Humberston Maths and Computing College

THE HUMBERSTON SCHOOL

Dates of inspection: 8 th – 11 th May 2000

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THE HUMBERSTON 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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THE HUMBERSTON 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. The Humberston School - 1

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INFORMATION ABOUT THE SCHOOL

School address: Humberston Avenue Grimsby North East Lincolnshire

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The Governing Body

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mrs L Clayton

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 21 st January 1996 The Humberston School - 2

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Team members

Edward Wheatley Registered inspector John McGarry Lay inspector Norman Bertram Team inspector John Challands Team inspector

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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 The Humberston School - 3

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PART A: SUMMARY OF THE REPORT 5 - 9

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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WHAT THE SCHOOL DOES WELL 10 - 12

Standards of attainment are well above the national average and the average for pupils in similar schools. Teaching is good overall and in about one fifth of lessons it is very good. The leadership of the headteacher, senior staff and heads of departments is very good and provides clear direction for maintaining and raising standards The outstanding relationships between teachers and pupils play a significant part in encouraging high expectations and promoting pupils to take responsibility for their own learning. Pupils have very positive attitudes to school. Their attendance at school is very good and they behave very well at all times. The provision for pupils with special educational needs is good and the school has made considerable effort to ensure that the accommodation for these pupils meets their needs. Provision for the moral and social development of pupils is very good. The careers and continuing education advice and support the school provides

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WHAT THE SCHOOL DOES WELL 10 - 12

is outstanding. Parents are very supportive of the school’s work and raise significant funds to purchase resources. The commitment of governors to maintaining the high quality of education provided by the school is high. The Humberston School - 4

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WHAT COULD BE IMPROVED 12 - 13

There are some inconsistencies in providing challenging work for all higher attaining pupils. There are no systematic procedures to share the most successful teaching skills amongst all staff. Governors’ skills in evaluating the work of the school are underdeveloped. Long term priorities for school development are not shared sufficiently well with all staff and governors. There are insufficient opportunities for pupils to find out about the diversity of cultures in contemporary Britain. Procedures for recording and monitoring authorised absence are imprecise. The accommodation for physical education is unsatisfactory and has not improved since the last inspection. Statutory requirements to provide a broadly Christian daily act of worship are not met.

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INFORMATION ABOUT THE SCHOOL

The Humberston School is set in its own spacious grounds in the village of Humberston on the outskirts of Cleethorpes. There are 728 boys and girls in the school, aged from 11 to 16 years, which is below average for this type of school. The size of the school population changes little from year to year. The great majority of pupils are of white United Kingdom background and two pupils have English as an additional language which is well below average. Only 5.4 per cent of pupils are entitled to free school meals which is well below average. There are 10.7 per cent of pupils on the school’s register of special educational needs, which is well below average. Two per cent of pupils, including six pupils with physical disabilities, have statements of special need, which is close to average. The attainment of pupils on entry to the school is above average in English, mathematics and science.

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HOW GOOD THE SCHOOL IS

This is a successful, popular school which continues to improve. Outstanding relationships between teachers and pupils underpin the success of pupils. Sensitive and perceptive leadership by the headteacher plays an important part in providing clear direction to staff and governors for continued efforts to raise standards. Staff are well supported in their work. Examination results are well above average and the school provides good value for money.

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What the school does well

• Standards of attainment are well above the national average and the average for pupils in similar schools. • Teaching is good overall and in about one fifth of lessons it is very good. • The leadership of the headteacher, senior staff and middle management team is very good and provides clear direction for maintaining and raising standards. • The outstanding relationships between teachers and pupils play a significant part in encouraging high expectations and promoting pupils to take responsibility for their own learning. • Pupils have very positive attitudes to school. Their attendance at school is very good and they behave very well at all times. • The provision for pupils with special educational needs is good and the school has made considerable effort to ensure that the accommodation for these pupils meets their needs. • Provision for the moral and social development of pupils is very good. • The careers and continuing education advice and support the school provides are outstanding.

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What the school does well

• Parents are very supportive of the school’s work and raise significant funds to purchase resources. • The commitment of governors to maintaining the high quality of education provided by the school is high.

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What could be improved

• There are some inconsistencies in providing challenging work for all higher attaining pupils. • There are no systematic procedures to share the most successful teaching skills amongst all staff. • Governors’ skills in evaluating the work of the school are underdeveloped. • Long term priorities for school development are not shared sufficiently well with all staff and governors. • There are insufficient opportunities for pupils to find out about the diversity of cultures in contemporary Britain and elsewhere. • The indoor accommodation for physical education is unsatisfactory, has not improved since the last inspection and is adversely affecting the standards of work achieved. • Procedures for recording and monitoring authorised absence are imprecise. • Statutory requirements to provide a broadly Christian daily act of worship are not 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 sound progress overall in the issues raised at the last inspection in January 1996. There has been good progress in improving provision for teaching information technology and the school’s own plans are well advanced to continue improvements. Assessment information is used effectively to plan teaching and to provide more informative reports for parents. The time allocated for music at Key Stage 3 and religious education at Key Stage 4 is now sufficient to meet the requirements of the National Curriculum. Strategic planning is sound overall and the procedures to evaluate the work of the school are satisfactory. Nevertheless, priorities for development are not shared effectively with staff and governors recognise the need to be more involved in evaluating the work of the school. The school has worked hard to improve the indoor accommodation for physical education, but there has been no improvement since the last inspection and standards attained are

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

limited. The school still does not provide a daily act of collective worship.

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STANDARDS

The table shows the standards achieved by 16 year olds based on average point scores in GCSE examinations.

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schools

GCSE examinations A A A A well above average above average average below average well below average A B C D E

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schools

The attainment of pupils in end of Key Stage 3 National Curriculum tests in 1999 was well above the national averages in English, mathematics and science and continues the trend of previous years. Pupils performed well above the average of pupils in similar schools. In the GCSE examinations in 1999 the proportion of pupils obtaining five or more A*-C grades was well above the national average and well above the average of similar schools. The average points scored by pupils in GCSE examinations was well above average and has improved at a faster rate than that seen nationally. The school exceeded its 1999 target for pupils obtaining five or more A*-C grades at GCSE and met its target for the average points scored by pupils.

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schools

Standards seen in English are very high. Pupils have good speaking and listening skills and the school has worked hard to ensure that boys’ skills match those of girls. Pupils use a wide range of writing styles skilfully and confidently. Their appreciation and analysis of poetry are very good. Standards in mathematics are very high. Pupils have a very good grasp of statistical methods, a good knowledge of the properties of two and three dimensional shapes and many solve complex equations extremely well. In science, pupils have good investigation skills and collect, present and interpret numerical data well. By the end of Key Stage 4, pupils’ knowledge and understanding of science are well above average. Pupils’ literacy and numeracy skills are generally good and are used extensively in all subjects, with a significant impact on the standards attained. Information technology skills are well developed and are reinforced through work done in most subjects.

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schools

On occasion, the needs of some higher attaining pupils are not fully met. This is sometimes because there are not sufficient opportunities for pupils to work independently and sometimes because extension work is not challenging. The Humberston School - 7

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Aspect Comment

Attitudes to the school Extremely good. Pupils have a very positive approach to work and all activities provided by the school. They hold the school in high esteem.

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Aspect Comment

Behaviour, in and out of classrooms Invariably very good. Pupils work responsibly unsupervised and move round school sensibly, with consideration for the buildings and other people.

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Aspect Comment

Personal development and relationships Personal development is outstanding. Relationships between pupils and between pupils and adults are excellent and make a significant impact on learning and the responsible attitudes pupils adopt to school.

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Aspect Comment

Attendance Very good. Pupils make every effort to be punctual to school and lessons.

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

Lessons seen overall Good 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

Teaching is good overall and never less than satisfactory. In about two thirds of lessons teaching is good or better and in about one fifth of lessons teaching is very good. Teaching has improved since the last inspection. Teaching in English and mathematics reflects the overall picture; in science all teaching is good or very good. Teachers’ subject knowledge is good and they set challenging work; this has a positive effect on pupils’ learning. In the great majority of lessons, teachers ensure pupils develop appropriate skills to talk and write about what they learn. Numeracy skills are reinforced through science, design and technology and information technology lessons. The management of pupils, and especially the good relationships teachers establish in lessons and around school, has a significant effect on the responsible way pupils tackle work and learn. The organisation of classes to meet pupils’ learning needs and to minimise the potential disruption by a small number of pupils is

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

particularly effective and arises from the good knowledge teachers have of pupils. The pace of lessons is very good; lessons start promptly and teachers maintain a good rate of learning through well planned and prepared materials. Teaching methods are generally broad and provide opportunities for pupils of differing levels of attainment. However, in a very small proportion of lessons, teaching methods do not enable the highest attaining pupils to work at a rate suited to their needs, or do not provide more challenging work but only more of the same level. The Humberston School - 8

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Aspect Comment

The quality and range of the curriculum The curriculum is good, with opportunities for pupils to study three languages, drama and a wide range of choices within technology. There is generally sufficient time for all subjects, although in single physical education lessons some teaching time is lost while pupils change into appropriate clothes. There is insufficient time at Key Stage 4 to cover the subject in enough depth.

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Aspect Comment

Provision for pupils with special educational needs Provision is good. The school has made good use of its own resources and spent considerable sums from its funds to provide suitable accommodation for pupils with physical disabilities.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development The provision for moral and social development is very good. Spiritual and cultural provision is generally satisfactory. Cultural provision is satisfactory overall, with pupils being provided with many opportunities to develop an understanding of their own culture. However, there are too few opportunities for pupils to develop an awareness of the wide range of cultures now met in Britain or elsewhere.

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Aspect Comment

How well the school cares for its pupils The school takes good care of its pupils. The school has an effective behaviour policy and has established an ethos in which pupils respect and care for each other. Personal and academic progress is well monitored and pupils are offered excellent support and advice when planning their continuing education or employment.

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Aspect Comment

Leadership and manage- ment by the headteacher and other key staff Very good. The headteacher, senior staff and middle management team give a very clear direction for the work needed to maintain and continue to raise standards of attainment.

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Aspect Comment

How well the governors fulfil their responsibilities Governors carry out their responsibilities well and share the views of the staff in the direction of work needed to raise standards. However, statutory requirements for collective worship are not met.

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Aspect Comment

The school’s evaluation of its performance Teaching is not evaluated rigorously in order to identify and share the very good practice seen in many lessons. The governing body is not fully involved in evaluating the work of the school.

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Aspect Comment

The strategic use of resources Very good overall. The school uses its resources well and is in the early stages of evaluating the relevance of its central library stock. The school monitors the use of its financial resources effectively and consistently seeks to obtain good value for money. The Humberston School - 9

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What pleases parents most What parents would like to see improved

• Their children enjoy coming to school. • Pupils make good progress in their work. • Teaching is good and the school has high expectations of pupils. • The school is well managed and led. • The majority of parents believe the school provides the right amount of homework. • Parents are kept well informed about their children’s progress. • The school deals with parents’ concerns effectively. • The behaviour of pupils in school is good and the school provides the right environment in which children can mature and take on responsibilities. • The school works closely with parents. • The school provides a wide range of extra- curricular activities. • A small proportion of parents think that the school does not provide the right amount of homework.

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What pleases parents most What parents would like to see improved

The inspection team agreed with the strengths that parents identified and found that the amount of homework was generally appropriate to support work done in school and to encourage pupils to work independently. The Humberston School - 10

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Standards of attainment are well above the national average and the average for

1. Pupils enter the school with standards of attainment that are above average. By the end of Key Stage 3 their levels of attainment have risen to well above average. This level of attainment is maintained through to GCSE where many pupils exceed expectations based on end of Key Stage 3 National Curriculum test results and achieve very highly compared with national averages. Compared with similar schools, the performance of pupils in Key Stage 3 national tests and in GCSE examinations is well above average. Evidence from the inspection shows that pupils’ attainment is generally well above average throughout the school in English, mathematics and science. In English, for example, pupils’ appreciation of poetry is good and their analysis of the works of Roger McGough and Wilfred Owen is very good. In mathematics, pupils use the terminology and mathematical procedures of statistics skilfully, they solve

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Standards of attainment are well above the national average and the average for

complex equations well and use equations for finding the volumes of different shapes extremely well.

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Standards of attainment are well above the national average and the average for

Teaching is good overall and in about one fifth of lessons it is very good.

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Standards of attainment are well above the national average and the average for

2. Teaching is good overall and is never less than satisfactory. In about two thirds of lessons teaching is good or better and in about one fifth of lessons teaching is very good. The significant strengths are the pace of lessons which is linked to careful preparation and planning and which ensures pupils learn a lot in what are sometimes short lessons. The way teachers manage pupils and, in particular, the relationships they establish are extremely good and lead to a classroom atmosphere which encourages pupils to ask for help and to work independently. Teachers’ subject knowledge is good and teachers encourage pupils to explain and write about their knowledge and understanding well. Most teachers use a wide range of teaching methods well. For example, in some mathematics lessons, small group work is used very effectively to help pupils develop their understanding of ratios and in science lessons questioning is used

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Standards of attainment are well above the national average and the average for

extremely skilfully to help pupils preparing for GCSE to reinforce their understanding of carbon chemistry. However, the sharing of very good practice is not firmly established.

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The leadership of the headteacher, senior staff and heads of departments is very

good and provides clear direction for maintaining and raising standards.

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The leadership of the headteacher, senior staff and heads of departments is very

3. The headteacher provides very good leadership and effectively involves senior staff and heads of departments in the decision-making processes in school. Between them, they provide clear direction for maintaining and raising standards. The relationships, levels of consultation and decision-making processes are extremely good and provide a framework in which all staff feel involved in the effective running of the school. Staff generally have a good understanding of what the long term aims of the school are, although they express them differently because there is no formal documentation of long-term priorities.

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encouraging high expectations and promoting pupils to take responsibility for their

4. Outstanding relationships between all pupils and adults in the school have been established. At all levels there is respect and consideration for personal opinions and beliefs and this plays an important part in the sensitivity shown in lessons by teachers for pupils and pupils for each other. This very positive atmosphere enables pupils to learn effectively, for teachers to challenge pupils and for pupils to respond enthusiastically, even though they know there is the risk of not always meeting the challenge.

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Pupils have very positive attitudes to school. Their attendance at school is very good

The Humberston School - 11 and they behave very well at all times.

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Pupils have very positive attitudes to school. Their attendance at school is very good

5. Attendance at school is very good and pupils make a genuine effort to be in school on time and to arrive at lessons punctually, even though distances between the different blocks in the school sometimes make this difficult. Parents work hard too to ensure that pupils are in school and support the school’s efforts to maintain a high level of attendance. Around school, pupils behave very well. There are several narrow corridors and doorways which are used heavily between lessons and pupils are considerate in the way they move through these. In lessons, pupils also behave very well, concentrate well on their work and take great pride in completing work to a high standard. They work well together when required, sharing ideas and discussing their work. Pupils show consideration for others and in particular for physically handicapped pupils and pupils with learning difficulties.

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made considerable effort to ensure that the accommodation for these pupils meets

6. There is a high level of support from specialist staff for pupils with special educational needs. Special needs work is well integrated into the life of the school and teachers are well prepared to help pupils with special educational needs in their lessons. The school has a number of pupils with physical disabilities and has invested a considerable amount of its funds in improving accommodation so that these pupils have access to all parts of the school.

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made considerable effort to ensure that the accommodation for these pupils meets

Provision for the moral and social development of pupils is very good.

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made considerable effort to ensure that the accommodation for these pupils meets

7. The headteacher and all staff have extremely high expectations of how pupils should behave and respond to the school’s educational provision and also set high standards in the example of hard work, respect and consideration that they provide. Consequently, pupils have highly developed moral values, respecting and tolerating the values and beliefs of other pupils. Teachers and pupils get on well together and this enhances the wide range of sporting and cultural activities the school provides.

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The careers and continuing education advice and support the school provides is

8. The careers and continuing educational guidance provided by the school is extremely good and is the result of the school establishing excellent links with the local careers advisory service and of having good local knowledge of employment, training and education opportunities. There are very effective links with local businesses, industries and commercial organisations. The school monitors the work experience pupils undertake effectively and has very good links with the local sixth form college and further education institutions.

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Parents are very supportive of the school’s work and raise significant funds to

9. Parents are appreciative and supportive of the school’s work. They respond well to the school’s efforts to support pupils who are absent through illness or who experience problems in school. They support school activities and raise money for further resources to help the school in its work. The Humberston School - 12

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The commitment of governors to maintaining the high quality of education provided

10. Governors provide a high level of support for the headteacher and staff of the school. Their links with the school are good and are developing well, with a deliberate focus on helping the school and staff. They recognise the need to evaluate the work of the school and are exploring ways in which they can do that more effectively.

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There are some inconsistencies in providing challenging work for all higher attaining

11. In the majority of lessons there is a wide range of teaching styles which provide challenging work for all pupils. However, in a few classes, often where there are higher attaining pupils, teachers do not consistently provide sufficient opportunities for the highest attaining pupils to become involved in independent work which would stretch them further. In other lessons, higher attaining pupils are often given more work to do, but it is often work of the same kind which does not extend pupils beyond the point they have reached.

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There are no systematic procedures to share the most successful teaching skills

12. Very good teaching takes place in a significant proportion of lessons. In these lessons there is, for example, very effective use of small group discussions to explore and develop pupils’ understanding of new ideas and discussion and questioning of a very high level enabling pupils to reinforce earlier learning and to acquire new knowledge effectively. However, these high quality teaching skills are not effectively shared and, although some staff are aware that they take place there has been no systematic observation and identification of how teachers use them to such good effect. There is some sharing of good practice, but it is not well established or valued as a means of raising the quality of teaching overall.

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There are no systematic procedures to share the most successful teaching skills

Governors’ skills in evaluating the work of the school are underdeveloped.

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There are no systematic procedures to share the most successful teaching skills

13. Governors support the school in its work and their knowledge of what happens in and around school is improving, with increasing links with subject areas, for example, through observing lessons. They do not, however, make effective links with departments to find out how they plan developments, or to see how subject development relates to school development. Governors are not fully involved in evaluating the work of the school and in helping to provide targets for development. Nevertheless, some of the governors are aware of the need to become more involved in this area so that they can provide more effective support and encouragement for the school.

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Long term priorities for school development are not shared sufficiently well with all

14. The school does not have a long-term development plan in a form that ensures that all staff have a similar understanding of what the focus of future priorities is. There are very effective oral communications and for the most part this means that there is a shared understanding of the school’s priorities, but this is not secure. Short and medium term plans are sufficiently detailed to guide staff and are regularly updated to make sure that the successes and next steps for development are identified. Long term objectives that would aid the school’s long term strategic financial planning are not sufficiently well detailed.

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There are insufficient opportunities for pupils to find out about the diversity of

cultures in contemporary Britain and elsewhere. The Humberston School - 13 15. The pupils are almost entirely from similar white United Kingdom backgrounds and live in an area where they do not meet the richness of other ethnic groups of people. They learn a great deal about their own culture, but too little about other cultures to prepare them for living in a multicultural society. There is evidence of some work in this area but, overall, insufficient to meet the anticipated needs of pupils when they leave school.

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The accommodation for physical education is unsatisfactory and has not improved

16. At the last inspection, the indoor accommodation for physical education was identified as unsatisfactory. The accommodation is unchanged and it results in lower levels of performance than expected in those elements of the subject requiring indoor facilities. The school has worked hard with the local education authority, and other organisations, but with little effect.

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The accommodation for physical education is unsatisfactory and has not improved

Procedures for recording and monitoring authorised absence are imprecise.

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The accommodation for physical education is unsatisfactory and has not improved

17. The school does not keep accurate records of the reasons for pupils’ absence so that it can be more effective in working with pupils and families to reduce absence further.

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The accommodation for physical education is unsatisfactory and has not improved

Statutory requirements to provide a broadly Christian daily act of worship are not met.

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The accommodation for physical education is unsatisfactory and has not improved

18. The school does not provide a daily act of collective worship and there has been no improvement since the last inspection. The Humberston School - 14

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

19. This is a good school in which the level of communication and quality of relationships between all staff are outstanding. There is a broadly agreed view of how the school should develop and the staff and governors know where the strengths and weaknesses are. There is on-going development in most of the issues raised and the school is well positioned to continue with its good work.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

a. provide challenging work for all pupils by ensuring:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• that there are opportunities for all pupils to work independently; • extension work for higher attaining pupils is more demanding (paragraph 11);

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

b. share the very good teaching skills seen during the inspection by establishing systematic procedures to:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• observe teaching and identify very effective practice; • provide regular opportunities for staff to share their teaching skills (paragraph 12);

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

c. provide opportunities for governors to gain the skills they have identified as necessary to play their part in evaluating the work of the school (paragraph 13);

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

d. establish procedures to ensure that the long-term priorities for the school’s development are shared effectively with all staff (paragraph 14);

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

e. provide planned opportunities for pupils to learn about the diversity of cultures in contemporary Britain and elsewhere (paragraph 15);

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

f. raise standards in physical education by continuing to explore with the local education authority ways of improving the indoor accommodation for physical education (paragraph 16);

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

g. improve the procedures for recording and monitoring authorised absence by giving precise information about the reasons for pupils’ absences (paragraph 17); and

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

h. ensure that statutory requirements to provide a daily act of collective worship are met (paragraph 18). The Humberston School - 15

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 23

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

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Summary of teaching observed during the inspection

0 22 45 33 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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Information about the school’s pupils

Number of pupils on the school’s roll 728

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Information about the school’s pupils

Number of full-time pupils eligible for free school meals 39

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Information about the school’s pupils

Number of pupils with statements of special educational needs 15

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 78

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Information about the school’s pupils

English as an additional language No of pupils

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Information about the school’s pupils

Number of pupils with English as an additional language 2

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Information about the school’s pupils

Pupil mobility in the last school year No of pupils

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Information about the school’s pupils

Pupils who joined the school other than at the usual time of first admission 19

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 13

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Attendance

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. The Humberston School - 16

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Attainment at the end of Key Stage 3

Number of registered pupils in final year of Key Stage 3 for the latest reporting year 1999 82 70 152

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Attainment at the end of Key Stage 3

National Curriculum Test/Task Results English Mathematics Science

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Attainment at the end of Key Stage 3

Boys 60 67 64 Numbers of pupils at NC level 5 and above Girls 62 49 52

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Attainment at the end of Key Stage 3

Percentage of pupils School 80 (72) 76 (81) 76 (62) at NC level 5 or above National 63 (65) 62 (59) 55 (56)

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Attainment at the end of Key Stage 3

Percentage of pupils School 38 (37) 58 (55) 36 (31) at NC level 6 or above National 28 (35) 38 (36) 23 (27)

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Attainment at the end of Key Stage 3

Teachers’ Assessments English Mathematics Science

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Attainment at the end of Key Stage 3

Boys 46 68 64 Numbers of pupils at NC level 5 and above Girls 59 56 54

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Attainment at the end of Key Stage 3

Percentage of pupils School 70 (64) 82 (77) 78 (66) at NC level 5 or above National 64 (61) 64 (64) 60 (61)

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Attainment at the end of Key Stage 3

Percentage of pupils School 39 (32) 62 (51) 39 (38) at NC level 6 or above National 31 (30) 37 (37) 28 (30)

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Attainment at the end of Key Stage 3

Percentages in brackets refer to the year before the latest reporting year. The Humberston School - 17

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Attainment at the end of Key Stage 4

Number of 15 year olds on roll in January of the latest reporting year 1999 58 80 138

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Attainment at the end of Key Stage 4

GCSE results 5 or more grades A* to C 5 or more grades A*-G 1 or more grades A*-G

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Attainment at the end of Key Stage 4

Boys 32 56 57 Numbers of pupils achieving the standard specified Girls 58 80 80

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Attainment at the end of Key Stage 4

Percentage of pupils achieving School 65 (64) 99 (99) 99 (n/a) the standard specified National 46.3 (44.6) 90.7 (89.8) 95.7 (n/a) Percentages in brackets refer to the year before the latest reporting year.

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Attainment at the end of Key Stage 4

Average point score School 46 (46) per pupil National 37.8 (36.8) Figures in brackets refer to the year before the latest reporting year.

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Attainment at the end of Key Stage 4

Vocational qualifications Number % success rate

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Attainment at the end of Key Stage 4

Number studying for approved vocational qualifications or units and School 0 n/a the percentage of those pupils who achieved all those they studied National N/a The Humberston School - 18

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 1 Black – Caribbean heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Black – African heritage 0 Black – African heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group 1 Other minority ethnic groups 0 0 This table gives the number of exclusions, which may be different from the number of pupils excluded.

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Teachers and classes Financial information

Qualified teachers and classes: Y7 – Y11

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 40.125 Financial year 1998/99

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Teachers and classes Financial information

Number of pupils per qualified teacher 18.1 FTE means full-time equivalent. £

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Teachers and classes Financial information

Education support staff: Y7 – Y11 Total income 1 643 567

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Teachers and classes Financial information

Total number of education support staff 16 Total expenditure 1 596 548

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Teachers and classes Financial information

Total aggregate hours worked per week 392.5 Expenditure per pupil 2 242

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Teachers and classes Financial information

Balance brought forward from previous year 10 373

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Teachers and classes Financial information

Deployment of teachers: Y7 – Y11 Balance carried forward to next year 57 392 Percentage of time teachers spend in contact with classes 80.3

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Teachers and classes Financial information

Key Stage 4 20.9 The Humberston School - 19

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Percentage of responses in each category

Strongly agree Tend to agree Tend to disagree Strongly disagree Don’t know

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Percentage of responses in each category

My child is making good progress in school. 51 46 2 0 2

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Percentage of responses in each category

Behaviour in the school is good. 41 55 1 2 2

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Percentage of responses in each category

My child gets the right amount of work to do at home. 28 55 11 5 1

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 32 56 8 3 0

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 62 34 2 2 0

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 76 24 0 0 0

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Percentage of responses in each category

The school works closely with parents. 39 51 6 2 2

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Percentage of responses in each category

The school is well led and managed. 68 27 1 0 4

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Percentage of responses in each category

The school is helping my child become mature and responsible. 48 44 3 2 3

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 40 45 4 1 10

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