John Jamieson School

JOHN JAMIESON SCHOOL

Dates of inspection: 31 January - 4 February 2000

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JOHN JAMIESON 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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JOHN JAMIESON 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. John Jamieson School - 3

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INFORMATION ABOUT THE SCHOOL

School address: Hollin Hill Drive Leeds West Yorkshire

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The Governing Body

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 16 - 20 September 1996 John Jamieson School - 4

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Subject responsibilities Aspect responsibilities

John Currie Registered inspector Modern foreign languages What sort of school is it? What should the school do to improve further? How high are standards? a) the school’s results and achievements How well are pupils or students taught? Marvyn Moore Lay inspector Equal opportunities How well does the school care for its pupils or students? How well does the school work in partnership with parents? Mary Last Team inspector History Music Under fives John Atkinson Team inspector English How well is the school led and managed? Tony Bell Team inspector Mathematics How high are standards? b) Pupils’ attitudes, values and personal development William Gale Team inspector Geography Religious education Rowland Hull Team inspector Art How good are the curricular and other opportunities offered to pupils or students? Design and technology Post 16 Andreas Markides Team inspector Information technology

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Subject responsibilities Aspect responsibilities

Physical education Special educational needs Nicholas Smith Team inspector Science

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Subject responsibilities Aspect responsibilities

English as an additional language John Jamieson School - 5 The inspection contractor was:

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Subject responsibilities Aspect responsibilities

Cambridge Education Associates 51 St. Andrew’s Road Chesterton Cambridge CB4 1EQ

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Subject responsibilities Aspect responsibilities

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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Subject responsibilities Aspect responsibilities

The Registrar Inspection Quality Division

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Subject responsibilities Aspect responsibilities

Alexandra House 33 Kingsway London WC2B 6SE John Jamieson School - 6

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PART A: SUMMARY OF THE REPORT 7-10

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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HOW HIGH ARE STANDARDS? 11-13

The school’s results and achievements Pupils’ attitudes, values and personal development

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INFORMATION ABOUT THE SCHOOL

John Jamieson is a day special school for pupils whose special educational needs relate to physical disabilities. There are 101 pupils on the roll of the school aged between 2 and 19, all of whom have statements of special educational need. The attainment of the pupils on entry to school is below national expectations. The majority of the pupils are white; there are a few pupils from Black- Caribbean, Indian, Pakistani and Bangladeshi backgrounds. There are 6 pupils at the school for whom English is an additional language.

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INFORMATION ABOUT THE SCHOOL

The school has not changed significantly since the previous inspection although the number on roll has increased from 93 to 101.

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HOW GOOD THE SCHOOL IS

John Jamieson is a very good school. The vast majority of pupils achieve good standards of work in most subjects. Achievements in science, art, information technology and physical education are very good. Teaching is a significant strength of the school with a high proportion of very good and excellent teaching. The school is very well led and managed by the headteacher and senior staff, ably supported by governors and teachers responsible for individual subjects. The school has worked effectively since the last inspection to make improvements and is well placed to continue in this way. Overall, the school provides very good value for money.

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What the school does well

• Teaching is a significant strength of the school and this helps the pupils to achieve good standards in their work across the majority of subjects. • Pupils achieve very well in science, art, information technology and physical education. • The pupils have very positive attitudes, are keen and try very hard to do their best. Behaviour is very good. • The headteacher and senior managers are very effective and this contributes to the good standards achieved by the pupils. • The nursery nurses and classroom assistants make a significant and positive impact on pupils’ learning. • The school ensures that the pupils are safe and secure and child protection procedures are particularly good. • The school is very good in ensuring that all staff are valued and that their professional needs are catered for; this enables them all to be effective in their job. • The school is very good in developing the pupils’ sense of right and wrong and their ability to

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What the school does well

work together in a community, develop their independence and in developing a sense of spirituality.

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What could be improved

• The governing body needs to ensure that the legal entitlement of parents to be informed on an annual basis about the work of the school is fulfilled. • The provision for mathematics for students aged 16-19 is unsatisfactory. The areas for improvement will form the basis of the action plan prepared by the appropriate authority.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school was last inspected in September 1996. Since then it has improved teaching and raised standards in design and technology particularly for pupils aged 11-16. The quality of planning for pupils’ learning has improved and the school now has a clearer idea of how pupils make progress as they move through the school. The headteacher and deputy headteacher monitor teaching and subject co-ordinators and senior managers look carefully at teachers’ planning. This is a great improvement. Assessment is much improved and teachers and other staff use the pupils’ Individual John Jamieson School - 8 Education Plans to help them plan their lessons. The school development plan now has a clear set of relevant priorities and is a very useful and important working document. Staff and governors monitor it regularly.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The quality of teaching has improved considerably since the last inspection with the proportion of teaching judged to be very good or excellent increasing significantly. As a consequence of this, the achievement of the pupils has improved and standards overall are higher than reported at the last inspection. There has been noticeable improvement in English, mathematics, information technology, history, physical education and religious education. The leadership has improved and staff development is now a strength of the school. Overall, the improvement since the last inspection has been very good.

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STANDARDS

The table summarises inspectors’ judgements about how well pupils achieve in relation to their individual targets by the time they leave the school.

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5 11 16 19

speaking and listening B B B B very good A

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5 11 16 19

mathematics B B B D unsatisfactory D personal, social and health education B B B B poor E other personal targets set at annual reviews or in IEPs* B B B B * IEPs are Individual Education Plans for pupils with special educational needs.

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5 11 16 19

The school sets targets for all pupils in English, mathematics and personal and social development. Pupils are making good progress towards them. Pupils also achieve very good standards of work in science, art, information technology and physical education across the school.

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Aspect Comment

Attitudes to the school Pupils’ attitudes to school are very good. They enjoy the work, concentrate well and are keen to do their best.

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Aspect Comment

Behaviour, in and out of classrooms Behaviour is very good. Pupils respond well to the support and guidance provided by the staff which is based on the school’s policy on behaviour. There are no incidents of bullying and there have been no exclusions.

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Aspect Comment

Personal development and relationships Relationships with adults and between pupils are very good. The pupils benefit greatly from the many opportunities provided by the school to take responsibility and to be part of the school community.

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Aspect Comment

Attendance Satisfactory and is in line with similar schools. Pupils arrive at school on time. John Jamieson School - 9 The pupils’ attitudes to school and to learning and their behaviour are a major strength of the school. Pupils and adults get on very well with one another and this makes a significant contribution to the standards achieved.

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Teaching of pupils: aged up to 5 aged 5-11 aged 11-16 aged over 16

Lessons seen overall good good very 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 up to 5 aged 5-11 aged 11-16 aged over 16

Teaching is at least good in English, mathematics, science and personal, social and health education. There is very good teaching in art and excellent teaching in physical education. Literacy and numeracy are well taught and all staff support the pupils’ development of communication. The school meets the needs of the pupils very well. Teaching is very good or better in 46 per cent of lessons. In 96.3 per cent of lessons it is satisfactory or better. Only 3.7 per cent of teaching is less than satisfactory.

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Aspect Comment

The quality and range of the curriculum Overall, the school provides a good range of opportunities for pupils to learn and to make progress. Out-of-school trips, for example residential visits and the school’s link with other schools in Europe, are exciting dimensions.

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Aspect Comment

Provision for pupils with English as an additional language Good; pupils receive appropriate advice and support and make good progress.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Overall, very good. The school is very good in ensuring that the pupils know right from wrong and that they develop their social skills very well. There is a good range of cultural opportunities. Provision for the pupils’ spiritual development is very good enhanced through high quality assemblies.

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Aspect Comment

How well the school cares for its pupils The school is very caring and ensures that the pupils are safe and their complex needs are met. The teachers assess the needs of the pupils effectively. The medical and other professional staff provide very good support for the pupils.

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Aspect Comment

The school works well with parents and keeps them well informed about how their children are getting on. The school provides very well for the physical needs of the pupils through, for example, an excellent programme for physical education. However, insufficient mathematics is taught for pupils aged 16-19. The school has very good arrangements for child protection. John Jamieson School - 10

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Aspect Comment

Leadership and management by the headteacher and other key staff The headteacher and senior managers provide very effective leadership and ensure that the work of the school is directed towards improving the way in which it meets the needs of the pupils.

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Aspect Comment

How well the appropriate authority fulfils its responsibilities The governing body carries out many of its duties efficiently and effectively and plays an important part in the life of the school. They are committed to raising standards. However, they have not published an annual report to parents since 1995/6 and have not held an annual meeting for parents since that time. This is a weakness that needs to be addressed.

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Aspect Comment

The school’s evaluation of its performance The staff and governors work very well together and are very aware of what the school does well and where it needs to make further improvements.

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Aspect Comment

The strategic use of resources The school uses all of the staff extremely well to meet the needs of the pupils. The accommodation is used well. The financial planning is very good and money is used wisely to ensure that it supports the work of the school.

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Aspect Comment

There are sufficient teaching and non-teaching staff who are well qualified. The provision of specialist medical and therapy support is good. The accommodation is satisfactory although the split-level site means that valuable time is lost when pupils have to move to different levels. Learning resources are good. The school is very well led and managed and ensures that it receives the best value for the services it uses.

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What pleases parents most What parents would like to see improved

• The school brochure • The help and support they receive from the staff • The ‘Listening Ear’ service • Their children like coming to school • The teaching is good • A few feel that the school does not work closely enough with them

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What pleases parents most What parents would like to see improved

The inspection fully supports all the positive comments made by parents either through the questionnaire or at the meeting with the Registered inspector. The inspection finds that the school provides a good range of opportunities for parents to find out about their children and how they are doing at school. John Jamieson School - 11

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The school’s results and achievements

1. It is inappropriate to judge the standards of the pupils for whom this school in relation to the National Curriculum or any other national benchmarks. The report does, however, report on the achievement of the pupils and on what they know, understand and can do. Judgements about achievement take account of information in pupils’ statements and annual reviews.

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The school’s results and achievements

2. Children under five achieve good standards. They learn how to take turns, dress themselves and improve their capacity to concentrate. In language and literacy they thoroughly enjoy books, listen intently and the higher attainers answer questions about what they have heard. In mathematics, they improve their counting skills and many can match objects by colour or shape. Many of the children increase their knowledge and understanding of the world around them through visits and art. They develop confidence in moving, balance and co-ordination and work hard to overcome their physical disabilities. They enjoy music, art and play. A few play imaginatively and co-operate well. Older children use paint well to create interesting patterns using colour.

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The school’s results and achievements

3. In English, pupils achieve good standards of work across the school. By age 7, they enjoy working with books, listen carefully to stories and are confident when answering questions or describing what they have read. They develop their writing and many know when to use capital letters and full stops. By 11, they have improved their listening and are very attentive during shared reading time. They share their thoughts, read books with confidence and improved skills and many are able to write extended pieces of work. By 14, the majority of pupils take part in discussions, expressing their ideas clearly and listening carefully to what others have to say. They read a wide range of books and write confidently. By 16, most have continued to improve and extend their skills of listening and speaking and have widened their range of reading and writing. Post-16 students continue to make good progress and use their

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The school’s results and achievements

skills and knowledge to good effect when, for example, planning a holiday.

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The school’s results and achievements

4. In mathematics pupils’ achievement is satisfactory by age 7. Higher attaining pupils count to 10 and show an understanding of what numbers come before or after a given number. By age 11, pupils’ achievement is good. They improve their counting skills and extend their knowledge of shapes, both two and three dimensions. They also develop and improve their use of mathematical language which helps to consolidate their understanding. By age 14, most pupils have developed quite good mental arithmetic skills and can manipulate numbers confidently. By age 16, the higher attaining pupils know their times-tables, can add and subtract simple two-digit numbers in their heads and know about negative numbers. Other pupils use mathematical language confidently when, for example, describing complex shapes. This good achievement, however, is not maintained for students aged 16-19. There is less emphasis placed on mathematics and the progress made up to then is not sustained.

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The school’s results and achievements

5. Pupils’ achievement in science by age 7 is good and is very good across the rest of the school. By 7, higher attaining pupils carry out simple experiments and most pupils understand that different materials have different properties. By 11, pupils have improved their skills and carry out investigations, for example, into the properties of soil. By 14, they have increased their knowledge and are aware of the need to be safe when conducting experiments. By 16, they use their knowledge of science productively and use scientific language proficiently. Much of the good progress made by pupils in science is because there are clear targets in the subject.

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The school’s results and achievements

6. Pupils make good progress and achieve well in their personal, social and health development. The school is very successful in ensuring that the pupils become increasingly more independent and confident as the move through the school. All staff, including the medical staff, make an important and vital contribution to this aspect of the pupils’ education. The pupils develop the confidence the engage adults in conversation. The younger pupils are John Jamieson School - 12 encouraged and make good progress in self-help skills and all pupils make good progress in developing their personal mobility. This aspect of the work of the school is a strength.

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The school’s results and achievements

7. Pupils’ achievements in many other subjects are good and, in some subjects, are very good. Pupils achieve high standards in art. Many are successful in their GCSE work. They produce a wide range of work and demonstrate a good knowledge and awareness of the work of different artists. Pupils achieve very well in information technology. They are proficient in using computers and by 16 many are adept in word processing, handling databases and creating spreadsheets. Pupils who need switches to access information technology are well supported and there are many examples of technology being used in other subjects to support access and pupils’ learning.

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The school’s results and achievements

8. Pupils achieve very well indeed in physical education. They work very hard in lessons and make remarkable progress in mobility, balance, co-ordination and wheelchair proficiency. Physiotherapy makes a significant contribution to the pupils’ development and is effectively integrated into the physical education programmes. The pupils also make very good progress in playing a wide range of team and individual games and the post-16 students take part in the Youth Award Scheme for sports and leisure.

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The school’s results and achievements

9. Pupils’ achievements in history are good across the school. They extend their knowledge across a wide range of topics and by 16 are able to discuss complex issues using firsthand evidence. Pupils’ achievement in French is good. Since the last inspection they have improved their skills in speaking and listening and are more confident in talking to one another in French. In geography, pupils achieve well by age 11 and 16. Pupils achieve satisfactory standards in religious education by 11 and achieve well by 16 when they are able to show a deepened understanding of different religions and faiths.

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The school’s results and achievements

10. Pupils’ achievement in music by 11 is unsatisfactory. They thoroughly enjoy singing and taking part in music activities but their achievement and progress across the breadth of the subject is limited. By 14, they benefit from access to specialist teaching, progress improves and their achievement is satisfactory. They produce, for example, some very interesting sound effects to work they are doing in English.

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The school’s results and achievements

11. Students in the post-16 provision continue to make good progress overall. They extend and use their skills and knowledge in English and communication and benefit from a good range of vocational courses and practical opportunities.

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The school’s results and achievements

12. Overall, the pupils make good progress towards the targets set in their Individual Education Plans (IEPs). These are monitored closely and provide the pupils with challenges, which the majority are able to rise to. Pupils for whom English is an additional language make good progress supported by sound advice from external support services.

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Pupils’ attitudes, values and personal development

13. Pupils have very positive attitudes in lessons to learning. In the vast majority of lessons they are keen to learn. They show an interest in their work, pay attention and are keen to get on with learning. The younger pupils enjoy their lessons and work well on their own and in groups. The older pupils show a mature approach to learning, are well prepared for lessons and, even when the work is very demanding, they overcome personal difficulties and try their best to succeed. They show good levels of concentration and are well motivated. The positive attitudes of the pupils and students to learning are a major factor in the good progress they make and the good standards of work they achieve.

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Pupils’ attitudes, values and personal development

14. Children under five enjoy learning. They work hard on their own and also work well together, for example, in play activities and group sessions. They behave very well and there are very few instances of deliberate poor behaviour. The children in reception class, for example, are enthusiastic about the work they do and are keen to show others their work. John Jamieson School - 13 15. Behaviour in lessons is very good. Pupils work well both individually and with others. At breaks, lunchtimes and out of school, behaviour is very good. Others who respond well to the high standards expected from their teachers usually ignore rare occurrences of challenging behaviour. Pupils have respect for property. There is no evidence of damage to the building or resources. There have been no exclusions in recent years.

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Pupils’ attitudes, values and personal development

16. Pupils are courteous and welcoming to visitors. Older pupils, for example, talk confidently to adults and engage in interesting and purposeful conversations. Pupils and students can be trusted to work on their own and carry out tasks to help the day-to-day running of the school. They relate well to one another.

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Pupils’ attitudes, values and personal development

17. Pupils show initiative and are keen to take part in school activities. The school encourages them to take on responsibilities. These range from simple tasks, such as giving out materials to long-term jobs such as feeding the goldfish or arranging seating in the hall. They are encouraged to take responsibility for their own learning, for example when choosing activities or courses in the post-16 group. They learn to work independently and older pupils show increasing confidence when asking questions. Their positive attitudes show they feel part of a school community, as was seen when pupils contributed well in the school assembly. They support and care for each other. Good examples are seen in physical education classes. Physically more able pupils often help pupils with walking difficulties or pupils in wheelchairs. They grow more confident as they grow older, reaching a high level of maturity by the time

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Pupils’ attitudes, values and personal development

18. They form constructive relationships with one another and with teachers and other adults. Staff provide many opportunities for pupils to work together both in groups and in pairs. Pupils work well together in these situations. They treat everyone with equal respect. They are considerate of others, for example standing back to allow friends in wheelchairs along corridors or allowing pupils with speech difficulties the chance to say things in lessons. Many listen carefully to others and show respect for their views.

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Pupils’ attitudes, values and personal development

19. There is no recent evidence of any bullying, sexism or racism and pupils work in an atmosphere free from such oppressive behaviour.

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Pupils’ attitudes, values and personal development

20. The very good attitudes and behaviour, the very good relationships that exist throughout the school, together with the very high level of personal development, are great strengths of the school, and make a very important contribution to the good progress made by students.

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Pupils’ attitudes, values and personal development

21. The level of attendance is satisfactory when compared to schools of a similar nature. There is currently no unauthorised absence. The absence of pupils is in most cases for medical reasons. Lessons start on time although in a few instances time is lost at the start because of difficulties in getting all the pupils into the classroom. Staff work hard to minimise disruptions to lessons.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

22. Teaching is a significant strength of the school and has improved since the last inspection. There is now a greater proportion of teaching which is very good or better. Teaching is very good or better in 46 per cent of lessons and is good or better in 78 per cent of lessons. There are weaknesses in only 3.7 per cent of lessons. Teaching is especially good in science, art, information technology and physical education. The school teaches literacy and numeracy well and teaching in English and mathematics is good overall.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

23. Teaching is good for children under five. The activities planned as well matched to the individual needs of the children. There is a good blend of one-to-one work where the teachers focus on specific areas identified in the Individual Education Plan and small group and whole class sessions. In the reception class, for example, the whole class come together and benefit from a well-constructed and interesting array of experiences, which include literature, music, puppets and practical activities. This stimulates the children and helps them to concentrate as John Jamieson School - 14 well as consolidate and develop their personal skills. In the nursery, the group activities are well organised and enable the children to communicate with one another.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

24. Teaching is good in English across the school. The teachers have a secure knowledge and understanding of the National Literacy Strategy and this helps them to plan lessons in which the pupils improve their reading and writing. All teachers support the pupils and develop their communication skills effectively. Much of the work is quite challenging and meets the needs of those higher attaining pupils. Books are used very effectively to generate interest and develop skills. The range of literature used is good. Teachers also plan effectively and ensure that the opportunities for pupils to develop writing are of a high quality.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

25. Mathematics is taught well. Teachers in the primary department are implementing the National Numeracy Strategy effectively and this is already enabling the pupils to improve their knowledge and understanding of number. The vast majority of lessons are well planned and ensure that the wide range of needs of the pupils, both physical and intellectual, is met. In a few instances, the lessons planned for the younger pupils do not contain a wide enough range of activities and tasks to ensure that all the pupils are able to learn something from the lesson. Numeracy is taught well across the school and there are many examples of teachers using numeracy in their lessons. For example, in some physical education lessons, numeracy is reinforced through carefully structured activities; in science, teachers provide opportunities for the pupils to use their knowledge on measurement.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

26. Science is taught very well across the school. Teachers have a secure knowledge of the subject and plan lessons which make the most effective use of the subject to enable the pupils to develop their skills of observation and recording, use their knowledge in practical situations and apply their knowledge and skills when conducting investigations and experiments.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

27. The teaching of physical education is a significant strength of the school. The combination of a very secure knowledge of the subject, a deep understanding of the needs of the pupils and the skill of ensuring that the pupils feel safe and secure is powerful. As a consequence, the pupils achieve very good standards and make very good progress in some very important areas, for example, mobility, balance and co-ordination. Teaching is very good in art. Again, the pupils benefit from a well-planned range of experiences, which is complemented by teaching of a high order. In information technology, the teachers have a sound knowledge and understanding of how information communication technology can benefit the pupils. The resources used are very good and the lessons are a good blend of experience and tuition. As a result, the pupils develop a wide range of skills and are able to access information

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

technology very effectively across different subjects.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

28. Teaching is good in design technology for pupils aged 11-16, in geography for pupils aged 7- 16, for history across the school, in French and in religious education for pupils aged 11-16. A characteristic of good teaching in all these subjects is the very effective management of the pupils’ behaviour and their individual physical and communication needs. Teachers communicate very effectively with the pupils; they listen to what they have to say and this helps the pupils to develop confidence as learners. In turn, the pupils are confident, try new things and work effectively together in groups. Where these features are present alongside a good knowledge of the subject, very good teaching and learning takes place. In the majority of lessons the teachers use the Individual Education Plans as a basis for planning. In most lessons teachers assess what the pupils have learnt. In a few lessons, however, for example

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

mathematics in the primary department, this good practice is not consistent and opportunities for further developing the knowledge and understanding of the pupils are lost.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

29. There are weaknesses in the teaching of music for pupils aged 5-11. The school no longer has a specialist room, as was the case at the time of the last inspection. Classes are combined for some of the music lessons. This means that the group sizes are quite large and this results in a loss of teaching and learning time at the start of lessons. The planning for music is weak and does not adequately support the non-specialist teachers.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

30. Overall, teaching is a major strength of the school and makes a significant contribution to the good and very good achievement of the pupils in the vast majority if subjects. There has John Jamieson School - 15 been good improvement since the last inspection and as a consequence, standards have risen. The school meets the diverse needs of the individual pupils very well, including those for whom English is not the first language spoken.

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TO PUPILS OR STUDENTS?

31. The school provides a good broad range of opportunities for the children under five, pupils and students. The school provides all the subjects of the National Curriculum and religious education. The curriculum for children under five is sound although it has not taken into consideration national developments in recent years and as a consequence has remained relatively unchanged since the last inspection. The school’s provision for art, information technology and physical education is very good and is a strength of the school. Literacy and numeracy are planned for effectively. The provision for the pupils’ personal, social and health education, including drugs education, is good. The majority of subjects are well planned and this enables the teachers to be more effective in their teaching. However, the curriculum for music for pupils aged 5-11 is weak and the planning for mathematics for students aged 16-19

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TO PUPILS OR STUDENTS?

is not sufficiently rigorous and coherent.

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TO PUPILS OR STUDENTS?

32. Where possible, the school makes good use of opportunities to extend pupils’ experience outside of the school. There is a very well organized European initiative that promotes the understanding of other cultures, and pupils have undertaken residential trips overseas. There is an annual residential visit to a farm that enables pupils the opportunity to stay away from home, thus promoting and supporting their personal development. Participation in regional and national sporting programmes provides excellent opportunities for physical, social and personal development. Some pupils have gained national recognition for their achievements.

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TO PUPILS OR STUDENTS?

33. The school plans effectively for work experience and prepares the pupils and students for life after school very well. For example, older pupils attend a local college for link programmes and work experience, which promotes effective social inclusion. Younger children in the nursery visit a local mainstream nursery and this enables them to work alongside other children. This benefits them enormously and provides opportunities for them to develop their social and personal skills.

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TO PUPILS OR STUDENTS?

34. The school is very good in teaching the pupils about right and wrong and the staff provide excellent role models. They take time to talk with the pupils and students about their behaviour and ensure that they understand what they need to do to improve. The school provides many opportunities for the pupils to learn about their own and other cultures. This is achieved through a diversity of books, artwork, poetry, religious education and French. The school has close links with other schools in Europe and these provide very good opportunities for the older pupils to learn about life in different countries.

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TO PUPILS OR STUDENTS?

35. The school provides very well for the social development of the pupils’. There are many opportunities for individual pupils and students to take responsibility for their own actions. The pupils are actively encouraged, challenged and supported to develop increasing independence. There are many lunchtime activities planned and the older pupils have been involved in the local authority committee, which looks into disabled pupils’ issues. This shows in the way in which the pupils and students move freely around the school, have access to the school during lunchtime and are positively encouraged to take responsibility for one another. There are also many opportunities in lessons and at the end of the day for the pupils to reflect on what they have learnt and on their own feelings. The school is successful in promoting individual and in ensuring that the spiritual dimension is not ignored. Some of the older pupils

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TO PUPILS OR STUDENTS?

and students, for example, show considerable sensitivity when discussing difficult issues in history and also in talking about and reflecting on the Crucifixion in religious education.

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TO PUPILS OR STUDENTS?

36. The school has established, since the last inspection, clear policy statements on personal, social and health education and drugs awareness. There are now schemes of work in place for these which are monitored appropriately. Sex education is provided as part of the science John Jamieson School - 16 curriculum in the lower school, and as part of the PSHE provision in the upper school. This represents good improvement in this area. The school has clear targets, which include the development of self-reliance, making decisions and the nurturing of relationships.

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TO PUPILS OR STUDENTS?

37. Older pupils have good opportunities to consider their futures in the well-planned careers and guidance provision. Much hard work is undertaken by the dedicated staff to provide appropriate transitional opportunities. This area of work is constantly evolving as staff seek appropriate placements targeted to meet individual needs. Outside support is sought from the local authority and the school has a firm commitment to ensuring equal access for all pupils. Pupils visit the Special Needs Careers Convention, and the Leeds Council Disability Work Fair, and are assisted in the preparation of the National Record of Achievements. A “Taster” day at a local college of Further Education is helpful in supporting pupils at this important stage of their education and excellent work experience opportunities are offered that promote real working situations for pupils to experience and undertake.

p.16

TO PUPILS OR STUDENTS?

38. Outside school links are well organized and well researched to provide pupils with effective opportunities. The school has a long-standing joint creative programme with a local high school. Links with a local college are well developed where students undertake both information and communications technology and support for literacy skills in an adult environment. This is very effective in supporting pupils’ educational and personal development.

p.16

TO PUPILS OR STUDENTS?

39. The school has participated with other partner schools in a European Arts Initiative entitled “Energy in the City”. Schools work closely with one another and much ongoing constructive work has been undertaken in the provision of overseas visits to the Czech Republic. The European Dimension of the school has continued to be developed, providing pupils with exciting and worthwhile opportunities. Participation in joint drama productions with a local high school has been established over a number of years, providing pupils with excellent opportunities to work with more able pupils in their peer groups.

p.16

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

40. The support given by the school for its pupils is very good and is a strength of the school. The school has good procedures for the monitoring of pupils’ academic performance and personal development and maintains well-documented records of each pupil’s academic and pastoral progress. These are updated and evaluated regularly.

p.16

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

41. The school behaviour policy works extremely well to the extent that there was very little evidence of bad or oppressive behaviour noted during the inspection.

p.16

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

42. Child protection procedures are very good. The three named child protection officers are well known to the staff and pupils and good liaison takes place between them and the supporting agencies. The school has a full time nursing sister on duty at all times together with supporting staff and there are an adequate number of staff qualified in first aid.

p.16

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

43. The school has a good health and safety policy and risk assessment within the building is carried out. The school has procedures whereby staff have to complete a checklist before taking pupils on visits outside of school. The list is comprehensive and ensures that the personal, physical and medical needs of the pupils are planned for. Staff visit the sites before the pupils in order to check out access and opportunities for learning. However, the checklists are not kept by the school for any length of time and the staff do not carry out an assessment of potential risks of the site they intend to visit. These are weaknesses in an otherwise sound system.

p.16

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

44. Procedures for monitoring and improving attendance are good and assessment information is well used to guide curricular planning.

p.16

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

45. The very good care that the school provides for its pupils has a positive impact on their development and education. John Jamieson School - 17

p.16

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

46. The school is very effective in working with parents. The school brochure is well presented, contains helpful information for parents, and is prepared in a ‘parents friendly’ fashion. Parents feel they are able to contact the school at any time to receive help and guidance and are fully involved in all aspects of their children's education including annual reviews, preparation of IEPs and allocation of homework.

p.17

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

47. The school has made a strenuous effort to support the parents and has formed a ‘Listening Ear’ service that gives parents access to staff members trained in counselling skills. Those parents who have used the service find it has been of great benefit to them. In addition, the school provides a room for the exclusive use of parents. The complaints procedure is well documented and parents feel they are able to contact the school at any time for help and support.

p.17

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

48. The school encourages parents to help and few parents take the opportunity to work with their children in school. Although the school provides a wealth of relevant and useful information to parents about their children, the governors have not held an annual meeting with them or provided a written report to the parents since 1995/6. The governors have also not reported to parents on the progress the school has made since the last inspection. This is an important weakness and needs to be addressed immediately.

p.17

HOW WELL IS THE SCHOOL LED AND MANAGED?

49. The headteacher and the senior management team provide very good leadership. They give a clear educational direction to the school. The quality of the teamwork is very good and leads to all staff having a shared commitment to raising standards. The very good leadership has succeeded in creating a learning environment where relationships are very good and pupils feel safe, secure and valued. Consequently this fosters a very positive ethos in the school where the individual needs and efforts of all pupils are very well supported.

p.17

HOW WELL IS THE SCHOOL LED AND MANAGED?

50. The school leadership has responded very well to the last inspection and a number of significant improvements have been made. The appointment of a deputy head with responsibility for monitoring the whole curriculum has improved the overall quality of pupils' curricular experiences. The headteacher and the deputy headteacher are now monitoring the quality of teaching and learning. They feed back their evaluations to individual teachers and identify and share good practice. The senior management team has constructed a comprehensive three-year school development plan with clearly identified priorities, time scales, costings and success criteria. This is reviewed on a regular basis. Each subject has its own action plan and these along with the school development plan are closely linked to the school budget. This coherence in terms of planning has secured improvements in teaching and learning since the last inspection. With the current level of involvement and commitment,

p.17

HOW WELL IS THE SCHOOL LED AND MANAGED?

the governors, in partnership with the headteacher and staff, are well placed to plan and implement further improvements. 51. The governing body take their responsibilities very seriously. They are committed to helping the school to improve the standards of achievement and the range and quality of specialist facilities and resources required. They make a good contribution to the running of the school and are committed to maintaining and raising standards further. The chair of the governors works very closely with the headteacher and the senior management team and they meet, both formally and informally, on a termly basis to discuss the school and its work. Governors are actively involved in the day-to-day life of the school, assisting in classrooms and participating in trips and fund raising activities. The school's aims are clearly expressed and have been collaboratively developed and agreed. The governors have a very good understanding of the

p.17

HOW WELL IS THE SCHOOL LED AND MANAGED?

work of the school and are particularly pleased with achievement of the pupils, the commitment of the staff and the improvements in the school buildings and facilities. However the governing body does not discharge its statutory responsibilities with respect to holding an annual meeting for parents and providing an annual written report to parents. John Jamieson School - 18 52. The headteacher, the senior management team and the governors work together in collaboration and manage the school very well. The school development plan is a very effective management tool that clearly identifies the priorities and the targets to be tackled. It provides a baseline against which future developments can be measured and has a very positive impact on the work of the school. There is clear direction for the future of the school ensuring that strategic decisions determine its financial and educational development.

p.17

HOW WELL IS THE SCHOOL LED AND MANAGED?

53. The school knows its strengths and areas for development and has a strategy for improvement. A particular strength of the school is its staff training programme. This is allied to the school development plan and is instrumental in helping staff to be effective in their roles. The school has received recognition for its achievements in staff development with the award of Investors in People. Since the last inspection the role of curriculum co-ordinators has been developed to increase collaboration between the primary and secondary phases, monitor the planning and the learning and share good practice. The deputy headteacher and the primary mathematics co-ordinator have developed and produced a detailed analysis of the pupils' individual achievements in English and mathematics and the results are very effectively used to set specific literacy and numeracy targets for pupils' future achievements.

p.18

HOW WELL IS THE SCHOOL LED AND MANAGED?

54. The staff meet regularly, both formally and informally, to discuss curriculum matters, pupils' IEPs and the future direction of the school. The curriculum co-ordinators take their roles conscientiously; for example there are subject development plans with identified priorities which are well supported from the staff training programme where appropriate and necessary. Staff use their professional expertise and time well to support one another and to help the school to improve. Staff make good use of resources and accommodation; for example the hall is well used for both physical education and drama and the information technology suite is well used to support other subjects, such as English.

p.18

HOW WELL IS THE SCHOOL LED AND MANAGED?

55. The school is very efficient in its strategic use of resources. Financial planning and control are very good. The headteacher and the governing body take responsibility for the monitoring of the school budget with the headteacher effectively exercising day-to-day financial control within agreed limits. The governing body discusses the school's budget proposals and after careful examination and evaluation approves the full budget recommendations linking spending to the priorities laid down in the school development plan. The day-to-day financial controls, procedures and administration of money are very good. There are comprehensive methods for accounting for monies collected, checking invoices and ensuring that unauthorised expenditure does not occur. The administrative assistant in conjunction with the headteacher, manages these systems very effectively. The school has not been recently audited. The last

p.18

HOW WELL IS THE SCHOOL LED AND MANAGED?

report identified many aspects of good practice and outlined a number of recommendations, which were quickly acted upon. A particular strength of the school's financial arrangements is its constant search for achieving its services at the best possible cost; for example the school has considerably reduced the cost of its cleansing services through the use of contractors.

p.18

HOW WELL IS THE SCHOOL LED AND MANAGED?

56. The school has sufficient teachers to meet the demands of the curriculum, including areas of learning for the children under five. The teaching staff is well deployed and appropriate responsibilities are delegated in line with their interests and expertise. All teaching staff have been well trained in the implementation of the literacy strategy. Educational support staff are well qualified, very committed and work in harmony with class teachers in the best interests of the pupils and students. This leads to very effective learning for all and makes a significant contribution to the standards achieved. The school is clean and is well maintained and reflects the school's attitude to the pupils and students and makes a positive contribution to their personal and social development. Detailed job descriptions are in place and there are effective procedures for the induction of new staff. All staff are clear about their roles and as a result

p.18

HOW WELL IS THE SCHOOL LED AND MANAGED?

staff morale is high and reflects the strong team spirit that is evident in the school.

p.18

HOW WELL IS THE SCHOOL LED AND MANAGED?

57. The accommodation is satisfactory for the needs of the current school population. Displays of pupils' and students' work are used to effectively celebrate achievement and this raises their self-esteem and supports their personal development. The library has improved significantly since the last inspection and provides very good opportunities for pupils and students to John Jamieson School - 19 undertake research and develop topic work. This increases their levels of initiative and interest in the curriculum.

p.18

HOW WELL IS THE SCHOOL LED AND MANAGED?

58. The leadership and management of the headteacher and the senior management team are very good. The governing body is fully involved in the life of the school and is committed to raising achievement and improving the school. The monitoring and evaluation of the school's performance is good. The finance and administrative procedures are very efficient. Achievement throughout the school is good in many subjects of the curriculum. The costs to educate pupils or students are lower than is the case nationally. The school provides very good value for money and is well placed to continue the considerable improvements since the last inspection and implement future initiatives.

p.19

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

59. The governors and staff of the school should:

p.19

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• Produce an annual governors’ report to parents that fully complies with all statutory requirements and report to parents on the progress made since the previous inspection. (Paragraphs 48, 51) • Improve the provision of the teaching of mathematics for students aged 16-19. (Paragraphs 4, 81)

p.19

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

60. The governors, when drawing up their action plan, may wish to take into consideration the following minor weaknesses identified in the report:

p.19

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• Design and technology for pupils aged 5-11; (Paragraph 110) • Teaching of music for pupils aged 5-11; (Paragraphs 137, 138, 140) • The use of more effective monitoring for mathematics for pupils aged 5-11; (Paragraph 90) • Link targets for individual children into the planning for children under five;(Paragraphs 68,69) • Improve the assessment of potential risk when planning visits out of school. (Paragraph 43) John Jamieson School - 20

p.19

Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 39

p.20

Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

p.20

Summary of teaching observed during the inspection

8.2 37.8 32.7 17.6 3.7 0 0 The table gives the percentage of teaching observed in each of the seven categories used to make judgements about lessons.

p.20

Information about the school’s pupils

Pupils on the school’s roll No of pupils

p.20

Information about the school’s pupils

Number of pupils on the school’s roll 101

p.20

Information about the school’s pupils

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

p.20

Information about the school’s pupils

English as an additional language No of pupils

p.20

Information about the school’s pupils

Number of pupils with English as an additional language 6

p.20

Information about the school’s pupils

Pupil mobility in the last school year No of pupils

p.20

Information about the school’s pupils

Pupils who joined the school other than at the usual time of first admission 3

p.20

Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 3

p.20

Attendance

School data 15 School data 0 Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year.

p.20

Attainment at the end of Key Stages 1,2 and 3:

It is inappropriate to report on attainment as measured against national standards at the end of Key Stages 1, 2 or 3 because of the small number of pupils and the nature of their special educational needs. John Jamieson School - 21

p.20

Attainment at the end of Key Stage 4:

It is inappropriate to report on attainment as measured against national standards at the end of Key Stage 1 because of the small number of pupils and the nature of their special educational needs.

p.21

Attainment at the end of Key Stage 4:

Four pupils attained 1 GCSE Pass A*-G; Four pupils were awarded Certificates of Achievement in four subjects at Pass, Merit or Distinction Level.

p.21

Sixth Form:

3 students achieved Entry Level in City and Guilds ‘Wordpower’. 3 students achieved Level 1 in ‘Wordpower’. 3 students achieved success at Bronze Level in the Youth Award Scheme. 1 student achieved Level 1 in CLAIT for Computer Literacy.

p.21

Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 4 Black – Caribbean heritage 0 0

p.21

Ethnic background of pupils Exclusions in the last school year

Black – African heritage 0 Black – African heritage 0 0

p.21

Ethnic background of pupils Exclusions in the last school year

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

p.21

Teachers and classes Financial information

Total number of qualified teachers (FTE) 15.6 Financial year 1998/99

p.21

Teachers and classes Financial information

Number of pupils per qualified teacher 6.5

p.21

Teachers and classes Financial information

Education support staff: YN-Y14 Total expenditure 955,052

p.21

Teachers and classes Financial information

Total number of education support staff 29 Expenditure per pupil 8,843

p.21

Teachers and classes Financial information

Total aggregate hours worked per week 639 Balance brought forward from previous year 1,170 FTE means full-time equivalent. Balance carried forward to next year 4,590 John Jamieson School - 22

p.21

Percentage of responses in each category

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

p.22

Percentage of responses in each category

My child is making good progress in school. 50 43 7 0 0

p.22

Percentage of responses in each category

Behaviour in the school is good. 57 7 23 3 10

p.22

Percentage of responses in each category

My child gets the right amount of work to do at home. 20 40 17 7 17

p.22

Percentage of responses in each category

I am kept well informed about how my child is getting on. 57 30 10 3 0

p.22

Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 70 23 3 3 0

p.22

Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 67 30 3 0 0

p.22

Percentage of responses in each category

The school works closely with parents. 60 27 7 7 0

p.22

Percentage of responses in each category

The school is well led and managed. 63 30 3 0 3

p.22

Percentage of responses in each category

The school is helping my child become mature and responsible. 70 23 3 0 3

p.22

Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 37 30 10 7 17

p.22

Other issues raised by parents

There were no significant concerns raised by the parents at the meeting held with the Registered inspector. A few felt that the school did not work closely enough with them. John Jamieson School - 23

p.22

AREAS OF LEARNING FOR CHILDREN IN THE FOUNDATION STAGE

61. Children under five were attending the school at the time of inspection and are taught in either nursery or reception class. Pupils are admitted to the nursery following an assessment by the local authority and all have statements of special educational need. All but one child attend full time.

p.23

Personal, Social and Emotional Development

62. Children make good gains in learning and achieve well. They wait their turn at the table or when being changed for swimming. They choose between juice and milk at drinks time either by speaking or by using sign language. The most confident children work independently for short periods of time, for example, with the sand, water or at a painting easel. The children are beginning to understand and some can predict the routines of the day. Most respond well to adult intervention and are happy to return to learning quite quickly. In the reception class, for example, they are very patient during whole class sessions and show a considerable amount of concentration and patience. Occasionally children are reluctant to follow instructions, for example, when they do not want to change tasks, but with skilled teacher encouragement they comply with adults' requests and settle to a new task with enthusiasm. Because of the small

p.23

Personal, Social and Emotional Development

number of children in the nursery, it is difficult for them to practise and develop their social skills. At times, the children are working or playing as individuals. When the teacher organises whole group sessions they do show that they can get on with one another. When they are integrated into a mainstream nursery, which happens once every two weeks, they quickly settle in and thoroughly enjoy the opportunity to engage with other children and to take part in a wide range of activities with other children and adults.

p.23

Language and Literacy

63. The teaching of early literacy skills is good. Adults provide good role models for children, ask appropriate questions about the tasks they are doing and encourage good communication at all times. The speech therapist works in close collaboration with the teachers and this helps them to plan appropriate and relevant activities for the children. For example, the balance between developing spoken language is using signing is good and the children are encouraged to use whichever system helps them to get over their ideas and thoughts. In the reception class, the children achieve well in speaking and listening and often are very keen and enthusiastic to talk about their work or contribute their own ideas to group sessions. They are very interested in books and the way in which the teacher uses books to enrich the children’s learning is strength of the teaching. The skills of all staff in emphasising early communication are a strength and

p.23

Language and Literacy

all children are keen to talk to or communicate with visitors. However, in the nursery, because of the small numbers, there were few instances of children communicating with each. Children are beginning to understand and enjoy stories; for example, a young child spent almost fifteen minutes listening to a taped story while looking at the illustrations in the book. The teaching of language and literacy is good. Teachers and nursery nurses are very good at communicating with them and provide a good range of opportunities for the children to develop and improve in this area.

p.23

Mathematical development

64. Children make good progress in early mathematical understanding and use of number. This learning is supported, for example in other lessons, such as literacy, where they count articles in a box or three words in a phrase. Teachers use resources well to stimulate the children through matching shapes, colours and counting the number of items in a box. All children have mathematical targets on their Individual Educational Plans and are achieving well. For example, the youngest children watch carefully as the teacher demonstrates that there are enough bananas for each to have one to take home, counting 1 to 5 as she goes around the table. This emphasis of early counting helps pupils understand how numbers are used. Most John Jamieson School - 24 can match colours and shapes although some activities do not challenge the higher attaining children as they can do this very easily. Staff make good use of computers to reinforce

p.23

Mathematical development

children’s understanding of number and concepts such as colours and shape. They have a secure knowledge in how to mange the technology and support children skilfully.

p.24

Knowledge and Understanding of the World

65. Staff are skilled in ensuring that children are becoming increasingly aware of their environment. They organise trips out of school for shopping and provide opportunities for older pupils to spend some time with the next class. When going to the hydrotherapy pool staff emphasise wall displays and articles around the corridors and social areas. During a parents' afternoon, children gained in their experience of being able to mix with older siblings. When weather permits children play outside and experience changes in temperature and season. A recently established link with a local donkey sanctuary is helping children to experience the feel of animals, to see how they live and what they eat. In art activities pupils see how colours change when they mix blue and yellow and use the resultant green to paint their own picture

p.24

Physical Development

66. Despite their physical difficulties children move swiftly around the classrooms and the help they receive from adults helps them to develop their confidence in movement. They use specialist equipment well, one pupil adapting very quickly to the first use of a walking frame during the inspection. Good planning by staff, including physiotherapists, enables children to work supported at tables and sand trays as body frames help them and adapted chairs. In the hydrotherapy pool reception children work hard with the physiotherapist and other adults to move in the water and respond well to relevant songs and activities, for example, collecting shapes into a boat. Staff emphasise the importance of literacy and numeracy in such situations by counting and using rhymes and songs.

p.24

Creative Development

67. Opportunities for creative development are good and children make good progress. They experiment with paint, sand, water, construction toys and music. Teaching is good as staff ensure that pupils see how these activities link together. Stories stimulate children’s imagination and the use of puppets and a fairy queen on a stick fills the children with excitement and delight. In the very best teaching children’s imaginations are truly stimulated when the teacher produces gold boxes and the children can hardly wait to see what will come out of them; there are smiles and claps as books, other boxes, toy cats and dogs appear and are then used very effectively to develop children’s literacy skills.

p.24

Creative Development

68. Teaching is good overall and the enthusiasm and knowledge which adults have of the children are instrumental in ensuring good gains in learning. Children are happy at school and respond well to the range of activities provided for them. Those approaching statutory school age demonstrate greater independence and they can sit for longer and work effectively alongside older children. Occasionally there is a lack of challenge for some children in subjects such as music or within targets in IEPs, but overall early years’ provision is good and the maintains the standards found at the last inspection, apart from curricular development which has been recognised by the staff as necessary for improvement.

p.24

Creative Development

69. At the last inspection the curriculum was judged to be satisfactory. It has not fundamentally changed since then. The school has not taken on board the changes and developments in the curriculum for children under five. Whilst the current curriculum has some elements in common with current recommendations, it does not include an assessment strategy that identifies the actual skills children have achieved and use these in planning. Consequently, teachers' planning does not identify what the children can be expected to learn. Although children have a large number of targets within their termly plans, these are not routinely built into other activities. The nursery enjoys the benefit of a large classroom and the children in reception class benefit from a stimulating and exciting environment. John Jamieson School - 25

p.24

ENGLISH

70. Pupils' achievements in English and literacy across all key stages are good. Pupils and students achieve well in speaking and listening, reading and writing. They make good progress towards the specific targets in literacy and communication set out in their IEPs.

p.25

ENGLISH

71. By 7, pupils achieve well in relation to their prior attainment and their progress is good. A solid foundation for developing basic skills is achieved through a structured approach to literacy. Pupils are keen to join in discussions and enjoy talking about the events in the shared texts. They listen to stories carefully and develop their speaking and communication through the skilful questioning of the staff; for example Year 1 pupils predict what will happen to the zebra and the giraffe when reading 'The Trip', a class big book. Extra support is given to pupils with significant difficulties; for example a Year 1 pupil works through an intensive communication programme with a classroom assistant. Pupils develop their phonic skills in reading and practise this skill when writing out words with the initial sound missing. The work in the literacy hour helps pupils to know where to put capital letters and full stops when writing sentences.

p.25

ENGLISH

72. By 11, pupils achieve well in all aspects of English. Pupils have good listening skills and are very attentive in shared reading time. They speak confidently and voice opinions in an articulate manner; for example Year 6 pupils express why they like a particular poem and justify their views with clear reasons. Although the majority of pupils experience reading difficulties, the analysis of test scores and the school reading records indicates that all pupils are making good progress. The higher achieving pupils read with confidence, fluency and tackle difficult and unknown words by employing a range of strategies. There has been an improvement in the reading strategy since the last inspection and pupils' interests are sustained through the recent acquisition of an attractive range of reading materials which are carefully organised to provide an accurate match to the pupils' individual needs and interests.

p.25

ENGLISH

Pupils have a range of opportunities for practising their writing skills. Pupils undertake tracking exercises, copy write and complete exercises that develop their knowledge of initial sounds, blends and word endings. They are able to write poems and extended stories; for example the imaginative follow-up work based on the book 'Tom's Garden' encouraged pupils to use adjectives to make their writing more interesting.

p.25

ENGLISH

73. By 14, pupils' speaking and listening skills are consolidated and extended, good progress in reading is continued and writing skills are further developed. Pupils have many opportunities to take part in discussions and show increasing confidence and maturity when discussing different approaches to resolving dilemmas; for example, in drama, pupils were able to express opinions and personal approaches as to how they would resolve the conflict of being put under pressure to act inappropriately. There is a wide range of reading abilities and good reading records are kept. Pupils have a good range of opportunities for writing for different purposes; for example, in the unit on newspapers Year 9 pupils wrote imaginary letters to an 'agony' aunt and in the topic on 'detectives', Year 8 pupils wrote an informative and vivid account of a witness's description of a crime. The materials used with some of the higher attaining pupils

p.25

ENGLISH

are challenging; for example, when studying newspapers pupils could identify the differences between tabloids and broadsheets. This was then extended for some pupils when they took on the role of a reporter, interviewed an older pupil and word processed the script, using language to reflect the situation.

p.25

ENGLISH

74. By 16, pupils achieve well in speaking and listening and reading and very well in aspects of their writing. Year 11 pupils are able to discuss the specific aspects of a text that create the atmosphere of horror and debate the differences and similarities of two texts in the same genre. They are provided with many opportunities to read a text as a class as well as individual reading. They are able to read shortened versions of classics such as ‘Dracula’ and ‘Macbeth’ with confidence and are able to comment on the features of individual characters. They use strategies, such as phonics and predicting words, to help them when facing reading difficulties. The pupils are able to write for a number of purpose and audiences. They wrote a very good poetry anthology for with good use of descriptive language to reflect their personal feelings and experiences. They then visited the West Yorkshire Playhouse to perform their poetry for

p.25

ENGLISH

national disability day. When studying 'Macbeth' pupils are able to write a brief analysis of the John Jamieson School - 26 plot and the main characters and a detailed description of one of the characters; for example Year 9 pupils wrote a perceptive analysis of Lady Macbeth.

p.25

ENGLISH

75. The post-16 students make good progress in speaking and listening and reading and writing. They are able to discuss the important issues that need to be considered when planning a holiday and understand the sequence of events in organising a trip. They read texts which are well matched to their abilities and, where appropriate, make very good use of symbols, signing and alpha talkers to assist them. Students have good opportunities for writing through their accredited course and are able to complete application forms and describe their opinions about characters in the books and plays that they study.

p.26

ENGLISH

76. Attitudes, behaviour and personal relationships in English are very good. Pupils and students have very positive attitudes towards their work and participate willingly in all aspects of the lessons. They are enthusiastic in undertaking the tasks that are set and concentrate for sustained periods of time to achieve what is expected of them. Pupils and students are very good at listening to each other, waiting patiently for contributions to be completed and encouraging each other when facing difficulties.

p.26

ENGLISH

77. Teaching is good in Key Stages 1 and 2 and in the post-16 group and very good in Key Stages 3 and 4. All teachers have a secure knowledge of literacy and provide a broad and balanced coverage of speaking and listening, reading and writing. The teaching in the literacy hour is good and leads to pupils enjoying whole class shared reading and enthusiastically following stories with interest and understanding. Excellent teaching is seen in a lesson which is thoroughly planned, makes effective use of the set homework, is taught at a brisk pace and is sharply focused on the pupils' individual targets. For example, one pupil made considerable efforts to achieve the target of using Standard English. In the very good lessons teachers use a range of strategies to captivate pupils' interests, set purposeful tasks to challenge the full range of ability in the class and effectively deploy support staff to ensure all pupils are making

p.26

ENGLISH

progress. In these lessons pupils work conscientiously, enjoy what they are learning and evaluate their own performances at the end of lessons. Teachers have high expectations, use imaginative resources and skilfully question pupils. They organise a very good balance of class and individual work. The very good relationships between teachers and support staff and pupils and students are a strength of the teaching. As a result, pupils and students learn to work co- operatively in groups, are appreciative of other pupils' ideas and supportive of each other's efforts. In a Year 8 drama lesson, for example, pupils rehearsed a scene about resolving conflict and evaluated each other's performances very constructively.

p.26

ENGLISH

78. The curriculum co-ordinators provide good leadership and management, have a secure overview of the subject and have established clear priorities through a rigorous audit and a subject development plan. The implementation of the National Literacy Strategy has been successful in raising both expectations and achievement in Key Stages 1 and 2. This is being built upon in Key Stage 3 with an increasing emphasis on literacy skills and in Key Stage 4 here established accredited courses have also raised expectations and attainment. The provision has improved since the last inspection through the establishment of good formal procedures for monitoring and evaluating the teaching of English and literacy throughout the school. Teachers' evaluations and assessments of individual learning targets are very well used to inform curriculum planning and are improving the means of tracking individual pupil progress. A portfolio of work to exemplify standards of attainment in English has recently been

p.26

ENGLISH

established and this is enabling teachers to match tasks closer to pupils' abilities. Planning has improved since the last inspection with detailed schemes of work which ensure that pupils' experiences are broad, balanced and appropriate to their individual needs. Resources are good with an improvement in the reading books and support material for the literacy hour leading to higher standards of reading in Key Stage 2. The pupils make good use of the recently improved library for the development of information retrieval and independent learning skills. Information technology is used effectively to support learning, in particular pupils' writing and communication skills.

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MATHEMATICS

John Jamieson School - 27 79. Pupils’ achievement in mathematics by age 7 is satisfactory. By ages 11, 14 and 16, pupils’ achievements are good. By age 11, standards are improving as teachers become more confident with the National Numeracy Strategy (NNS). In the better lessons, where teachers are using the strategy effectively, progress is at least good and sometimes excellent. Pupils develop their number skills through whole class counting activities and in small groups where they focus on their particular needs. By 7, higher attaining pupils are able to count to 10 or beyond and are beginning to understand the idea of the number before or after a given number. Some are beginning to add and take away using objects. By 11, pupils build on their counting skills. Higher attaining pupils are able to count as high as fifty independently and are beginning to add and subtract to 10. In most lessons, practical activities, counting songs,

p.27

MATHEMATICS

games and the use of videos and computers provide variety for the pupils, help to maintain their interest and ensure they work throughout the lesson. Across the key stages they develop an understanding of shapes. Lower attaining pupils are able to match identical shapes. Higher attaining pupils learn the names of the simple shapes and their properties such as the number of sides and angles. By the end of Key Stage 2, they are looking at three-dimensional shapes such as spheres and pyramids. Throughout the key stages, good opportunities for pupils to talk about their work helps them to develop the mathematical language linked to their work.

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MATHEMATICS

80. Older pupils make good progress by from 11 to 16. By the time they are fourteen, pupils have improved their capacity to calculate answers in their heads. Higher attaining pupils are developing confidence with number. They can double and halve numbers, add on tens and continue straightforward number patterns, and sequences. Some higher attaining pupils count forwards and backwards in tens to over three hundred, starting at any point. They can tell the time in 5 minute intervals and are beginning learn about the 12 and 24-hour times. Lower attaining pupils increase their range of counting and number recognition through carefully planned small group work. They are developing mathematical language and can use words such as odd and even and digits when describing different numbers. They are able to tell the time in hours and are beginning understand time in minutes past the hour. Older pupils

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MATHEMATICS

continue to develop their number skills. By 16, higher attaining pupils know all of the tables up to the ten times tables. They can add and subtract numbers to 20 quickly in their heads. They understand negative numbers when describing temperatures and can solve problems involving rises or falls in temperature. They employ the language linked to shapes with increasing accuracy using words such as sides and angles. They can describe shapes, such as pentagons and hexagons, and are beginning to understand three-dimensional shapes and the associated vocabulary.

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MATHEMATICS

81. There is insufficient mathematics taught at post-16 and the achievement of the students is unsatisfactory. It was not possible to observe the subject being taught. They do not have enough opportunity to build on the good work they have achieved whilst at school.

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MATHEMATICS

82. Since the last inspection, standards have been maintained. The implementation of the NNS has not yet fully impacted on the teaching and learning of the pupils from 5 to 11 years of age. Some teachers are not fully aware of the strategies involved. As a result, progress in these lessons is not as good as in other lessons for this age of pupils. Where lessons fully take account of the recommended methods and planning takes account of the ability range, progress is at least good.

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MATHEMATICS

83. Pupils’ numeracy skills are practised and reinforced in lessons across the curriculum. For example, they sing number songs in music, count in physical education and use their number skills when solving problems in science.

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MATHEMATICS

84. The attitudes and behaviour of pupils in lessons is very good. They enjoy the work and are keen to improve. For example, 14-year-old pupils working on counting in tens and twenties were keen to try counting from three hundred when they had succeeded in counting from one hundred. One pupil was delighted when he could say ‘sphere’ properly. They learn to share and take turns when working on computers or when working with equipment. In many lessons there are lots of smiles and sounds of pleasure; pupils are very happy. Pupils spontaneously applaud when friends have done well. John Jamieson School - 28 85. The quality of teaching and pupils’ learning is good overall. For pupils aged 5 to 11, the quality of teaching is less consistent. For pupils aged 5-7, teaching is at least satisfactory and mostly good. Teachers have a sound knowledge of mathematics and numeracy. In the better lessons, planning is thorough, taking account of individual strengths and weaknesses. A range

p.27

MATHEMATICS

of activities is planned, such as watching videos, using games or using the computer. Whole class activities are short and focussed and sufficient time is planned for small group work in order for pupils to focus on their individual needs. One excellent lesson was very well planned, and included either one-to-one work with classroom assistants or teachers or work in small groups. Notes were made on what each pupil had achieved, progress towards targets areas of difficulty. For pupils aged 7 to 11, almost all teaching is satisfactory or better. Only one unsatisfactory lesson was observed where the teacher was a temporary supply teacher, unfamiliar with the National Numeracy Strategy. Planning did not take account of individual needs and did not include small group work to address these needs.

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MATHEMATICS

86. The quality of assessment of pupils’ work varies considerably. In the better lessons, pupils are individually assessed and are set individual targets, which are reviewed at least every half term. However, in some lessons pupils are not assessed regularly in order to find out what they have learned and there are no written records of the progress they are making towards targets. They are not given short-term targets linked to regular checks to see how they are progressing towards longer-term targets. Nevertheless, where records are not kept, teachers make mental note of what pupils have learned in a lesson and use this information to help them when planning their next lessons. Most know pupils well. Display in Key Stages 1 and 2 is good and positively enhances the working environment.

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MATHEMATICS

87. Teaching to pupils aged 11 to 16 is never less than good. Numeracy lessons are well structured and planning takes account of individual needs. Planning is thorough and takes account of individual needs. Assessment is part of the scheme of work and records are maintained of individual progress. Shorter-term targets are set as part of a unit of work for older pupils and they are well motivated by a sense of achievement. Assessment is built into the course. Pupils follow courses leading to certificates appropriate to their needs. Lower attaining pupils work towards Certificates of Achievement and higher attaining pupils work towards GCSE. Careful questioning is targeted at individual needs and challenges their thinking, for example in a numeracy lesson where pupils were asked to explain why some answers were wrong. Display in Key Stages 3 and 4 is poor. Insufficient pupils’ work is on display to celebrate success in mathematics or to enhance the working environment.

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MATHEMATICS

88. Teachers manage the pupils of all ages well. For example in a class of 8-year-old pupils, a difficult pupil was well managed. She was kept from distracting the other pupils by means of sensitive intervention and focusing her attention onto other things and away from her misbehaviour. Teachers insist on high standards of behaviour. Relationships are very good. Teachers are aware of individual physical needs. For example pupils who find it difficult to talk are given the same opportunities as the rest of the class to make their comment. Questions are targeted at particular pupils; higher attaining pupils are given more difficult questions to answer. Pupils are encouraged to see wrong answers as a stepping-stone to success. Regular opportunities are provided for pupils to develop their speaking and listening skills. They learn to listen to each other, to allow everyone to contribute and to explain in their own words

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MATHEMATICS

wherever possible. Classroom assistants are well used to support the physical needs of pupils and to help pupils to understand the work. Marking of some work is good, with clear judgments on the standards achieved and useful comments where pupils have found the work difficult and on ways to improve. Good use is made of technology adapted to the physical needs of individuals, for example the ‘talkers’ which allow pupils with speech difficulties to give answers to questions.

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MATHEMATICS

89. There has been good improvement since the last inspection. Standards of teaching are higher with only one unsatisfactory lesson observed. The NNS has been implemented for pupils aged 5 to 11. Recording systems and the schemes of work have been improved and linked to the National Curriculum. New computer systems have been purchased and associated software. Work for pupils aged 5 to 11 has been broken down into smaller steps to help lower attaining pupils. Target setting is in place; all pupils have targets set appropriate to their needs. The curriculum is more balanced with more opportunities for pupils to practise their skills in using John Jamieson School - 29 and applying mathematics to problems. However, the subject is not incorporated into the curriculum at post-16 in a systematic way and as a consequence it is not given enough attention.

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MATHEMATICS

90. The mathematics co-ordinators have been effective in giving clear direction to the staff. Appropriate priorities are set and documentation and guidance meet the day-to-day needs of teachers when planning their lessons. The senior management team carries out monitoring of mathematics teaching and learning. However, there are insufficient opportunities, particularly in lessons for pupils aged 5 to 11, for the co-ordinator to monitor the teaching and learning. There are more inconsistencies in the teaching and learning in these classes, for example in planning and assessment. Targets are set for every pupil in the school to improve their standards. Accommodation is satisfactory and is used well. In most classrooms there is sufficient space for pupils to work in several groups. There is a good range of well-organised resources, including at least two computers in every classroom and a good range of programs.

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SCIENCE

91. Pupils’ achievement in science is good by age 7. It is very good throughout the rest of the school. By 7, pupils successfully identify some of the parts of the body and know about differences between people. Higher attaining pupils take part in experimental and practical activities, they find out what changes take place when different materials are heated. They go on to make predictions about what will happen when chocolate is warmed. Lower attainers in this group identify the differences between hard and soft. These activities set suitably challenging targets based on individual objectives.

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SCIENCE

92. By 11, pupils carry out independent work, for example, on soil differences and the higher attaining pupils produce handwritten reports. All pupils have access to work with magnets and work together on some electricity projects. The higher attainers in this group can explain observations on plant life, make labelled sketches using scientific terms, and know about the work of Faraday. Achievement is maintained through the use of material that matches the pupils’ needs and abilities.

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SCIENCE

93. By 14, pupils grasp the differences in weight of objects for experiments and become more methodical in how they approach learning. In working on a project on materials, all the pupils in this group become aware of the need for safety and the use of fire extinguishers. The higher attaining members of the group develop their understanding of materials and changes of state. They carry out scientific enquiry throughout the school on gases and produce very good evidence of their findings. By 16, all pupils develop their scientific language skills that they have been working on since taking up the subject. They record their findings, discuss outcomes and make very sound predictions. The tasks that are carried out are all developed from Individual Education Plans which are set for all pupils. The oldest pupils use appropriate language and the higher attainers are able to talk about molecules and amalgams.

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SCIENCE

94. Pupils behave very well throughout the school. They are keen to learn, attentive in lessons and as a result they have access to the full curriculum. The oldest pupils respond willingly to the demands of work, relate well with other pupils and adults, and cheerfully learn. Pupils aged up to 11, behave well too. They try hard to succeed. In one lesson, for example, Year 6 tried hard for about twenty minutes to identify ten types of sugar. Pupils in this group respect each other and take turns. They almost lit up with joy when it dawned on them what the point of the lesson was to be. Science is a significant strength of the school.

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SCIENCE

95. Teaching is good for pupils aged up to 7 and is very good for pupils aged from 11-16. Where teaching is good, teachers have a good knowledge of their pupils and of their subject. They blend this in ways that are appropriate to the particular needs of the pupils. Good learning results from well-planned lessons with clearly identified objectives. Good teaching is evident in many lessons. It is driven by careful planning and supported with very good teamwork from support staff. This enables pupils to reach their learning targets through skilful scientific questioning and probing. Where teaching is very good, planning is precise and detailed. John Jamieson School - 30 Resources are very appropriate and activities meet the particular needs of pupils. Relationships are very good and lessons are delivered with good humour. Scientific standards are high.

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SCIENCE

96. Support staff are vital to the delivery of science as they enable every pupil to take part in lessons. Pupils learn a great deal about science. They develop very good scientific language and are encouraged to think. They put on their ‘thinking caps’ to prepare for science. In a lesson for pupils in Year 9, the teacher explains plans for the day, discusses outcomes with support staff, who elicit information by skilled questions which illustrate the learning from ‘The Gas Tour’. Pupils learn about the many gases in school, develop an appreciation of safety, behave well and record their findings. Records of progress are maintained. All staff use effective levels of praise and encouragement in appropriate measure and use previously agreed guidelines in the management of pupils. The overall result is that pupils have very good scientific learning experiences in well-behaved classes.

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SCIENCE

97. The work of the subject co-ordinators is having a significant effect in raising standards within the subject. The schemes of work result in good access to the National Curriculum for all pupils. Monitoring and evaluation of teaching are carried out by the headteacher and the deputy headteacher. This has been effective in ensuring continuity, but the subject co- ordinators do not have the opportunity to carry out some of this important management exercise. Assessment and daily records are maintained for each pupil which ensures progress against the targets identified within IEPs. However, these records are not precise enough to record the very small steps that some pupils take and, in some cases in the primary classes, the progress of higher attaining pupils is not always recorded.

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SCIENCE

98. Resources are very good and well used; they match the needs of the pupils very well, except in the use of IT. Leadership is very good. The subject is very well organised and the high expectations of the co-ordinators ensure it maintains a high profile in the school. This leadership ensures that the delivery of science to all pupils is of a high standard. Good planning, good organisation and good teamwork ensure that every pupil has the opportunity to take part in practical lessons and to develop good scientific presentations of their findings.

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ART

99. Pupils’ achievement in art across the school is very good and the school gains much from the high quality work that is undertaken in the area. Pupils begin with a good understanding of the use of colour and colour tone and move on to using different materials and textures that extend their opportunities for expressing themselves. Clay forms an important part of the curriculum and is enjoyed by pupils, especially those with more limited abilities. There is very good use of computers to promote and extend ideas, with staff using good samples of work to engage and motivate. The work of recognized artists is used to good effect across the school. For example, pupils aged 7-11 have looked carefully at the styles of Monet, Henri-Edmund Cross and Ganguin. Pupils’ work clearly reflects the styles that these painters are famous for. Pupils make masks, clay pots and clay portraits, drawing both landscapes and line drawings.

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ART

100. This excellent work continues into the secondary department where older pupils are entered for GCSE. The standards achieved by some of the pupils is only just below national expectations and represents very good achievement. This is quite outstanding, as some pupils have significant and complex individual needs. The targets that are identified in the detailed planning are very relevant and reflect the clear and structured approach that the subject has. Again, detailed work of recognized artists is studied, which provids good inspiration and motivation for pupils. Presentation of the work is excellent and much work is celebrated around the school, where the displays contribute significantly to the positive learning environment that is found. There are, however, too few opportunities for the higher attaining to work alongside their mainstream peers and benefit academically and socially from the interaction with other

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ART

101. Pupils clearly enjoy and appreciate their lessons and are keen to work. In one lesson, where clay was used to develop a 3-dimensional face, concentration levels were very high, with John Jamieson School - 31 pupils persevering and working very hard for a long period of time. More able pupils readily help to pack up and support each other well. The close and good attention given to pupils by the support staff contributes significantly to ensuring that all pupils have a good opportunity to join in fully.

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ART

102. Teaching of the subject across the school is very good. The school benefits from having two teachers who are both art specialists. The team approach is successful in the promotion of the subject and there are very clear links between the primary and secondary departments which support continuity and promote the very good achievement of the pupils. Planning is very detailed and the systematic approach undertaken by the teachers significantly supports the learning environment for pupils. In one lesson, for example, one pupil had had a specially prepared 3-dimensional card to promote the understanding of texture and relief. This reflected the needs of both this particular child and the lesson objective. This attention to detail is a clear strength. Classes are well organised and lessons are delivered at a good pace. The high expectations of the staff which are linked to clear and reachable objectives for each lesson are

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ART

103. Lessons are managed and organised very well and these have a positive impact on the standards of the work displayed and is very good. Teachers work closely together and know the pupils well. The resources that include a wide range of relevant materials offer pupils excellent opportunities for creative and enjoyable lessons. The school has a very good art room that is well stocked and organised.

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DESIGN AND TECHNOLOGY

104. Pupils’ achievement by the age 11 is satisfactory. Only one lesson was observed in the primary department. However, examples of previous work in the form of photographic evidence show that many different projects have been undertaken. These include making a puppets for a puppet show, making chocolate for Easter, papier-mâché seagulls, movable skeletons and pasta jewellery. It was noticeable however, that the topics that had been taught more recently reflected a more focused approach that reflects the design and make process demanded by the National Curriculum. This is a good improvement since the last inspection report. Some projects were specifically designed to ensure that the pupils had a major input into the object to be made, a good example being the photo frame showing clearly how the pupils’ ideas had been transferred from a paper design to a finished item

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DESIGN AND TECHNOLOGY

105. Pupils’ achievements by age 14 and 16 are good and are much improved since the last inspection. Pupils work on a series of relevant and highly planned topics and projects. Projects reflect well their ability level and understanding. Photographic evidence showed projects such as model car making, designing a large structure in the hall, food make up and preparation, making a torch and understanding the process of producing “fast food “. In all cases of observed projects, the tasks were prepared in great detail, showing clearly consideration of the ideas of pupils, with very good linkage of the design process and the finished article. 106. In both parts of the school, pupils are keen to learn and enjoy their lessons. Pupils concentrate well, help one another and work together well. Much good individual support was observed from support staff who paid great attention to the lower attaining pupils, ensuring that they

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DESIGN AND TECHNOLOGY

were fully included in the practical aspects. A good example is found in the primary department, where two support staff carefully support four pupils with complex needs in the preparation of a salad. Good opportunities are created for pupils to fully participate in all the preparation skills, including cutting and mixing, promoting a very motivating and stimulating time for pupils.

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DESIGN AND TECHNOLOGY

107. There were too few opportunities to observe the subject being taught at Key Stages 1 or 2 but from the evidence of the pupils’ work and teachers’ planning, teaching is satisfactory. For pupils aged 11-16, teaching is good. Teachers’ planning for the older pupils is copious, and much work has been undertaken to ensure that the subject is clear and logical and supports the development of skills and knowledge. The style of presentation of the planning is very good, with a very good system of recording attainment in place. This is very helpful, especially John Jamieson School - 32 for those pupils with more complex needs, as the detail of achievement is clearly documented, providing excellent information to plan future lessons.

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DESIGN AND TECHNOLOGY

108. Design and technology is not taught as a discrete subject for students aged 16-19 but there are many opportunities planned which enable the students to build on their skills and knowledge. For example, in the regular luncheon club, students design and prepare a full luncheon that includes the preparation of a meal such as curry or spaghetti bolognaise with a salad. They design and prepare the menu, work out the table setting and appropriate seating and follow-up by recording the event.

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DESIGN AND TECHNOLOGY

109. The school does not have any specialist design and technology room. Teachers work in classrooms that have a dual use with other subjects. This is unsatisfactory and unhelpful. Specialist equipment has to be stored and re-located for use. Small tools and general resources are satisfactory and, when new equipment is purchased, good decisions are made that ensure that the needs of pupils is met. Computers are used well.

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DESIGN AND TECHNOLOGY

110. Since the last inspection, the school has paid good attention to the report that had identified significant weaknesses. There has been a clear action plan in place, much discussion and the curriculum has been fully revised in Key Stages 3 and 4. However, in Key Stage 1 and 2, there has been less progress. The recent change of co-ordinator has not been helpful for the continuity of the continued development of the subject where new skills have yet to be developed. The school policy has been reviewed and revised, with clear schemes of work that are thoroughly supported in the upper school but this process has yet to have a significant impact for Key Stages 1 and 2.

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GEOGRAPHY

111. Pupils’ achievements by age 7 are satisfactory at Key Stage 1. By age 11, 14 and 16 achievement is good. Post-16 students make good progress. Since the last inspection, the improvement in standards for pupils aged 11, 14 and 16 has been good.

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GEOGRAPHY

112. By age 7, pupils remark on people and animals in urban and rural environments. They are not able to comment on physical features. Pupils relate their observations to a very simple plan, such as the layout of a classroom. By 11, pupils plot a route between towns. The majority understand directions of the compass. Higher attainers know the purpose of a key and draw a few symbols; for example; the standard key for a church. Pupils comment on the differences in climate between the Caribbean and Britain. The majority know that there are differences in types of housing and crops.

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GEOGRAPHY

113. By age 14, pupils can make good use of descriptive terminology to describe weather conditions. Higher attainers can use words such as “overcast”. With adult help, the majority of pupils can use computers to create model landscapes showing particular features. They can map the location of people in the classroom and add a simple grid. The majority understand some of the difficulties in converting a globe to a flat map and can recognise major features from aerial photographs. They know about the importance of clean water. Higher attaining, older pupils can explain the meaning of coastal erosion and know of the main characteristics of Spurn Head.

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GEOGRAPHY

114. Pupils, by 16, know that increases in human activity can create problems. They are aware that the growth of towns increases traffic and pollution. They know that tourism has an impact on National Parks. Higher attainers understand that tourism can have good and bad aspects. Pupils know that areas of the world can be affected by natural disasters and understand that there are attempts to control the environment; for example, by creating flood barriers.

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GEOGRAPHY

115. Post-16 students are making good progress in developing their observational skills. The majority are able to speak about a journey in the right sequence, commenting on some of the major human and physical features. They recognise some of the main differences between suburban areas and Otley Chevin. John Jamieson School - 33 116. Throughout the school, pupils have very good attitudes to learning. They settle down quickly and await instructions. Their response to teachers’ questions is good and they show an enthusiasm for demonstrating their knowledge. Older pupils are very interested in finding out about different places. There is very good behaviour. Pupils are polite, respond well to advice on how to improve their work and show an interest in each other’s achievements.

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GEOGRAPHY

117. No teaching could be observed at Key Stage 2 and only a small number of lessons were seen at Key Stages 1, 3 and 4. In these lessons, teaching was satisfactory. Teachers have a good knowledge of the subject and the emphasis on using the correct terminology helps pupils to be precise in their descriptions, and strengthens their literacy skills. Work is well planned for the majority, but activities involving reading and map work are sometimes too difficult for those with very limited ability, preventing them making sufficient progress. Pupils are given clear instructions and good, supportive relationships are established, which encourages all pupils to contribute to classroom discussions. Teachers and classroom assistants are quick to recognise pupils’ difficulties and offer helpful advice on how work might be improved. The marking of work is prompt and builds towards good assessment of pupils’ progress.

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GEOGRAPHY

118. Good use is made of the surrounding area to enhance pupils’ understanding. Regular visits are made to the city, parks, moorland and seaside, enabling pupils to understand a variety of environments. These visits are well integrated into a variety of study units which provide a good breadth of opportunity. A well-presented topic on St Lucia, reinforced by pictures and wall displays, provides a good means of familiarising pupils with far-off places.

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HISTORY

119. There were few opportunities to observe history being taught to pupils aged 5-11. However, judged from the work the pupils have produced, pupils’ achievements in history are good across the school. Through imaginative and lively teaching pupils are stimulated to try hard and therefore do well in their work. By the time they reach the end of Key Stage 4, or in the Post-16 Unit, they achieve units towards the NEAB Certificate of Educational Achievement.

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HISTORY

120. All pupils show interest in the subject. The youngest pupils develop an understanding of the past through thinking about their own families, whilst in the older pupils are deepening their understanding of social issues. For example, the older pupils think about the plight of the Jews during World War II and wear a Star of David to help them understand the pressure Jews were under. This presents a real challenge as the teacher explains that they are to answer other pupils' questions in the school as to why they are wearing the star and what it represents. This very good teaching, and the high teacher expectations, ensures that pupils prepare themselves fully to meet the enquiries of their friends. In readiness for this, they rehearse answers and how they will respond.

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HISTORY

121. Pupils’ behaviour is good. They all listen well to the teacher and are quick and eager to answer questions; for example, in a lesson about the Plains Indians, one pupil immediately identified an archaeologist as a reliable source of evidence and later in the lesson the whole class understood that the Internet and CD-ROM's, whilst useful, were not primary sources of evidence and could explain why.

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HISTORY

122. In very good lessons pupils develop their self-confidence through carefully structured activities. In a lesson about royalists and parliamentarians the teacher dressed as a parliamentarian and created a sombre atmosphere with subdued lighting and some pottery props. She then answered questions from the pupils posing as time travellers. Each pupil asked a question during this session and they displayed mature attitudes as they undertook their roles. This work was later consolidated through the completion of a worksheet that was effective in assessing pupils’ knowledge and understanding of the topic.

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HISTORY

123. The subject has undergone much recent development. The lower school co-ordinator has received training and is now very knowledgeable and enthusiastic. The curriculum has been further developed, and the current topic or units of study provide good coverage across the full range of the subject. The fact that post-16 students continue to study history is a strength as John Jamieson School - 34 they are able to extend their work started at Key Stage 4 and achieve accreditation. Assessment is very good and provides a clear record of what has been taught and how each pupil has achieved within the units. Resources are imaginative and well used and stored in topic boxes. This represents good progress since the last inspection.

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INFORMATION TECHNOLOGY

124. Pupils' and students' achievements in information technology throughout the school are very good. Most of them make very good progress, both in their daily lessons and over time.

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INFORMATION TECHNOLOGY

125. By the age of 7, most of the pupils understand simple instructions relating to the use of computers, such as 'switch on' and 'switch off' and are able to use the mouse to transfer shapes and pictures. A good example of this was seen in a lesson with 6 year olds, in which they were using the mouse to transfer pictures to dress and undress a teddy bear. A few pupils use specially adapted head switches to access 'clickers' and activate voice switches. Higher achieving pupils use different sizes of brush to paint a picture and begin to develop basic word processing skills.

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INFORMATION TECHNOLOGY

126. By the age of 11, most of the pupils improve their word processing skills. They type simple words and sentences and can correct, save, retrieve and print their work. Higher achieving pupils are able to select clip-art and can import, size and position as appropriate. A few of them are able to gather and retrieve information from a CD-ROM. Most pupils are introduced to control technology using the 'Roamer', but their understanding of programming is very limited.

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INFORMATION TECHNOLOGY

127. By the age of 14, most pupils show considerable improvement in word processing; can save and retrieve their work; move and resize pictures and can import pictures taken from various sources. A good example of this was observed in a lesson for Year 7 pupils in which they were able to drag a picture taken on a digital camera onto a page to produce the front cover of a magazine on sports fashion. Higher attaining pupils understand simulation and are able to change variables through trial and error, such as angle of elevation, gunpowder, position of hole in a wall, to fire a 'human cannonball' into a tank of water. A few of them enter information onto a database and produce graphs, but have limited ability to interpret the results obtained.

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INFORMATION TECHNOLOGY

128. By the age of 16, most of the pupils have improved their understanding of spreadsheets and database and can retrieve, amend, save and delete records. They use simple procedures to control the lights in a model house. They are more proficient in word processing and can communicate their ideas in different form, using text, tables, pictures and sound. They work more independently, being able to retrieve and use information from a wide selection of CD- ROMs. 129. By the time they leave school at the age of 19, most of the students can access the computers and create simple text using appropriate editing and checking features. Higher achieving students attend a local college for instruction in information technology. They work on the Youth Award Scheme, following a relevant and appropriate program in information technology. They produce correct text, understand spreadsheets and database and are proficient in

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INFORMATION TECHNOLOGY

desktop publishing. A few of them can programme videos and can transfer and edit pictures from a video camera.

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INFORMATION TECHNOLOGY

130. Most of the pupils and students throughout the school show pleasure and enjoyment when working with computers. They look forward to their lessons; they co-operate well with one another and learn from each other. They are willing to seek advice from various sources and show pride in their work and achievements.

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INFORMATION TECHNOLOGY

131. Teaching throughout the school is consistently very good. Information technology is taught both as a discrete subject and across the curriculum. Teaching and support staff have a sound knowledge of their subject, providing very good whole group and individual tuition. Long-term and short-term planning is comprehensive, relating closely to the individual abilities and complex needs of the pupils and students. Special equipment designed to assist the pupils to John Jamieson School - 35 use the software is widely and effectively used, enabling pupils and students to access the computers and enhance their learning. Teaching staff have high expectations and encourage the pupils and students to try their best. They use praise to encourage and reward effort and this sustains interest and promotes learning. Pupils and students work and learn in a teaching environment which is relaxed yet demanding and challenging.

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INFORMATION TECHNOLOGY

132. Both co-ordinators work hard and manage the subject in an unobtrusive but effective way. They provide training and support to both teaching and non-teaching staff and this has a positive impact on learning and progress. The policy statement is comprehensive and well known to staff. Resources at the school have been improved since the last inspection and this has contributed to the raising of standards. In particular, information technology is more extensively taught across the curriculum; it provides a better coverage of National Curriculum strands; resources are better and teaching has improved throughout the school. Information technology is a strength of the school.

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French

133. Pupils’ achievement in French is good at Key Stages 3 and 4. By age 14 they have made good progress in improving their listening skills. In lessons they listen well to the teacher speaking in the French and also to tape recordings. This good achievement is enhanced by the very effective use of the target language. Pupils are used to listening to the teacher speak in French. Although a few pupils are reluctant to speak in French, once they feel confident, they can reply to simple questions and know how to use simple phrases in conversation. Pupils achieve well in reading and writing. This is supported by the effective use of textbooks and worksheets which provide many opportunities for the pupils to practise reading French, writing simple sentences and completing a wide range of written tasks. By age 16, they continue to make good progress and many pupils have developed very good listening and

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French

reading skills and can follow what the teacher is saying by following the written text. Some of the higher attaining pupils have a good vocabulary and can translate sentences with a good degree of accuracy. The good progress made by the vast majority of pupils is supported by regular homework that the vast majority of pupils complete on time and many enjoy.

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French

134. Pupils enjoy the subject. In the majority of lessons they look forward to the activities and take great pleasure out of getting the answers right. They behave well and even when they find aspects of the work frustrating, they try to work through it, with the support of the teacher, and are usually successful. 135. Pupils learn effectively. They have developed and use good learning skills, for example, listening, working together, completing tasks on time and generally understand what they are doing. The teaching is good. The teacher is very experienced and well qualified in teaching French and this shows through the good quality of planning and the fact that she expects all the pupils to try their best and to work hard. The lessons are very brisk and are quite demanding of the pupils. They know that when the come into the classroom they have to work. The activities and tasks are very appropriate and ensure that the pupils use their own

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French

knowledge and skills. For a few pupils, the intensity of the work can prove to be too much of a challenge but the teacher is very good at supporting them through these moments and is successful in ensuring that they understand what they are expected to do and are capable of doing it. Work is prepared to ensure that pupils with visual impairments can access the worksheets and support staff are used effectively to work with individual pupils. On occasions, the use of the textbook and worksheets provided too much information for some pupils and progress during lessons slows down when they have to deal with unnecessary information.

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French

136. The subject is well planned and the achievements of the pupils are well documented by the teacher. The teacher is also the co-ordinator. She has successfully addressed the minor weaknesses identified at the last inspection and has, for example, taken positive action to improve the capacity of the pupils to speak French to one another. The school organises trips to France and these provide excellent opportunities for the pupils use their knowledge and John Jamieson School - 36 skills for real. The subject makes a major contribution to the pupils’ social and cultural development. These are further enhanced by the co-ordinator’s work with other schools in Europe and this is a significant strength and a very positive aspect of the school’s work.

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MUSIC

137. Pupils’ achievement in music by age 11 is unsatisfactory. Pupils’ achievement by age 14 is satisfactory. Judgements about pupils’ achievements in the subject are based on observation. There are no records of pupils’ achievements in music and there are no targets set in pupils’ IEPs.

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MUSIC

138. At Key Stages 1 and 2, music is taught to combined classes. This results in large groups being taught. In one lesson, ten minutes are lost at the start because of the difficulty in getting all the pupils into the room. The group is too large for the classroom and this prevents many of the pupils from developing their musical skills adequately and, as a consequence, a significant number are off-task at any one time. In another lesson, however, where the group is smaller, there are more opportunities for the adults to support the pupils. Many pupils make satisfactory progress in clapping to the rhythm of the music. The also demonstrate good listening skills and are able to identify the different instruments from the sounds they made. At Key Stage 3, the higher attaining pupils demonstrate their knowledge of simple notation and a few know what an octave is. Most of the pupils listen to the music being played. Many pupils,

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MUSIC

however, do not know the different types of beat or rhythm and, because the recorded music being played is too long, they lose concentration. Pupils’ achievement is good in lessons where the activities are well planned and there is a clear focus for learning both skills and knowledge. For example, pupils in Year 9 show that they can use technology to create sound effects to accompany scenes from ‘Macbeth’. They use switches and symbols to communicate their ideas and to create interesting sounds.

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MUSIC

139. In all lessons, the pupils enjoy music. They like singing and creating different sounds and effects. Their enjoyment of singing is demonstrated very clearly in the enthusiasm they show in assembly. They also respond very favourably to music when it is used in physical education.

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MUSIC

140. There are weaknesses in the teaching of music. The amount of time allocated to the subject has been reduced since the last inspection and there is now no specialist music room. In those lessons where the achievements of the pupils is unsatisfactory, the main reasons are that the groups are too large for all the pupils to participate actively, the activities are not linked together so that the pupils can build on what they have learnt and the activities themselves are not adequately matched to the wide range of needs of the pupils. In those lessons where the pupils make good progress, the lessons are well structured and the focus is clear. This results in the majority of the pupils being able to show what they know and can do. For example, in one singing lesson, over sixteen pupils, many in large wheelchairs, were clustered together in one classroom. Space was very restricted and the size of the group prevented the teacher

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MUSIC

from establishing a good atmosphere for learning. Even though the lesson was designated as 'singing' rather than 'music' the quality of singing was not well promoted.

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MUSIC

141. The school has several instrumentalists on the staff but no specialist teacher of music. The scheme of work is not an effective document in guiding teachers' planning. It has not been adequately improved on since the last inspection. It is mainly a list of songs and music that might be used in lessons. It does not provide the teacher with sufficient information on what is to be taught, when it is to be taught and how the different aspects of the subject are to be developed. The assessment of what the pupils know and can do in the subject is also weak. A notable exception to this situation is the exciting work in music technology that is provided by a visiting teacher. Pupils are able to use specialist switches and equipment, such as a midi creator, to compose tracks and hear them played back via the computer. This is valued by the pupils and well taught, but is only available for two groups of pupils. In the past, some pupils

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MUSIC

were able to study for GCSE in music; this is no longer the case and the dispersal of equipment and the alternative use of the music room results in unsatisfactory progress since the last inspection. John Jamieson School - 37 142. It is notable, however, that the pupils enjoy music and derive a considerable amount of pleasure and benefit from it, for example, in assemblies and physical education.

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PHYSICAL EDUCATION

143. Pupils' and students' achievements in physical education throughout the school are very good. They make very good progress both in their lessons and over time. Most of them work consistently to their full potential.

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PHYSICAL EDUCATION

144. By the age of 7, they listen carefully to instructions, take turns and pay particular attention to safety factors. They explore different ways of moving within their personal potentials and they develop the appropriate vocabulary to describe their activities. They participate in games of a co-operative nature, such as the "parachute" game and dance, and most of them can perform a sequence of movements involving rolling, climbing, stopping and balancing on a wide variety of equipment. They move rhythmically to music and all of them show a marked increase in confidence.

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PHYSICAL EDUCATION

145. By the age of 11, most of the pupils show very good progress in moving to music, dance, gymnastics and games. They crawl, lift, balance, turn and move in different directions within their abilities and participate in team games of a competitive nature involving throwing, rolling and passing a ball. They begin to understand the scoring system in simple games. They show appropriate responses to music in terms of moods and feelings and some of them develop very good co-ordination of movement of hands, feet and body.

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PHYSICAL EDUCATION

146. By the age of 14, most of the students are better informed about the rules and regulations of several games and begin to take some responsibility for their own learning. They co-operate well in competitive games, they discuss tactics and develop ideas as a team. They dance rhythmically to music and they innovate demanding sequences of movements, involving stretching, rolling, sliding and balancing. They have a sound knowledge of their abilities and limitations and are able to evaluate their achievements.

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PHYSICAL EDUCATION

147. By the age of 16, most of the students set their own targets, show increased independence of action and take more responsibility for their own learning. They appreciate the beneficial effects of physical education on their health and general well-being. They compose and carry out complex sequences in gymnastics and dance and some can play several competitive games, such as 'minihock' and boccia to a relatively high level of skill. They work constructively in teams, take part in selected athletic events according to ability and understand the role of officials and the scoring systems involved. All students work towards the Wheelchair Proficiency Bronze Award. Most of them move accurately forward and backward but some of them find difficulty in negotiating obstacles and in turning and moving in straight lines.

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PHYSICAL EDUCATION

148. By the time they leave school at the age of 19, most of the students participate in the Leeds Youth Award Scheme and they follow a relevant, appropriate and demanding programme in sport and leisure. Most of them have a sound knowledge of, and expertise in, several games and sports, for example, boccia, carpet bowling, ten-pin bowling and swimming. Furthermore, they visit places of interest and attend residential facilities where they are introduced to a wide selection of other leisure activities, such as rock climbing, biking, orienteering, sailing and horse riding. Some of the students are keen on athletics and are active participants in the regional Yorkshire and Humberside events.

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PHYSICAL EDUCATION

149. All pupils and students in the school enjoy their lesson in physical education. They work hard with interest and concentration and want to please. They listen carefully to instructions, co- operate well in teams and try their best. They remain focused for the duration of their lessons and their purposeful endeavours are highly appreciated by both staff and peers.

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PHYSICAL EDUCATION

150. Teaching of the subject throughout the school is excellent. Both long-term and short-term planning are very good and are based on the individual abilities and needs of the pupils and John Jamieson School - 38 students in the school. Planning is carried out in close consultation with the physiotherapists and this ensures maximum use of the pupils' and students' potential. Lessons are carefully planned to develop skills in small and inter-connected incremental steps. This facilitates and consolidates learning by providing pupils and students with achievable goals, thus encouraging effort by reinforcing success. Lessons are presented in an enthusiastic manner and teaching and support staff have high expectations. The pace of the lessons is most appropriate, giving pupils time to reflect and maximise their efforts to accomplish the tasks set for them. All pupils are given a variety of opportunity to learn and consolidate new skills. For example, in a lesson

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PHYSICAL EDUCATION

with 15 years old pupils, the teacher encouraged individuals to take responsibility by acting as instructor or referee for the game played. Pupils performed their assigned roles with confidence, developing a better understanding of the function of different officials. Lessons in physical education also have a considerable impact on the personal, social and linguistic development of all pupils and students in the school. In most of the lessons the beneficial effects of physical education on health are highlighted and specialist vocabulary, such as relaxation, deep breathing, cardiovascular system and blood circulation, are introduced and explained.

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PHYSICAL EDUCATION

151. The subject is most ably managed and co-ordinated. The teacher-in-charge is forward looking and enthusiastic, having very good ideas for future development. Support staff and other professionals, such as the physiotherapists, work hard and contribute considerably to the learning of the pupils and students. The policy document is comprehensive and the IEPs of the pupils contain relevant and realistic targets. Comprehensive records are kept and these records are extensively used to inform teaching and planning. Learning resources are good and are extensively used. The curriculum is enriched with a wide range of extra-curricular activities which are well attended.

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PHYSICAL EDUCATION

152. There have been substantial improvements since the last inspection especially in teaching, storage facilities and better use of large equipment. Physical education is a strength of the school.

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RELIGIOUS EDUCATION

153. The achievements of pupils by age 7 and 11 are satisfactory. They are good by age 14 and 16. Post-16 students make good progress. There has been good improvement since the last inspection, with consistent implementation of the requirements of the locally Agreed Syllabus, which has resulted in much improved standards, particularly at Key Stages 3 and 4.

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RELIGIOUS EDUCATION

154. By age 7, pupils understand some Bible stories, especially those linked to Christmas. They can talk about some of the important characters linked to these stories, such as Mary and Joseph. Many are unsure why the events are of such significance. They have a basic understanding of the need to be kind to others, but only the highest attainers have an awareness of why people and animals need help. By age 11, older pupils understand the importance of looking after animals and know some of the key events in the life of St. Francis of Assisi. They know of the importance of prayer as means of thanking God for food and the natural world; for example, when taking part in the harvest festival.

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RELIGIOUS EDUCATION

155. By age 14, pupils know that the symbol of the cross is linked to the Crucifixion. Most pupils understand the anger and confusion of the disciples at the time of Jesus’ death. They know the basic features of Christian Churches and some can use the correct terms, such as pews and font. They know some of the main events which have led to important celebrations in the Islamic year. Older, higher attaining pupils know why Abraham was prepared to sacrifice Isaac.

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RELIGIOUS EDUCATION

156. By age 16, pupils develop more sophisticated words to describe their feelings, which is closely linked to their improving literacy skills. They can explain how the Resurrection is associated with Easter. Many pupils know that the Bible consists of Old and New Testaments. They know what is meant by a miracle. Higher attainers can remember important religious rituals, such as the burning of oil associated with Hanukah. They can compare the marriage vows in Christianity and Hinduism, and comment on the similarities. John Jamieson School - 39 157. Post-16 students can name organisations that help others in the community. They know that the Salvation Army is a Christian organisation that helps the homeless. They recognise the need to help others and understand why charities need to raise money. Higher attaining students can relate this to the story of the Good Samaritan.

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RELIGIOUS EDUCATION

158. Pupils enjoy lessons and show enthusiasm for learning. Their powers of concentration improve as they reach Key Stages 3 and 4, which enables them to take part in meaningful classroom discussions. Attention occasionally wanders amongst younger pupils, who find it difficult to concentrate on longer explanations. Pupils’ behaviour is good. They are willing to listen to others and enjoy explaining what they know about the Bible. Their personal development is good, leading to a well-developed sympathy amongst older pupils for those less fortunate than themselves.

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RELIGIOUS EDUCATION

159. There is satisfactory teaching at Key Stage 1 and good teaching at Key Stages 3 and 4. No teaching could be observed at Key Stage 2. Teachers’ good subject knowledge is demonstrated in their lesson planning and in their explanations of Bible stories. Good questioning techniques enable all pupils to demonstrate their understanding, including those with little or no speech. There is good recognition of pupils’ achievements and frequent use of praise, which helps to encourage greater efforts from pupils. Clear instructions provide a structured and disciplined environment in the classroom, especially at Key Stages 3 and 4.

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RELIGIOUS EDUCATION

160. The intentions of the locally Agreed Syllabus and the scheme of work are well implemented at Key Stages 3 and 4, and pupils are encouraged to develop an understanding of faith and belief by exploring the feelings of others. Role-play is well integrated into lessons and is clearly enjoyed by pupils. At Key Stage 1, effective cross-curricular links are established; for example, in relating seasons to particular Christian festivals, which helps pupils to recall important events in the year. Occasionally, this leads to the lack of a clear focus on specific religious education knowledge, especially when pupils concentrate on making activities, such as when constructing a bird feeder. Good use is made of visits to local places of worship to enhance pupils’ understanding and suitable worksheets are used in lessons, but the shortage of good quality picture-story books and religious artefacts sometimes restricts pupils’ understanding.

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