priorities with costing, strategies for implementation and means to evaluate progress. The length of the school day has been lengthened to provide sufficient time for all subjects. Statutory requirements for the music curriculum are now fully met. There has been considerable improvement in teaching with the headteacher and senior staff having observed teachers and provided Woodford County High School appropriate feedback to help development. However, this practice has not yet been fully adopted by all departments to aid subject development. There has been significant improvement in providing teaching of the full information and communications technology

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

curriculum in Key Stage 3, but not sufficiently in Key Stage 4. The quality of assemblies is good, but not all meet statutory requirements for collective worship.

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STANDARDS

The table shows the standards achieved by 16 and 18 year olds based on average point scores in GCSE and A-Level/AS-Level examinations.

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Key

Excellent A* Well above average A Above average B Average C Below average D Well below average E

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Key

At GCSE the school’s results are continually in the top 5 per cent of all schools, and of grammar schools. At A/AS Level, the performance of students has been consistently very high compared with the national average over recent years, with very little variation between years. The quality of work seen during the inspection was equally of a very high standard throughout the school.

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Aspect Comment

Attitudes to the school Attitudes to school and the wide range of extra curricular activities provided by the school are outstanding and reflect a high level of commitment to achievement in all aspects of pupils’ and students’ education. Behaviour, in and out of classrooms Behaviour is exemplary. Pupils treat work seriously and co-operate with teachers and other pupils extremely well. They show a high level of respect for the school’s property and environment. Personal development and relationships Personal development and relationships are outstanding. Pupils and students take on responsibilities willingly, respect the feelings and beliefs of others, take the initiative in numerous areas, and help and support each other readily. Attendance Pupils’ and students’ levels of attendance are very good and they enjoy coming to school. Woodford County High School

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Teaching of pupils: aged 11-14 years aged 14-16 years aged over 16 years

Lessons seen overall Good Very good Very good Inspectors make judgements about teaching in the range: excellent; very good; good; satisfactory; unsatisfactory; poor; very poor. ‘Satisfactory’ means that the teaching is adequate and strengths outweigh weaknesses.

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Teaching of pupils: aged 11-14 years aged 14-16 years aged over 16 years

Teaching and learning is good overall. There is a significant amount of very good teaching throughout the school, more notably in Key Stage 4 and the Sixth Form. Eighty six per cent of teaching is good or better and 44 per cent is very good, with a small amount which is excellent. Teaching was seen in most subjects but more in English, mathematics and science. The quality of teachers’ subject knowledge is excellent and is reflected in their very thorough lesson planning and the challenge of work provided for pupils. Their teaching of basic skills of literacy and numeracy through their subjects is very good. Teaching methods are generally very good, although the size of rooms sometimes inhibits the range of teaching methods used. Teachers’ management of pupils and students is extremely effective and results in excellent relationships, which play an important part in establishing a very good learning environment.

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Teaching of pupils: aged 11-14 years aged 14-16 years aged over 16 years

The pace of work is good and contributes to pupils’ and students’ hardworking attitudes. The mutual respect between teachers and pupils, and teachers’ high expectations, have a very positive influence on pupils’ and students’ attitudes to their learning.

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Aspect Comment

The quality and range of the curriculum The curriculum is broad and balanced and is very good, apart from the provision of information and communications technology in Key Stage 4, where plans have not yet been fully implemented. Provision for pupils with special educational needs The provision for pupils who have specific medical conditions or dyslexia is good.

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Aspect Comment

Provision for pupils with English as an additional language The high proportion of pupils who have English as an additional language have good command of English.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Provision is very good overall and for moral, social and cultural development is excellent. Spiritual provision is very good, although statutory requirements for collective worship are not fully met.

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Aspect Comment

How well the school cares for its pupils The school takes very good care of its pupils and students. Teachers know pupils and students very well and provide very effective academic and pastoral support. Promotion of good behaviour and the respect and care of others is excellent. Woodford County High School

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Aspect Comment

Leadership and management by the headteacher and other key staff The headteacher and key staff provide excellent direction for the development of the school. Heads of departments and other staff carry out their management responsibilities very effectively.

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Aspect Comment

How well the governors fulfil their responsibilities The governors work very effectively through a strong committee structure which works in close collaboration with staff in the school. However, they have not ensured that the school fully meets statutory requirements for a daily act of collective worship. The school’s evaluation of its performance The school has very effective structures to evaluate its performance through the school development planning process, which has a high level of involvement by all staff. Procedures to observe and evaluate teaching are not fully established in all departments. The strategic use of resources The school makes good use of the resources it has. The school plans expenditure prudently, looks for best value and evaluates the cost effectiveness of the services it purchases.

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improved

• Their daughters like coming to school. • The behaviour of pupils and students is good. • Teaching is good. • The school deals with problems and concerns of parents effectively. • The school sets high expectations for their daughters. • The management of the school is good. • The school encourages pupils and students to become mature and responsible. • A small proportion of parents think that the school sets too much homework. • A small but significant proportion of parents feel that they are not sufficiently well informed about their daughters’ progress. • A small proportion of parents feel that the school does not work closely with parents. • Some parents feel that the school does not provide sufficient extracurricular activities.

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improved

The views of parents and carers are gathered from the parents’ questionnaire, written comments sent to the school when returning the questionnaire and from a meeting held with the registered inspector before the inspection. At the meeting, a small proportion of parents expressed concern at differences in expectations between different teachers, and insufficient information technology experiences for their daughters. Woodford County High School The inspection team is in agreement with the strengths that parents identified. The amount of homework set was seen to be appropriate for pupils and students and the school gives good advice on the time that should be spent on homework. Inspectors agree that some reports are not sufficiently detailed in the comments made on the knowledge, understanding and skills which pupils and students acquire. However, parents are kept well informed through full reports and interim reports that are sent home regularly, and annual parents’ meetings for

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improved

each year in the school. The school sends home regular newsletters, governors’ annual reports and other communications. The range of extracurricular activities is very good and is only restricted by inadequate sports facilities. Woodford County High School

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Consistently high standards are achieved by pupils and students in public examinations

and in the wide range of cultural and sporting activities they participate in.

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Consistently high standards are achieved by pupils and students in public examinations

1. The school’s examination results at GCSE and A-Level are very good and standards of attainment are high across all subjects. At GCSE, the school’s results are continually in the top five per cent of all schools with 100 per cent of pupils obtaining five or more A*-C grades. Seventy two per cent of pupils obtained grades A*/A. Compared with other grammar schools, the performance of pupils at GCSE was well above average. In lessons, standards of achievement are also very high and are a result of the challenging work, very good subject knowledge of teachers and the very positive attitudes of pupils. At A/AS Level, the performance of students is very high compared with the national average and this has been maintained over recent years. Standards of literacy and oracy are extremely good. In all subjects, pupils and students are highly articulate. They explain their own thinking and knowledge well, and when new work is taught, the level of debate and questioning between

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Consistently high standards are achieved by pupils and students in public examinations

teachers and pupils and students is very high. Standards of numeracy are high and pupils and students are skilful in their use of graphs and mathematical techniques in subjects other subjects as well as in mathematics. In sporting activities, the school does very well and pupils often compete successfully at local levels and occasionally at national level. In music and other cultural pupils and students perform well, often representing their school successfully.

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comprehensive planning and priorities focused on continued rising standards, give

clear direction for the school’s development.

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comprehensive planning and priorities focused on continued rising standards, give

2. The headteacher and senior staff work extremely well together with a shared view of how the school should develop and they are well supported by the staff and governors of the school. Continued success in public examinations at age 16 and 18 are clearly the main priority and much of the work of the school is directed at this. However, the school also values achievement beyond success in public examinations and includes areas of development in its plans which focus on increased involvement of pupils and students in social and cultural activities where they have opportunities to develop into mature, responsible adults. The school plans its development very well, and all subject staff are involved in development planning at departmental level to maintain the drive for improving the school’s provision. Development plans are extensive and departmental plans generally reflect school priorities, and have additional subject priorities. The quality of evaluation of the degree of success in

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comprehensive planning and priorities focused on continued rising standards, give

meeting planning priorities is good. There are shared priorities for improving teaching and developing means to monitor pupils’ and students’ progress. Great majority of teachers have been observed teaching by the headteacher or senior staff and have Woodford County High School received feedback and targets for individual development. All departments have made some progress in developing their own means to observe and evaluate teaching, and some have made more progress than others. In science for example, considerable progress has been made in establishing a regular programme of observing and evaluating teaching and providing feedback to teachers so that good practice is shared between members of the department.

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help each other and their level of commitment to work and activities provided by the

3. Pupils and students have very positive attitudes to school and develop a very mature approach to their work. They are keen to do well and in lessons, sports and cultural activities they show a sense of resolve and determination that is outstanding. They become increasingly confident as they move through the school. They challenge and question teachers when they have difficulty with learning and are persistent in their efforts until they feel secure in what they find out. They work independently or in collaboration with others extremely well and show a very high level of respect for the opinions and values of each other. Relationships between teachers and pupils and students, and between pupils and students are excellent. Teachers show high levels of respect for pupils and students and this has a significant effect in pupils and students developing the same qualities.

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made by the Sixth Form students to the life of the school set an exceptionally good

4. From an early age in the school, pupils show strong personal initiative. For example, classes raise money for charities of their own choice, pupils lead class and school assemblies, initiate debates about issues that concern them and take their concerns to the school council. Older pupils organise and present whole school assemblies. Sixth form students organise and run a wide range of clubs and activities for younger pupils. They also provide peer counselling and academic support for younger pupils, and establish their own groups to follow up particular interests or concerns.

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Teaching is predominantly good or better and in just under half of lessons seen is very

5. The quality of teaching has a significant effect on pupils’ and students’ achievements. Teachers’ subject knowledge is excellent and is evident in the quality of questioning, explanation and the challenge of work set. Teachers’ have high expectations and plan work effectively to help pupils and students learn well, which they do. Teachers provide a positive ethos for learning, praising success and effort, encouraging hard work and supporting pupils Woodford County High School very effectively when required to. In the best lessons, teachers show their own enthusiasm for their subject, encourage discussion and debate so that pupils and students explore new ideas thoroughly, and encourage the challenging of statements so that pupils acquire a comprehensive understanding of new ideas. Consequently, pupils sustain their efforts and concentration, express their own ideas extremely clearly and confidently, and make excellent

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Teaching is predominantly good or better and in just under half of lessons seen is very

The school’s provision for moral, social and cultural development is excellent.

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Teaching is predominantly good or better and in just under half of lessons seen is very

6. Throughout the school there are high expectations of behaviour and respect for others and clear guidelines for pupils and students. In lessons, assemblies and other activities the messages of what is acceptable and unacceptable behaviour are well spelt out. Pupils and students learn how people should respect and treat each other and that the values and beliefs of others have at least equal weight to their own. Teachers provide excellent role models for pupils and students. The school provides many opportunities for pupils to develop socially, for example, in raising money though charities, in working together in and around school, as form captain, on extra-curricular activities, trips and residential visits. For older students, provision for social development is excellent through responsibilities as prefects, academic and pastoral counsellors for younger pupils and the very good range of extracurricular

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Teaching is predominantly good or better and in just under half of lessons seen is very

activities provided by the school. There is an excellent range of cultural activities including art and music activities, French visitsand German exchanges, residential visits, theatre visits, performing and expressive arts activities and sport. Pupils and students mix very well culturally and socially and benefit from their experience of being together in school.

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The school provides an ethos in which the experiences of pupils and students are

enriched by the diversity of their cultural backgrounds.

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The school provides an ethos in which the experiences of pupils and students are

7. The ethos for learning in the school is extremely good, and the ways in which pupils and students from all backgrounds mix and work together is outstanding. There is a strong multicultural ethos. Pupils and students respect each other’s beliefs, values and traditions. In class and whole school assemblies, issues concerning equality and respect for people whatever their beliefs and religions are considered in depth, and toleration and understanding are encouraged. Woodford County High School

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WHAT COULD BE IMPROVED

Information and communications technology is not fully implemented in Key Stage 4.

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WHAT COULD BE IMPROVED

8. Information technology is not taught to all pupils in Key Stage 4, and the school does not have sufficient centrally held information to determine whether the subject is fully covered through other subjects. However, in some subjects there has been considerable development in monitoring what information technology is taught and in planning activities to ensure that pupils receive a broad experience of applications of computer-based work. Plans are advanced to complete the monitoring of coverage of information technology in Key Stage 4, and to ensure that there is full coverage.

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Strategies to observe and evaluate teaching so that good practice can be shared

between teachers are not fully implemented in all subjects.

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Strategies to observe and evaluate teaching so that good practice can be shared

9. Great majority of teachers have been observed teaching by the headteacher or a member of the senior management team and have been given feedback on the quality of their teaching and what they need to do to improve further. This process has also started in departments, but is not consistent, because there is no systematic way of identifying teaching strengths and areas for development within individual subjects or of sharing good practice, so that the school’s plans to improve teaching can be effectively implemented. In science, developments in teaching observation and evaluation are advanced with a well worked out programme of observation and individual feedback, with targets for improvement and strategies to collate and share findings within the department to aid further development.

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details of what pupils and students know, understand and do, or provide targets for

10. In some reports the comments made by teachers are vague and do not give clear indications of what pupils know, understand and can do in that subject, and do not provide targets for pupils to guide them in improving their work. Comments in these reports often focus mainly on pupils’ efforts and attitudes to work; these are important but do not give a complete picture of progress within the subject. Occasionally, there is good detail of what pupils have been taught, but this does not show what they know or can do. In the best reports, details of pupils’ progress within subjects are detailed, informing parents about what pupils know, understand and can do. Woodford County High School

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The accommodation of the school is inadequate for in-door physical education

activities, and in other teaching areas, most notably English and science.

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The accommodation of the school is inadequate for in-door physical education

11. The indoor facilities for physical education are poor and restrict the opportunities for pupils and students to participate in some sports. In particular, standards are most notably lower than expected in volley ball, badminton, basket ball and gymnastics, and this is a direct result of poor facilities. The school has been working for some time, exploring possible developments to improve facilities, but no definite plans have been agreed. Some of the rooms in which English is taught are small, and this restricts the amount of group work and teaching approaches involving drama that can be used. In science, some laboratories are small for the numbers of pupils being taught in them.

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The accommodation of the school is inadequate for in-door physical education

Statutory requirements for collective worship are not fully met.

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The accommodation of the school is inadequate for in-door physical education

12. Although the quality of assemblies is often very good, with a significant level of pupil involvement and strong moral messages, statutory requirements are not met because opportunities for prayer or reflection are not always included. Woodford County High School

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

13. This is a very good school. All of the issues raised during the inspection are issues the school is aware of, has in its development plan and has been working to improve. To continue to raise standards, the governing body, headteacher and staff must now:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• implement information and communications technology in Key Stage 4, so that all pupils experience the full National Curriculum requirements for the subject;

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• establish the good strategies seen in some subjects to observe and evaluate teaching so that good practice can be fully shared between teachers;

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• improve reports to parents so that they consistently provide sufficient details of what pupils and students know, understand and do, and provide targets for their improvement;

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• implement statutory requirements for collective worship so that pupils and students regularly experience opportunities for prayer or personal reflection;

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• continue to explore ways to improve the accommodation of the school so that:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

* a full range of sports activities can be provided in physical education and; * a wider range of teaching methods can be used in all subjects, especially English and science. Woodford County High School

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Summary of the sources of evidence for the inspection

Number of lessons observed 57 Number of discussions with staff, governors, other adults and pupils 29

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Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

5 39 42 14 0 0 0 The table gives the percentage of teaching observed in each of the seven categories used to make judgements about lessons.

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form

Number of pupils on the school’s roll 597 242 Number of full-time pupils eligible for free school meals 20 0

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form

Number of pupils with statements of special educational needs 0 0 Number of pupils on the school’s special educational needs register 6 4

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pupils

Number of pupils with English as an additional language 298

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pupils

Pupils who joined the school other than at the usual time of first admission 4 Pupils who left the school other than at the usual time of leaving 7 Woodford County High School

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% %

School data 5.7 School data 0.1 National comparative data 7.9 National comparative data 1.1 Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year.

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Attainment at the end of Key Stage 3

Year Boys Girls Total Number of registered pupils in final year of Key Stage 3 for the latest reporting year 1999 0 120 120

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National Curriculum Test/Task Results English Mathematics Science

Boys N/A N/A N/A Girls 119 119 119 Numbers of pupils at NC Level 5 and above Total 119 119 119 School 100 (100) 99 (100) 99 (100) Percentage of pupils at NC Level 5 or above National 63 (65) 62 (59) 55 (56)

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National Curriculum Test/Task Results English Mathematics Science

School 94 (93) 97 (98) 96 (92) Percentage of pupils at NC Level 6 or above National 28 (35) 38 (36) 23 (27)

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Teachers’ Assessments English Mathematics Science

Boys N/A N/A N/A Girls 119 118 120 Numbers of pupils at NC Level 5 and above Total 119 118 120 School 99 (100) 98 (100) 100 (100) Percentage of pupils at NC Level 5 or above National 31 37 28

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Teachers’ Assessments English Mathematics Science

School 92 (96) 97 (92) 93 (95) Percentage of pupils at NC Level 6 or above National 31 37 28

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Teachers’ Assessments English Mathematics Science

Percentages in brackets refer to the year before the latest reporting year. Woodford County High School

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Attainment at the end of Key Stage 4

Year Boys Girls Total Number of 15 year olds on roll in January of the latest reporting year 1999 0 120 120

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grades A*-G

Boys 0 0 0 Girls 120 120 120 Numbers of pupils achieving the standard specified Total 120 120 120 School 100 (99.2) 100 (100) 100 (N/A) Percentage of pupils achieving the standard specified National 46.3 (44.6) 90.7 (89.8) 95.7 (N/A)

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grades A*-G

Percentages in brackets refer to the year before the latest reporting year.

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score

School 67 (64.4) Average point score per pupil National 37.8 (36.8) Figures in brackets refer to the year before the latest reporting year.

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rate

School N/A N/A Number studying for approved vocational qualifications or units and the percentage of those pupils who achieved all those they studied. National N/A N/A

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Attainment at the end of the Sixth Form

Year Boys Girls Total Number of students aged 16, 17 and 18 on roll in January of the latest reporting year who were entered for GCE A-Level or AS-Level examinations. 1999 0 121 121

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candidate

School N/A 23.8 23.8 (22) N/A 2 2 (0) National 17.7 18.1 17.9 (17.6) 2.7 2.8 2.8 (2.8) Figures in brackets refer to the year before the latest reporting year. Woodford County High School

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rate

School N/A N/A Number in their final year of studying for approved vocational qualifications or units and the percentage of those pupils who achieved all those they studied. National N/A 82.5

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rate

School N/A N/A Number entered for the International Baccalaureate Diploma and the percentage of those pupils who achieved all they studied. National N/A N/A

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Permanent

Black – Caribbean heritage 13 Black – Caribbean heritage 0 0

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Permanent

Black – African heritage 14 Black – African heritage 0 0

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Permanent

Black – other 6 Black – other 0 0 Indian 154 Indian 0 0 Pakistani 33 Pakistani 0 0 Bangladeshi 22 Bangladeshi 0 0 Chinese 19 Chinese 0 0 White 430 White 1 0 Any other minority ethnic group 92 Other minority ethnic groups This table gives the number of exclusions, which may be different from the number of pupils excluded. Woodford County High School

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Y7-Y13

Total number of qualified teachers (FTE) 50.2 Financial year 1998/99

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Y7-Y13

Number of pupils per qualified teacher 16.7

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Y7–Y13

Total number of education support staff 6 Total expenditure 2049170.00

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Y7–Y13

Total aggregate hours worked per week 190 Expenditure per pupil 2440.00

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Y7–Y13

Balance brought forward from previous year 93195.00

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Y7–Y13

Balance carried forward to next year 182744.00

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Y7–Y13

Percentage of time teachers spend in contact with classes

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Y7–Y11

Key Stage 3 26 Key Stage 4 21 Woodford County High School

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Questionnaire return rate

839 Number of questionnaires sent out Number of questionnaires returned 268

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know

My child is making good progress in school. 54 44 1 0 1

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know

Behaviour in the school is good. 53 41 2 0 3

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know

My child gets the right amount of work to do at home. 33 53 11 2 1

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know

I am kept well informed about how my child is getting on. 31 46 18 3 2

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know

I would feel comfortable about approaching the school with questions or a problem. 44 44 7 1 3

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know

The school expects my child to work hard and achieve his or her best. 76 21 1 0 2

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know

The school works closely with parents. 21 54 18 1 4

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know

The school is well led and managed. 52 41 1 1 5

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know

The school is helping my child become mature and responsible. 49 44 3 1 2

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know

The school provides an interesting range of activities outside lessons. 37 43 13 3 4

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