Sir John Nelthorpe School

Sir John Nelthorpe School

Reporting inspector: Dr Kenneth C Thomas

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Sir John Nelthorpe School

Dates of inspection: 22 - 25 January 2001

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Sir John Nelthorpe 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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Sir John Nelthorpe 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. Sir John Nelthorpe School i

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INFORMATION ABOUT THE SCHOOL

School address: Grammar School Road Brigg North 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: Mr T R D O’Neill

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: February 1996 Sir John Nelthorpe School ii

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Team members

3390 Dr Kenneth C Thomas Registered inspector 19720 Deborah Granville-Hastings Lay inspector 27585 Carmen Rodney Team inspector 25744 Ken Hounslow Team inspector 18950 Jack Haslam 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 Sir John Nelthorpe 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

Sir John Nelthorpe School is a mixed comprehensive school for pupils aged 11-18. The school is popular and oversubscribed in some year groups. The number of pupils in the school has risen steadily since the last inspection and, with 982 pupils on the roll, is now about the same size as most other secondary schools. The percentage of pupils known to be eligible for free school meals is below the national average. There are very few pupils with English as an additional language, all of whom speak English fluently. The overall standards of attainment of pupils coming into the school, although wide-ranging, are slightly above the national average. The proportion of pupils with statements of special educational needs, at 2.0 per cent, is about the same as the national average as is the overall proportion of pupils with special educational needs, at 19.8 per cent. The school has close links with other

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INFORMATION ABOUT THE SCHOOL

schools and colleges, both in the United Kingdom and Europe, the youth service and the local community.

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HOW GOOD THE SCHOOL IS

Sir John Nelthorpe is a good and improving school. Overall standards are rising because good teaching with high expectations is bringing the best out of pupils. The sense of community is strong and relationships are very good. The headteacher and senior management team provide very effective leadership, which is well supported by the governors. The school provides good value for money.

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WHAT THE SCHOOL DOES WELL

• Standards are well above average in most subjects. • Pupils’ attitudes are very good, contributing well to their own learning and the sense of community in the school. • Good teaching with high expectations succeeds in motivating pupils. • Very effective leadership is promoting very good standards and enthusiastic teamwork. • Pupils’ personal development is enhanced by very good support and guidance and a very good range of extra-curricular activities. • The sixth form provides a very good range of learning opportunities and very good support for students. • Innovative use is made of information and communications technology to support learning, particularly in geography and modern foreign languages.

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WHAT COULD BE IMPROVED

• Standards of attainment in GCSE science. • Co-ordinated provision for gifted and talented pupils. • The guidance given to pupils and parents on attainment in relation to national standards and the information provided to parents through school reports. • Accommodation for science and physical education, and the upper-school dining hall. The areas for improvement will form the basis of the governors’ action plan. Sir John Nelthorpe School 2

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school was last inspected in February 1996 and has made good progress since that time. Standards of attainment in the National Curriculum tests, taken at the end of Year 9, have risen at the same rate as the national trend, whilst results in the GCSE examination, taken at the end of Year 11, have risen above the national trend. Parents recognise that the school is improving and that the roll is rising - numbers have increased by 22 per cent since the last inspection. The quality of teaching has improved and there is more good teaching. Learning activities are more closely related to the needs of pupils in lessons and the school policy for special educational needs is being implemented more effectively. More opportunities are provided for pupils to assess and evaluate their own work. The implementation of school policies and plans is now more closely monitored by members of the senior management

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

team, heads of department and by governors. The length of the teaching week has been extended and now meets government recommendations. The personal and social education programme has been improved and more effective use is made of the morning registration period. The school accommodation has been improved, although some significant deficiencies remain. The school is still unable to comply with the requirement to provide a daily act of worship. Appropriate targets are set and the school has good capacity for further improvement.

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STANDARDS

The table below 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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Performance in: all schools similar schools

1998 1999 2000 2000 GCSE examinations C B B A A-Levels/AS-Levels D B B N/A

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Key

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

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Key

Over the last four years, results in National Curriculum tests taken at the end of Year 9 have been rising at the same rate as results nationally. The 2000 test results in science and mathematics were well above average when compared with all schools and with similar schools. Results in English were above average when compared with all schools and with similar schools. The test results represent good progress and achievement from entry to the school at the age of 11. Although girls outperform boys in English and mathematics, there are no significant differences in performance in science.

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Key

GCSE results, based on average GCSE/GNVQ points scores, have risen over the past four years at a rate above the national trend. In 2000, both the average points score and percentage of pupils achieving five or more A*-C grades were above average when compared with all schools, and well above when compared with similar schools. These results represent satisfactory progress and achievement from the end of Year 9. Pupils did particularly well in design and technology graphics, child development and religious studies, while results in English, English literature, mathematics, art, design and technology, French, German, geography, history and music were well above average. Results in science, drama Sir John Nelthorpe School 3 and office applications were above average while results in business studies were average. Results in physical education were below average. Girls outperformed boys in all subjects

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Key

other than English literature and business studies, where results were about the same, but in German boys outperformed girls.

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Key

Overall results at GCE A Level in 2000 were about the same as the national average. These results represent good achievement and progress from the end of Year 11. Students achieved particularly good standards in art, biology, drama, English literature, French, geography, German, history and physical education. Students also achieved good standards on GNVQ courses at both Intermediate and Advanced Level, with the majority of students completing the courses in full and obtaining accreditation.

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Key

The school monitors results of all national tests and examinations carefully and challenging targets are set for individual subjects and for the school overall. In lessons and work seen, standards at the end of Years 9 and 11 are well above national expectations. Very little work of below average standard was seen. In the sixth form, overall standards are consistent with course expectations. Individual pupils achieve highly in sports and other extra-curricular activities.

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Aspect Comment

Attitudes to the school Very good. Most pupils enjoy coming to school. They are very committed to their learning and keen to succeed. Behaviour, in and out of classrooms Good overall. Most pupils are considerate, respectful and friendly. Only a few instances of inappropriate behaviour. Personal development and relationships Pupils’ personal development is very good. Relationships are very good. Pupils show increasing maturity as they move through the school. Attendance Satisfactory. The school makes strenuous efforts to maintain good levels of attendance.

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Aspect Comment

The climate for learning is very good. Teachers establish very good relationships. The systems of support for behaviour are clearly understood and behaviour is good, on the whole. Incidents of bullying are few and they are dealt with firmly. In lessons, pupils have very good attitudes and learn well. Pupils show good responsibility towards each other and are helped to develop as individuals. The school is vigilant in following up absence, of which very little is unauthorised.

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

Lessons seen overall Good 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. Sir John Nelthorpe School 4 Teaching is good overall. In 84 per cent of lessons the teaching is good or better and in 37 per cent of lessons it is very good or excellent. Teaching is at least satisfactory in 93 per cent of lessons and unsatisfactory in seven per cent. Teaching in the core subjects of English, mathematics and science is good. Particular strengths of teaching are the effective use of teachers’ subject knowledge to give clear explanations and guide pupils’ progress. Expectations are high and teachers are good role models. Pupils are very well managed. Teachers’ planning is mostly good and this helps pupils to learn systematically. Good use is

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

made of opportunities to improve pupils’ literacy and numeracy skills in many subjects. Planning for information and communications technology lessons is good, which helps pupils to make good progress. The use of information and communications technology in other subjects is increasing and involving more staff. Because planning for pupils with special educational needs is good, pupils learn well across the full curriculum and into the sixth form. Although pupils’ work is marked regularly according to departmental policies, little reference is made to attainment relative to the National Curriculum or GCSE requirements. Good use is made of homework.

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Aspect Comment

The quality and range of the curriculum Broad and balanced with well-planned schemes of work. Extra- curricular activities are very good and a strength of the school. Provision for pupils with special educational needs Good. Attention is given to individual needs and pupils participate fully in all areas of the curriculum. Emphasis on reading in Year 7 is effective and helps pupils to cope with work in all their subjects. Provision for pupils with English as an additional language The very few pupils with English as an additional language have no language difficulties that require additional support.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Good overall. Opportunities for moral and social development are very good. Provision for spiritual and cultural development is good. The requirement for a daily act of collective worship is not met.

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Aspect Comment

How well the school cares for its pupils The school is caring; individual pupils are known well. Progress is monitored systematically. Health and safety procedures are satisfactory. The school provides a supportive environment in which to learn.

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Aspect Comment

The curriculum is broad and balanced from Years seven to eleven and builds upon very good links with the primary schools. The school provides a good range of A/S and A Level courses as well as vocational courses. Sixth form students are well supported. Requirements of the National Curriculum are met. A very good programme of support and guidance, related to pupils’ personal development, careers and academic development, helps them to make very good progress in all aspects of school life. Sir John Nelthorpe School 5

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Aspect Comment

Leadership and manage- ment by the headteacher and other key staff Very good. Leadership has a sense of vision, enthusiasm and is committed to raising achievement and helping pupils to make the most of themselves within the school and local community. How well the governors fulfil their responsibilities They provide very good support and fulfil almost all of their statutory responsibilities. Governors are effective in questioning and supporting the work of departments to which they are attached. The school’s evaluation of its performance Very good. Rigorous monitoring and evaluation of pupils’ attainment and progress and increasing monitoring and evaluation of teaching. The strategic use of resources The school development plan provides a clear framework for spending priorities. Efficient use is made of the school’s resources. Valuable support is given by non-teaching staff.

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Aspect Comment

Leadership is very effective. The aims of the school are well reflected in its work. Parents have confidence in the leadership of the school. The statutory requirement for a daily act of collective worship is not being met. Leadership and management in subject areas are good. Effective planning and very good teamwork are helping to raise standards. The school makes very good use of its resources to help pupils to learn effectively in a supportive environment. The sixth form provision is cost effective. Resources for special educational needs are very well used: pupils make good progress. Staffing, accommodation and learning resources are all very well used.

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What pleases parents most What parents would like to see improved

• The school expects pupils to work hard and achieve their best. • The progress their children are making. • The school is helping their children become mature and responsible. • The good school management • The good teaching. • Children like school. • The information the school provides. • The closeness with which the school works with parents. • The amount of homework pupils are given. • Behaviour.

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What pleases parents most What parents would like to see improved

Parents are very supportive of the school and inspectors endorse their positive views. Some parents had mixed feelings about the closeness with which the school works with them and the information the school provides. Inspectors found that the school strives hard to involve parents and provides a good deal of information through regular newsletters, parents evenings and an award winning school website. Through interim and annual reports parents receive information on the progress their children are making. However, comment made in reports are often more about a pupil’s attitude to work and effort made, rather than what the pupil knows, understands and can do, and what must be done in order to improve. Homework is set regularly and homework tasks are generally used to consolidate and extend pupils’ learning. Overall standards of behaviour are good. Sir John Nelthorpe School 6

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WHAT THE SCHOOL DOES WELL

Standards are well above average in most subjects.

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WHAT THE SCHOOL DOES WELL

1. National Curriculum tests taken in the last year of primary education, at the end of Year 6, show that pupils enter in Year 7 with standards of attainment that, although wide ranging, are, overall, above average. Pupils achieve well and make good progress overall at Sir John Nelthorpe School and results in National Curriculum tests taken at the age of 14, at the end of Year 9, have been rising at the same rate as results nationally. The 2000 test results for mathematics and science were well above average, and results in English above average, when compared with all schools and with similar schools. Although girls outperform boys in English and mathematics, there are no significant differences in performance in science. The 2000 teacher assessments show well above average attainment by the end of Year 9 in design and technology, geography, information and communications technology and music, above

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WHAT THE SCHOOL DOES WELL

average attainment in history and average attainment in art and physical education. Attainment in modern foreign languages was well above average in 1999 but dropped to be below average in 2000. This was due mainly to problems in staffing that have now been resolved and the standards of pupils presently in Year 9 are above national expectations.

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WHAT THE SCHOOL DOES WELL

2. GCSE results show sustained improvement since the time of the last inspection and have been rising at above the national rate of improvement. In the 2000 GCSE examinations, 63 per cent of pupils achieved five or more higher A*-C grades, compared with the national average of 49 per cent, and 95 per cent of pupils achieved five or more A*-G grades, compared with 90 per cent nationally. Both the average GCSE points score per pupil and the percentage of pupils achieving five or more A*-C grades were above the national average and well above average when compared with similar schools. These results represent satisfactory progress and achievement from the end of Year 9 for most pupils and good progress and achievement for some. By the end of Year 11, almost all pupils on the special educational needs register achieve five or more A*-G grades in the GCSE examination and some achieve five or more A*-C grades. These results represent good progress and achievement by these

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WHAT THE SCHOOL DOES WELL

3. Results in the 2000 GCSE English, English Literature and mathematics examinations were well above the national averages and above those achieved in 1999. Overall results in science, although above average, are not as high as those in English and mathematics. In addition to the co-ordinated science GCSE course, the school offers the separate science subjects of biology, chemistry and physics as GCSE options and in 2000, the results of the small number of pupils who take these options were well above average. However, results in the combined science course, taken by the majority of pupils, were about average. Comparison of the progress made by these pupils through Years 10 and 11 with the progress made by the same pupils in English and mathematics shows that, taken overall, they made better progress and achieved higher standards in English and mathematics than in science.

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WHAT THE SCHOOL DOES WELL

4. Standards in child development, design and technology graphics and religious studies are particularly good and this is reflected in GCSE results that are consistently well above average. Pupils also achieve well in art, design and technology, French, German, geography, history, and music. In these subjects the 2000 results were well above average. Results in Sir John Nelthorpe School 7 science, drama and office applications were above average, while results in business studies were average. Although results in physical education were below average they represented good levels of achievement by the pupils who took the examination. Girls outperformed boys in all subjects other than English literature and business studies, where results were about the same, but in German boys outperformed girls.

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WHAT THE SCHOOL DOES WELL

5. Overall results at GCE A Level in 2000 were about the same as the national average. These results represent good achievement and progress from the end of Year 11. Students achieved particularly good standards in art, biology, drama, English literature, French, geography, German, history and physical education. Students also achieved good standards on GNVQ courses at both Intermediate and Advanced Level, with the majority of students completing the courses in full and obtaining accreditation. There are no consistent differences in performance between boys and girls in examinations taken in the sixth form.

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WHAT THE SCHOOL DOES WELL

6. The school monitors results of all national tests and examinations carefully and challenging targets are set for individual subjects and for the school overall. In lessons and other work seen, standards at the end of Years 9 and 11 are well above national expectations in most subjects and by the end of Year 13 they are consistent with expectations.

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WHAT THE SCHOOL DOES WELL

7. The majority of pupils enter the school with a good basic knowledge of language. The English department is in close contact with the primary schools and this ensures that there is good continuity in the development of pupils’ literacy skills when they enter Sir John Nelthorpe School. The school is taking part in the National Key Stage 3 pilot project and the English department has produced some challenging and interesting schemes of work with a strong emphasis on the development of teaching and learning. In this the department draws on many aspects of the National Literacy Strategy, being taught in the primary schools. The development of literacy skills is given a high profile in all subjects and the standards of work seen in English and other subjects show that standards of literacy are well above average. Staff development initiatives have raised teachers’ awareness of ways of developing pupils’

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WHAT THE SCHOOL DOES WELL

literacy skills and the use of word walls, reading and writing frames, and a more structured approach to the development of accuracy in pupils’ writing can be seen in most subjects.

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WHAT THE SCHOOL DOES WELL

8. Pupils have very good oral skills and communicate their viewpoints clearly. They are confident speakers and listen carefully during question and answer sessions, group work and discussion. They use a wide vocabulary, including specialist vocabulary, in all subjects, and make good use of technical language when taking part in oral work. They are curious about their work and ask many questions to clarify their understanding and ideas. Throughout Years 7 to 11, pupils engage in role-play in English and drama and make good use of collaborative work to extend their oral skills. Sixth form students use very good oral skills to discuss their learning and make use of analogy to express their views and extend each other’s thinking. However, some students show a lack of confidence in the use of subject specific technical terms when engaged in class discussion. Reading and comprehension skills are well above average and pupils read and interpret texts accurately and with understanding.

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WHAT THE SCHOOL DOES WELL

Reading skills are promoted in English through units of work on the library and a reading programme linked to a stepped award scheme. Some subjects such as religious education give pupils the opportunities to read aloud and pupils’ read competently with expression and understanding. High order reading skills are used to carry out research and investigation, in for example, art, science, business studies, geography and design and technology. Sir John Nelthorpe School 8 9. Standards of written work are very good and writing is used for a variety of purposes in most subjects. Good examples of creative writing are seen in science and pupils make written evaluations in art, child development and food technology. They also produce written reviews in drama and investigative reports in business studies, science and geography. Pupils take part in peer marking and correct and edit each other’s work accurately. They use a wide

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WHAT THE SCHOOL DOES WELL

vocabulary in their written work and show an increasing understanding of technical language as they move through Years 7 to 11 and into the sixth form. The literacy skills of pupils with special educational needs develop well in Years 7 and 8, and allow full access to the curriculum. The key skills unit of work, taught as part of the sixth form curriculum, usefully consolidates and extends the literacy skills of students in the sixth form.

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WHAT THE SCHOOL DOES WELL

10. Work in the mathematics department lays the foundation for the development of pupils’ number skills, which are well above average. Pupils have very good mathematical data- handling skills and very good number and calculation skills. Their algebraic skills are strong and their understanding of shape and space is very good. Pupils are able to apply their mathematical skills in other subjects such as science, geography, business studies and design and technology. The regular practice of mental arithmetic skills in mathematics lessons helps pupils to work more efficiently when solving problems.

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WHAT THE SCHOOL DOES WELL

11. Most pupils are competent users of calculators and information and communications technology. For example, in one Year 9 lesson pupils successfully used graphic calculators to solve algebraic equations. In science pupils manipulate whole numbers and decimals for their scientific tasks, and make use of tables and graphs to present results. Pupils are also able to calculate results to a required degree of accuracy and understand estimation and errors. Numerical skills are also used effectively in design and technology. In a Year 9 food technology lesson, for example, pupils made good use of their numerical skills to compare the weight, cost and ingredients of various products and make judgements about value for money. In art and design and technology, pupils are able to measure accurately and make good judgements about the size and proportion of objects. In Years 10 and 11, pupils show a lively interest in their investigative work, analyse patterns and structures, and produce neat

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WHAT THE SCHOOL DOES WELL

diagrams, which aid their thinking. Pupils in all years are keen to discuss methods and answers to problems in order to improve their work.

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WHAT THE SCHOOL DOES WELL

12. Well above average standards were observed in most subjects throughout the school. In geography, pupils demonstrate a good grasp of geographical concepts as illustrated in knowledgeable discussions on the sustainability of the Panama Canal. Pupils demonstrate a good grasp of historical knowledge and can interpret events together with their causes and effects, for example, when discussing the division of Germany after the Second World War and the Berlin blockade. In modern foreign languages most pupils achieve well above average standards. Oral skills are good and pupils are able to answer questions in the foreign language. Pupils do well in project work and coursework and this is exemplified in their portfolios for art and their project folders in design and technology. High standards are achieved in the wide range of extra-curricular activities the school offers. These include musical ensembles, drama productions and a variety of individual and team sports. About 70

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WHAT THE SCHOOL DOES WELL

per cent of students progress from the sixth form into higher education. Sir John Nelthorpe School 9

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Pupils’ attitudes are very good, contributing well to their own learning and the sense of

13. A real strength of the school is the very positive attitudes pupils have towards both their lessons and the school. Most pupils are keen to come to school and to do well. The vast majority of parents who responded to the pre-inspection questionnaire, with 93 per cent agreeing with the statement that their children like school supports this view. Pupils listen attentively in lessons, concentrate on the tasks set and are keen to respond to teachers’ questions. Pupils are willing to help each other in lessons and show consideration towards those with disabilities. They work well in pairs and groups, collaborating effectively and responding well when given the opportunity to show initiative. Pupils’ willingness to work co-operatively was clearly seen in a Year 7 netball lesson, for example, where despite it being a very cold and damp day, not one pupil complained about the conditions and all of the class

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Pupils’ attitudes are very good, contributing well to their own learning and the sense of

sustained their concentration throughout the whole period.

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Pupils’ attitudes are very good, contributing well to their own learning and the sense of

14. The school atmosphere is enhanced by the numerous displays of high quality pupils’ work in classrooms and along corridors. Pupils show respect for these displays, which remain untouched even though most are unprotected. There is no evidence of graffiti on any of the school buildings and although there is some litter in the public areas after breaks, most pupils behave responsibly with regard to litter. The majority of sixth form students are keen and enthusiastic about their work and their generally mature and responsible behaviour adds considerably to the general atmosphere of the school. Most use the sixth form common room and social areas sensibly, although a few display immaturity in their use of independent study time. Pupils use the art, music and computer rooms, workshops and laboratories responsibly and are very conscious of safety needs when engaged in practical activities.

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Pupils’ attitudes are very good, contributing well to their own learning and the sense of

15. The very good attitudes of pupils can be seen in the way in which they respond to the school’s high expectations of behaviour. These are clearly understood and behaviour is good. Most pupils are polite, helpful to visitors and show respect to each other and to their teachers. The school is an orderly community and conduct around the school is good at lesson changeover times. Pupils queue patiently when waiting to enter the dining hall in the lower school and when queuing at the school gate to make their way to the off-site upper-school dining hall. Pupils also enter and leave morning assemblies in a composed manner. This is particularly important when large numbers of pupils leave the performing arts theatre at the end of morning assembly and movement in the corridor outside can come to a virtual standstill. The sensible behaviour of pupils, together with the vigilance of teachers, helps to

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Pupils’ attitudes are very good, contributing well to their own learning and the sense of

16. Most pupils respond well to the efforts made to support those with behaviour difficulties. Incidents of unacceptable behaviour are dealt with effectively by staff. In the last school year there was one permanent exclusion and the number of fixed-period exclusions was below average for a school of this size. Pupils interviewed during the week of the inspection reported that there were very few incidents of bullying and that the school had dealt with any incidents effectively. They were confident that any future incidents would also be dealt with effectively. Attendance is generally well above average with little unauthorised absence. However, attendance dropped in the last school year to be about the same as the national average. This was unusual and due to an increase in authorised absence Sir John Nelthorpe School 10 because the school closed for a day as a mark of respect for the passing of the former chair of

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Pupils’ attitudes are very good, contributing well to their own learning and the sense of

governors and last named descendant of Sir John Nelthorpe, who founded the school in 1669. Pupils are generally punctual at the start of morning and afternoon sessions and the majority of lessons start on time.

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Pupils’ attitudes are very good, contributing well to their own learning and the sense of

Good teaching with high expectations succeeds in motivating pupils.

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Pupils’ attitudes are very good, contributing well to their own learning and the sense of

17. Teachers make a substantial contribution to the success of pupils. The school’s efforts since the last inspection to further improve the quality of teaching and learning have been successful. The quality of teaching and learning is good in Years 7 to 11 and very good in the sixth form. This finding endorses the view of 97 per cent of parents who responded to the pre-inspection questionnaire who agreed with the statement that teaching is good. Teaching is much improved from the time of the last inspection. In comparison with the previous inspection, the amount of satisfactory or better teaching has risen from 92 per cent to 97 per cent and the amount of good or better teaching has increased from 54 per cent to 84 per cent. In these lessons varied and challenging teaching captured pupils’ interest and stimulated thoughtful responses. In the 37 per cent of very good or excellent lessons, teaching was

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Pupils’ attitudes are very good, contributing well to their own learning and the sense of

imaginative, well paced, lively and productive, enabling pupils to quickly gain new knowledge and understanding, and to acquire appropriate skills. The overall improvement in teaching is having a good effect on pupils’ learning and consistently good and very good teaching in English, mathematics and science has a marked effect on pupils’ attainment and progress. One excellent lesson was observed in science. There were two unsatisfactory lessons, one in physical education and one in health and social care.

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Pupils’ attitudes are very good, contributing well to their own learning and the sense of

18. Teachers have very good subject knowledge, which underpins confident teaching. This, together with high expectations and good control and management skills, helps to create purposeful learning atmospheres in lessons. Pupils know that they come to school to work hard. This view is supported by parents, with 99 per cent of those who responded to the pre- inspection questionnaire agreeing that the school expects their children to work hard and achieve their best. Pupils respond well to this learning environment and relationships are very good. These provide pupils with the confidence to contribute to lesson activities. This was well illustrated in an excellent Year 8 science lesson where pupils responded enthusiastically to challenging teaching and made good progress in a lesson on the acidity of soil. Lessons are very well planned to build systematically on pupils’ knowledge, understanding and skills. This was a feature of a Year 9 art lesson, for example, where a

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Pupils’ attitudes are very good, contributing well to their own learning and the sense of

carefully structured lesson enabled pupils to gain increased understanding of the painting style of Toulouse Lautrec. Pupils, at all levels of attainment, are well challenged and this promotes interest and enthusiasm. In Years 10 and 11, pupils develop increasing maturity in their learning and demonstrate the ability to work on their own initiative. This is particularly evident in modern languages lessons, where pupils become able to hold quite fluent conversations in the foreign language.

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Pupils’ attitudes are very good, contributing well to their own learning and the sense of

19. Questioning is skilfully used to consolidate and extend pupils’ learning and teachers ensure that all pupils take part in question-and-answer sessions so that discussion is not dominated by a few. This is seen in religious education lessons where teacher-led discussions are skilfully managed to engage all pupils. In a Year 11 lesson on some of the ethical issues related to abortion; pupils were able to express their views clearly and listened intently to the views of others. Skilful questioning to probe and develop students’ understanding is a feature of much of the teaching in the sixth form. Often this leads to Sir John Nelthorpe School 11 mature and well-informed discussion, as in Year 12 mathematics lesson on the representation of data. In German and French a lively teaching manner successfully communicates the enjoyment of using a foreign language. In history and geography pupils learn well because

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Pupils’ attitudes are very good, contributing well to their own learning and the sense of

teachers ask well-focused questions to emphasise main points and draw on their subject knowledge to give clear explanations and extend pupils’ learning. Unsatisfactory lessons in physical education and health and social care lacked pace and challenge. They were dominated by lengthy contributions from teachers that, in physical education, required pupils to sit and listen for extended periods and, in health and social care, required students to take dictated notes for most of the lesson.

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Pupils’ attitudes are very good, contributing well to their own learning and the sense of

20. Teachers generally build well on the interests of pupils who respond very well on projects and longer pieces of coursework. Art portfolios and project work in geography, business studies and design and technology, for example, are very well researched and of a good standard. Effective use is made of resources and lessons are usually conducted at a brisk pace to achieve objectives. In most subjects effective use is made of video tape recordings, overhead transparencies and worksheets in a carefully planned way to promote pupils’ learning. Particularly effective use was made of the overhead projector in a Year 12 business studies lesson to identify and summarise key learning points. Effective use of CD- ROMs and Internet facilities gives pupils access to a wide range of good quality information. Excellent use is made of information and communications technology in geography and modern foreign languages to support pupils’ learning.

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Pupils’ attitudes are very good, contributing well to their own learning and the sense of

21. Teachers generally take good account of the different levels at which pupils are working in planning their lessons and this is facilitated by the allocation of pupils to teaching groups according to levels of attainment. The school makes good provision for pupils with special educational needs. They receive good support in lessons both from the class teacher and support assistants. Pupils experiencing particular difficulties in Years 7 and 8 are occasionally withdrawn from their normal lessons to receive intensive teaching to tackle the problem. This withdrawal is short-term and carefully monitored to minimise the effect on pupils’ progress in other subjects.

p.16

Pupils’ attitudes are very good, contributing well to their own learning and the sense of

22. Pupils’ work is regularly checked, with marks given according to departmental marking schemes. However, these marking schemes do not always provide clear information on the standard of pupils’ work in terms of National Curriculum levels and GCSE grades.

p.16

Pupils’ attitudes are very good, contributing well to their own learning and the sense of

23. Homework is well used to consolidate and extend pupils’ learning. In many subjects tasks are set which require the use of research skills. Homework is usually relevant and constructive in preparing pupils for the following lessons.

p.16

Pupils’ attitudes are very good, contributing well to their own learning and the sense of

Very effective leadership is promoting very good standards and enthusiastic teamwork.

p.16

Pupils’ attitudes are very good, contributing well to their own learning and the sense of

24. The headteacher provides the school with very good leadership. One of the strengths of the headteacher is a detailed knowledge of the school and the community it serves, and a willingness to embrace new ideas in the search for improvement. The headteacher is well supported by his deputies and the senior management team.

p.16

Pupils’ attitudes are very good, contributing well to their own learning and the sense of

25. The aims of the school are well reflected in its work. The school has a strong positive atmosphere and provides a well-ordered learning environment in which pupils attitudes, attainment and personal development are all very good. Planning is very well organised, Sir John Nelthorpe School 12 systematic and well focused on maintaining and improving standards. Governors have high expectations and are conscientious in carrying out their responsibilities. They are closely involved in budget planning and have a very good sense of best value in spending. Except for collective worship, statutory requirements are met. Governors are vigilant about health and safety and satisfactory arrangements for child protection are in place. They work closely with the headteacher and senior staff and are highly committed to helping the school to do its best for its pupils and the local community.

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Pupils’ attitudes are very good, contributing well to their own learning and the sense of

26. The school made a vigorous response to the previous inspection report and has made good progress in overcoming weaknesses identified at that time. The quality of teaching has improved and there is more good teaching. Learning activities are more closely matched to the needs of pupils in lessons and the school policy for special educational needs is being implemented more effectively. More opportunities are provided for pupil self-assessment and evaluation, and pupils’ work is now marked more regularly. The implementation of school policies and plans is now more closely monitored by members of the senior management team, heads of department and by governors. The length of the teaching week has been extended and now meets government recommendations, and more effective use is made of the morning registration period. The personal and social education programme has been improved.

p.17

Pupils’ attitudes are very good, contributing well to their own learning and the sense of

27. Significant improvements have been made since the last inspection. Excellent new sixth form teaching accommodation has been provided, a technology room has been refurbished and the information and communications technology cabling has been renewed. Accommodation has been enhanced by the refurbishment of one laboratory for science and one laboratory for modern foreign languages. Improvements have also been made to the accommodation for music. Very good indoor social areas have been developed for Years 9, 10 and 11. However, the school is still unable to comply with the requirement to provide a daily act of worship.

p.17

Pupils’ attitudes are very good, contributing well to their own learning and the sense of

28. Target setting is well established in Years 10 and 11 and is now being extended to include Years 7 to 9. The commitment to improvement is also seen in the school’s participation in the National Key Stage 3 pilot project through which, amongst other things, the school undertakes to strengthen teaching and learning in Years 7 to 9.

p.17

Pupils’ attitudes are very good, contributing well to their own learning and the sense of

29. The overall quality of leadership and management provided by heads of department, heads of year and subject co-ordinators is good. They lead by example and provide good role models for teachers within their teams. The co-ordination of special educational needs is effective and ensures that pupils are provided with good support. The sixth form is well managed and cost effective. It provides students with a very good range of opportunities. A strong sense of teamwork is evident in most departments and this is having a positive effect on achievement and the raising of standards; in particular on the achievement of pupils with special educational needs. The strong sense of teamwork extends to non-teaching staff, who are themselves very committed to the pupils, school and community. Their make a valuable contribution to the ethos of the school. Sir John Nelthorpe School 13

p.17

Pupils’ personal development is enhanced by very good support and guidance and a

very good range of extra-curricular activities.

p.18

Pupils’ personal development is enhanced by very good support and guidance and a

30. The school draws pupils from 24 primary schools and makes great efforts to ensure that all pupils receive good support when they transfer to Sir John Nelthorpe School. Both parents and pupils say that the transfer arrangements are effective and that the school induction procedures are very good. Pupils are allocated to tutors, who remain with them while they are in the lower school in Years 7 and 8, and although some remain with the same tutors in Years 9 to 11, most are allocated to new tutors when they move to the upper school. Pupils are in contact with their tutors every morning for the tutorial period and this extended contact enables tutors to develop a very good knowledge of individual pupils and their particular social and educational needs. This knowledge underpins the school’s provision for pupils’ personal development, which is a strength of the school. Heads of year, who remain

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Pupils’ personal development is enhanced by very good support and guidance and a

with their year groups as they move through Years 7 to 11, play important roles in ensuring continuity in care and provide good support for tutors. All tutors are provided with carefully constructed tutor files, which give guidance on pastoral policies and procedures, and help to ensure consistency in support between tutors. Heads of year meet regularly with their tutors to discuss and monitor individual pupils academic and social progress. As consequence, all pupils are provided with very good support as they move through the school. The quality of this provision makes a significant contribution to pupils’ progress and achievement.

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Pupils’ personal development is enhanced by very good support and guidance and a

31. Careers and work-related education is very good and benefits from the school’s well- established links with careers service, employers and further and higher education. A good feature of the school’s work-related education are the industry days held for pupils in every year group. These days, which are well organized by the vice-chair of governors, enable pupils to gain insights into work in commerce and industry. In Year 9, pupils are given good guidance in their option choices and in Years 10 and 11, pupils benefit from careers units which are taught as part of the very good personal, social and health education programme. Very successful careers conventions are held for these older pupils, and days when external speakers visit the school to share personal experiences of different careers are held for pupils in Year 11. This provision is very well planned and based on the importance of pupils

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Pupils’ personal development is enhanced by very good support and guidance and a

acquiring the skills to manage their own lifetime learning and career development. Parents are invited to all the important events and play a full part in helping to guide their children’s choices. Work experience is well co-ordinated and provided for all pupils in Year 11, and for students in the sixth form, whose work experience include placements in Europe. The work- related curriculum is being extended to meet more fully the needs of all pupils. Overall, these aspects of the curriculum help most pupils to form very well considered goals for their future and to cope well with the transition to the next stage of education or employment.

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Pupils’ personal development is enhanced by very good support and guidance and a

32. Very good care and support is also provided for pupils with special educational needs. Through very good liaison with the primary schools, the school has a good knowledge of pupils’ needs before they enter the school in Year 7. Pupils’ individual education plans are well prepared and clearly indicate pupils’ needs and general learning objectives. However, these are not translated into specific learning objectives in all subjects. Nevertheless, all staff are aware of these pupils and this is an important factor in the very good progress that these pupils are making both in their lessons and over time.

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Pupils’ personal development is enhanced by very good support and guidance and a

33. The school provides very good support for pupils with behaviour difficulties. Pupils respond well to the school’s behaviour strategy, which places emphasis on the recognition and reward of good behaviour, while making clear the consequences that follow unacceptable Sir John Nelthorpe School 14 behaviour. As a consequence, behaviour and conduct improves as pupils get older, and older pupils provide very good role models for younger pupils. The school makes strenuous efforts to support pupils and avoid the need to exclude. These efforts include the use of internal suspension for pupils whose classroom behaviour is disrupting teaching and learning. This sanction, which involves pupils working in isolation for a limited period is reserved for the most serious offences, is proving an effective way of managing these pupils, and as a consequence the number of fixed period exclusions is very low for a school of this size.

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Pupils’ personal development is enhanced by very good support and guidance and a

34. Pupils are provided with many opportunities to show initiative and to take responsibility for themselves and others. The school head boy and head girl are elected by staff and other members of the sixth form, and act as representatives of the school and attend governors meetings. Although there is no school council, pupils are consulted through tutor groups and their views are treated seriously. The high level of participation of the sixth form in the life of the school contributes significantly not only to their own personal development, through the exercise of responsibility, but also to the development of younger pupils, through the very good role models they provide.

p.19

Pupils’ personal development is enhanced by very good support and guidance and a

35. The school provides a very good range of extra-curricular activities in which a large number of pupils participate. This is a strength of the school and recognised as such by parents at the pre-inspection meeting, although a small percentage of parents who responded to the pre-inspection questionnaire disagreed. The extra-curricular activities offered by the school not only enrich the curriculum but also extend the breadth of pupils’ cultural experiences and increase opportunities to achieve. Pupils respond well to these opportunities and standards are high. There are drama and musical productions, and a variety of musical ensembles and singing groups. The school choir has performed in Italy and Spain.

p.19

Pupils’ personal development is enhanced by very good support and guidance and a

36. The school strives to develop in pupils an appreciation of their own cultural traditions in many subjects of the curriculum, most obviously through English literature, dance, drama, music, art, history and geography. This work is well supported by theatre and cinema visits, school musical, dance and drama productions, field trips in geography, history and science and numerous educational visits to places of cultural and historical interest, including visits to local places of worship. Pupils’ learning about other European cultures is well supported by work in modern foreign languages and exchange visits with schools in France, Germany and the Czech Republic. Sixth form students also participate in video conferencing with schools in these and other European countries. Outdoor and residential activities make a very good contribution to pupils’ social development, as does participation in outward-bound activities.

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Pupils’ personal development is enhanced by very good support and guidance and a

37. Sport is a particular strength of the school; a high proportion of pupils take part in some form of extra-curricular sporting activity and standards are high. There is a very good range of internal school competitions and school teams compete against other schools with a good level of success.

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The sixth form provides a very good range of learning opportunities and very good

38. Sixth form provision is through Brigg Sixth Form College, which is a partnership arrangement with the neighbouring Vale of Ancholme School. This is a very good arrangement. Sixth form provision is cost effective and provides students with a very good range of AS, A Level and vocational courses, supplemented by an enrichment programme Sir John Nelthorpe School 15 covering religious education, information and communications technology, careers and games. The management of the sixth form has been reorganised since the last inspection and is now under the oversight of a cross-schools committee, which meets regularly. Responsibility for day-to-day management is delegated to joint sixth form directors who are based in each of the partner schools. These directors are in close contact with each other and management of the sixth form is very good. Parents at the pre-inspection meeting spoke highly of the standards attained and the family atmosphere of the sixth form.

p.19

The sixth form provides a very good range of learning opportunities and very good

39. The overall quality of teaching in the sixth form is very good. The commitment and dedication of teachers, together with the careful monitoring of students’ progress, ensures that students achieve well in relation to their levels of attainment at the start of their courses. The very effective use of teachers’ subject knowledge to question and probe students’ understanding is a feature of much of the teaching in the sixth form. This often leads to mature and well-informed discussion and makes a significant contribution to the good progress that students are making. There is no set homework timetable for sixth formers and students are expected to organize their own work both at home and in their private study periods, although guidance is readily available from subject teachers. The majority of students respond well to the independence this allows and the sixth form develops into a community of mature learners. However, a few students lack the maturity necessary to take

p.20

The sixth form provides a very good range of learning opportunities and very good

full advantage of the responsibility placed on them and do not always use their study periods constructively. The excellent new teaching and study rooms and computer suite enhance teaching and learning in the sixth form.

p.20

The sixth form provides a very good range of learning opportunities and very good

40. Students are given very good support and guidance in the options available to them when they leave the sixth form. They receive regular careers advice and information from the director of the sixth form, the school’s careers staff and the sixth form specialist member of the Scunthorpe Careers Service. Timetabled lessons deal with matters relating to higher education and employment after college. This is supplemented by talks from visiting speakers, mock interviews and visits to institutions of higher education. Work experience is well co-ordinated and provided for all Year 12 students. This experience includes work placements in England, Germany, France and the Czech Republic and plays an important role in helping students make their career choices.

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The sixth form provides a very good range of learning opportunities and very good

41. Sixth form students are given many opportunities to show initiative and take responsibility. The school head boy and head girl are elected by staff and other members of the sixth form, and in addition to acting as representatives, attend school governors’ meetings and meetings of the sixth form student committee. The high level of participation of the sixth form in the life of the school makes a significant contribution to the ethos of the school. Sixth form students provide very good role models. They are active in tutor groups and from Christmas onwards are attached to a Year 7 tutor group, which they and attend once a week. Opportunities to show initiative and take responsibility also arise through fundraising and charitable activities. For example, self-motivated Young Enterprise groups operate successfully in extra-curricular time and receive advice and support through the very good links the school has with local and national companies. The sixth form committee organizes

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The sixth form provides a very good range of learning opportunities and very good

the annual ‘TWAG’ week during which students raise money for charity. This highly successful event is organized entirely by the students who this year raised over £3,000 for charity. The money raised was presented to charities, chosen by the students, at the sixth form carol service in December. Sir John Nelthorpe School 16

p.20

Innovative use is made of information and communications technology to support

learning, particularly in geography and modern foreign languages.

p.21

Innovative use is made of information and communications technology to support

42. The school has a good strategy for the use of information and communications technology to support teaching and learning. A substantial financial investment has been made in upgrading the network and the planned purchase of additional computers later this year will bring the ratio of pupils to computers close to the national average. The co- ordinator has carried out audits to ensure that pupils receive their full curriculum entitlements in Years 7 to 11 and there is well-organised training programme to ensure that all teachers are competent and confident in the use of information and communications technology. The progress of teachers through this progamme is being monitored so that the school has a clear picture of the development needs of teachers in all subjects. The school has also offered early-evening training sessions for parents in order to provide them with the skills necessary to support their children’s learning.

p.21

Innovative use is made of information and communications technology to support

43. The school has a history of innovation in the use of information and communications technology. A school forum initially established to make bids for resources to support project work has in addition become an opportunity for the exchange of ideas and support for development work being undertaken in departments. The project work undertaken enriches the curriculum and supports the raising of standards by considerably extending pupils’ learning experiences. For example, through the ‘Comenius Project’, pupils in modern languages, geography and history have engaged in live video conferencing with the partner school in Germany. Through the ‘Saxophone Project’ pupils engage in simultaneous video conferencing with schools in England, Germany, Sweden and the USA, and through the British Council sponsored ‘Interlink Project’ pupils work co-operatively with pupils in schools in New Zealand.

p.21

Innovative use is made of information and communications technology to support

44. The development of the school-based Intranet has allowed the use of Web based material to be centrally located and be easily accessible to pupils. Business studies, modern languages and geography have made particularly good use of this facility to enrich and support pupils’ learning. For example, spreadsheet work in geography has been developed to support field study work in terms of drawing cross-sections and profiles from data for examination work. Work within modern foreign languages has been enhanced through the use of original source material for pupils to study. In modern foreign languages pupils are enthused by the innovative use of information and communications technology, including computer based learning programmes written by the head of department. This is having a positive effect on standards, particularly in German, where the motivating effect on boys is contributing to the standards they achieve. In 2000, it was the only GCSE subject in which

p.21

WHAT COULD BE IMPROVED

Standards of attainment in GCSE science are not as high as they should be.

p.21

WHAT COULD BE IMPROVED

45. Pupils achieve well and make good progress in science in Years 7 to 9. Results in National Curriculum tests in science taken at the end of Year 9 in 2000, were well above average both in comparison with all schools and with similar schools. This has been the case in most years since the last inspection and the National Curriculum science test points scores show that, on average, pupils at Sir John Nelthorpe School are just over two terms ahead of Sir John Nelthorpe School 17 pupils in other schools in science at the end of Year 9. However, this position is not maintained through Years 10 and 11, and overall GCSE results in science, although just above average, are below those achieved in English and mathematics. In Years 10 and 11, most pupils take the double award combined science course with a few lower-attaining pupils taking the single award. A small number of higher attaining pupils take physics, biology and

p.21

WHAT COULD BE IMPROVED

chemistry as separate subjects. Although the results obtained by pupils taking these separate science subjects are generally well above average, results in the combined science course were below average in 1999. The school identified the pattern of teaching as being a contributory factor to the below average results in 1999 and changes to increase continuity in teaching brought about an improvement in performance with results rising to average in 2000. Further organisational changes have been implemented in order to further raise standards. Nevertheless, the results should be higher and boys in particular are not achieving the standards they should be.

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WHAT COULD BE IMPROVED

Co-ordinated provision for gifted and talented pupils.

p.22

WHAT COULD BE IMPROVED

46. The school makes provision for gifted and talented pupils in a number of ways. For example, a science summer school was held in August 2000 and very well received by pupils and parents. The school encourages departments to make provision for the gifted and talented through extension work and opportunities are also provided through the very good range of extra-curricular activities. There are numerous opportunities for talented pupils to perform in drama and musical productions or in the various musical ensembles. Opportunities for gifted linguists are provided through activities such as video conferencing with the partner schools in France and Germany. Opportunities for pupils gifted in sports are provided through the range of individual and team competitions in which the school takes part. However, although there are a number of examples of good provision being made for gifted and talented pupils in many subjects, there is no co-ordinated school approach. There

p.22

WHAT COULD BE IMPROVED

is no system for ensuring their early identification and for making all teachers aware of the characteristics of pupils capable of high attainment in their subjects. Consequently there is no system for monitoring the progress of these pupils to ensure that they are being challenged appropriately in all subjects and fulfilling their potential. The school recognises that there is a need to improve provision in this area and the gifted and talented have been chosen as a school focus in the National Key Stage 3 pilot project.

p.22

The guidance given to pupils and parents on attainment in relation to national

standards and the information provided to parents through school reports.

p.22

The guidance given to pupils and parents on attainment in relation to national

47. Teachers assess pupils’ work regularly and thoroughly. However, departments so not follow a common school marking scheme. Instead, general guidance is provided to departments and each department is expected to follow this guidance in deciding a scheme of marking most appropriate to the subject. Teachers use these schemes diligently to indicate pupils’ attainment and pupils generally understand the meaning of the grades awarded. Pupils are assessed in terms of National Curriculum levels at the end of Year 9, in accordance with statutory requirements, and these assessments are reported to parents. However, departmental marking schemes are not benchmarked against National Curriculum levels and so, other than at the end of Year 9, pupils and parents are not given clear guidance on the standards being achieved in national terms. As a consequence, the school is missing an opportunity to make pupils aware of their National Curriculum levels and to use the levels to

p.22

The guidance given to pupils and parents on attainment in relation to national

Sir John Nelthorpe School 18 set targets in Years 7 to 9. In Years 10 and 11, the use of GCSE grades when, for example, end of unit work is being assessed provides clear guidance on the standard being achieved and enables targets to be set for future work. However, the use of different departmental marking schemes when other pieces of work are being marked is confusing and makes comparisons of performance across subjects difficult for both pupils and parents.

p.23

The guidance given to pupils and parents on attainment in relation to national

48. The school strives hard to provide parents with information through, for example, the prospectus, parents’ evenings, newsletters, and booklets before entry to Year 10 and the sixth form. Information is also made available through the ‘Times Education Supplement’ award winning school website. Through interim and annual reports, parents receive information on the progress their children are making. Although these reports are useful for parents, the full report is not as informative as it could be in telling parents how well their children are achieving in each subject. Much of the comment teachers make in the reports refer to pupil’s attitudes to work and the effort made, rather than what the pupil knows, understands and can do, and what must be done in order to improve. Also, the use of percentages and letter grades on the reports does not give parents a clear idea of pupils’ attainment in terms of national

p.23

The guidance given to pupils and parents on attainment in relation to national

Accommodation for science and physical education, and the upper-school dining hall.

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The guidance given to pupils and parents on attainment in relation to national

49. Significant improvements have been made to the school accommodation since the last inspection. Part of the former boarding house has been renovated to provide excellent new sixth form teaching accommodation and the further renovations are in progress to provide accommodation for the special educational needs department. A technology room and music room has been refurbished and the information and communications technology cabling has been renewed. Accommodation for science and modern foreign languages has also been enhanced by the refurbishment of two laboratories. Nevertheless, due to the popularity of the school, the number of pupils on the school roll is rising and this is, in some instances, beginning to have a detrimental effect on teaching and learning. The shortage of science laboratories means that too many lessons have to take place outside laboratories and the existing laboratories are in almost continuous use. This interferes with the preparation of

p.23

The guidance given to pupils and parents on attainment in relation to national

laboratories for lessons and the need for preparation eats into the teaching time available in lessons.

p.23

The guidance given to pupils and parents on attainment in relation to national

50. The physical education department makes effective use of the very good outdoor facilities available on the school site. These facilities have been enhanced since the last inspection by the resurfacing of the netball and tennis courts which now provide an excellent all-weather surface. However, as noted in the previous inspection report, indoor facilities for physical education are poor and restrict the curriculum. The hall used for indoor work in the lower school is too small for the number of pupils in lessons, and lesson activities cannot include ball work. The gymnasium in the upper school is old, poorly heated and very difficult to keep clean. It is unsuitable for floor work and gymnastics. Also, the increasing demands on the hall and gymnasium for year tests and examinations causes further interference with the physical education curriculum, particularly when unfavourable weather conditions make it impossible to use the outdoor facilities.

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The guidance given to pupils and parents on attainment in relation to national

Sir John Nelthorpe School 19 51. The school has made repeated efforts to improve the dining accommodation. However, there has been little change since the time of the last inspection. The dining accommodation in the lower school is cramped and barely adequate for the number of pupils who use it. The dining arrangements in the upper school are poor. Pupils are required to queue outdoors in year groups, and in all weathers, before moving off the school site across a road, which has no marked pedestrian crossing, to a small dining hall. The ventilation is the dining hall is inadequate and because of this and the overcrowding in the hall, the room is often humid. In adverse weather conditions pupils often return to school and have to sit through afternoon lessons in damp or wet clothing. Sir John Nelthorpe School 20

p.24

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

52. The school is aware of the issues raised in this report and action to tackle them is part of the school’s plans for improvement. To further raise the standards of work and attainment of pupils, the governors, headteacher, senior management team and staff should now:

p.25

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• Raise standards in science by ensuring that ensuring that the GCSE science course is suited to the needs of average attaining pupils in general and boys in particular. ( Paragraphs: 3, 45)

p.25

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• Improve provision for gifted and talented pupils by: (Paragraph: 46)

p.25

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

* developing a co-ordinated school policy for the gifted and talented to which all subjects contribute; * establishing procedures for the early identification and assessment of the gifted and talented; * ensuring that all teachers are aware of the characteristics of pupils capable of high attainment * in their subjects; * monitoring to ensure that the school policy is being implemented effectively in all subjects.

p.25

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• Improve pupils and parents understanding of attainment in relation to national standards by: (Paragraphs: 22,47)

p.25

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

* developing a common school marking scheme that makes use of National Curriculum levels in Years 7 to 9 and GCSE grades in Years 10 and 11.

p.25

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• Ensure that school reports provide parents with clear information on: (Paragraphs: 47,48)

p.25

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

* what their children know, understand and can do; * the standards they are achieving; and, * what they must do in order to improve.

p.25

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• Continue to press the case for improved accommodation for science, physical education and for dining in the upper school. (Paragraphs: 49-51) Sir John Nelthorpe School 21

p.25

Summary of the sources of evidence for the inspection

Number of lessons observed 77 Number of discussions with staff, governors, other adults and pupils 32

p.26

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

1 36 47 13 3 0 0 The table gives the percentage of teaching observed in each of the seven categories used to make judgements about lessons.

p.26

form

Number of pupils on the school’s roll 871 107 Number of full-time pupils eligible for free school meals 90 2

p.26

form

Number of pupils with statements of special educational needs 20 1 Number of pupils on the school’s special educational needs register 194 1

p.26

pupils

Number of pupils with English as an additional language 5

p.26

pupils

Pupils who joined the school other than at the usual time of first admission 27 Pupils who left the school other than at the usual time of leaving 32

p.26

% %

School data 5.8 School data 0.4 National comparative data 5.9 National comparative data 0.4 Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Sir John Nelthorpe School 22

p.26

Attainment at the end of Key Stage 3

Number of registered pupils in final year of Key Stage 3 Year Boys Girls Total for the latest reporting year: 2000 74 88 162

p.27

National Curriculum Test/Task Results English Mathematics Science

Numbers of pupils at Boys 45 56 58 NC Level 5 and above Girls 75 69 62 Total 120 125 120 Percentage of pupils School 74 77 74 at NC Level 5 or above National 63 (63) 62 (62) 55 (55) Percentage of pupils School 37 54 48 at NC Level 6 or above National 28 (28) 42 (38) 30 (23)

p.27

Teachers’ Assessments English Mathematics Science

Numbers of pupils at Boys 34 53 45 NC Level 5 and above Girls 68 69 65 Total 102 122 111 Percentage of pupils School 63 75 69 at NC Level 5 or above National 63 (64) 65 (64) 59 (60) Percentage of pupils School 32 40 29 at NC Level 6 or above National 31 (31) 39 (37) 29 (28) Percentages in brackets refer to the year before the latest reporting year.

p.27

Attainment at the end of Key Stage 4

Number of 15 year olds on roll in January of the latest Year Boys Girls Total reporting year: 2000 71 82 153

p.27

grades A*-G

Numbers of pupils Boys 37 67 70 achieving the standard Girls 59 79 80 specified Total 96 146 150 Percentage of pupils achieving School 63 95 98

p.27

grades A*-G

the standard specified National 49 (47) 90 (91) 94 (96) Percentages in brackets refer to the year before the latest reporting year.

p.27

score

Average point score School 43 per pupil National 38 (38) Figures in brackets refer to the year before the latest reporting year. Sir John Nelthorpe School 23

p.27

Attainment at the end of the sixth form

Number of students aged 16, 17 and 18 on roll in January of the latest reporting year who were entered for GCE

p.28

Year Boys Girls Total

A-Level or AS-Level examinations 2000 16 10 26

p.28

points score per

candidate Male Female All Male Female All School 14.9 20.3 16.9 (19.2) 4 6.5 5 National 16.9 17.7 17.4 (17.9) 2.5 2.8 2.6 (2.8) Figures in brackets refer to the year before the latest reporting year.

p.28

rate

Number in their final year of studying for approved vocational qualifications or units and the percentage School 7 88

p.28

rate

of those pupils who achieved all those they studied National 82.5

p.28

ent

Black – Caribbean heritage 0 Black – Caribbean heritage 0 0

p.28

ent

Black – African heritage 0 Black – African heritage 0 0

p.28

ent

Black – other 0 Black – other 0 0 Indian 0 Indian 0 0 Pakistani 0 Pakistani 0 0 Bangladeshi 0 Bangladeshi 0 0 Chinese 0 Chinese 0 0 White 7 White 10 0 Any other minority ethnic group 0 Other minority ethnic groups 0 0

p.28

ent

This table gives the number of exclusions, which may be different from the number of pupils excluded. Sir John Nelthorpe School 24

p.28

Y7 – Y13

Total number of qualified teachers (FTE) 56.8 Financial year 1999-2000

p.29

Y7 – Y13

Number of pupils per qualified teacher 17.3

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Y7– Y13

Total number of education support staff 23 Total expenditure 2349261.00

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Y7– Y13

Total aggregate hours worked per week 508 Expenditure per pupil 2532.00

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Y7– Y13

Balance brought forward from previous year 116089.00

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Y7 – Y13

Balance carried forward to next year 98189.00

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Y7 – Y13

Percentage of time teachers spend in contact with classes 76.8

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Y7 – Y11

Key Stage 4 20.7 Sir John Nelthorpe School 25

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Questionnaire return rate

Number of questionnaires sent out 982 Number of questionnaires returned 271

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know

My child is making good progress in school. 43 52 3 1 1

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know

Behaviour in the school is good. 33 56 6 2 3

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know

My child gets the right amount of work to do at home. 30 56 11 2 1

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know

I am kept well informed about how my child is getting on. 32 53 10 1 3

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know

I would feel comfortable about approaching the school with questions or a problem. 51 45 3 1 0

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know

The school expects my child to work hard and achieve his or her best. 66 33 1 0 0

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know

The school works closely with parents. 31 49 15 1 4

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know

The school is well led and managed. 48 49 2 0 2

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know

The school is helping my child become mature and responsible. 44 52 1 0 2

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The school provides an interesting range of activities outside lessons. 29 48 13 1 9

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Other issues raised by parents

Written comments were included with 19 (7 per cent) of the questionnaires returned. Parents expressed strong support for the school and satisfaction with their children’s academic and social progress. A small number of parents’ comments related to instances of bullying, the amount of time required to complete homework in Years 10 and 11 and support for pupils with behavioural difficulties.

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