Other · Ofsted report

Grange Primary School

Inspected — · published 29 Nov 2001 · URN 102202

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Pages: 47
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Full report text

GRANGE MIDDLE SCHOOL

Dates of inspection: 17 th – 20 th September 2001

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GRANGE MIDDLE SCHOOL

Full inspection carried out under section 10 of the School Inspections Act 1996 Grange Middle School 2

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INFORMATION ABOUT THE SCHOOL

School address: Welbeck Road Harrow Middlesex

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The governing body, Grange Middle School

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: November 1998

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INFORMATION ABOUT THE SCHOOL

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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INFORMATION ABOUT THE 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. Grange Middle School 3 INFORMATION ABOUT THE INSPECTION TEAM

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INFORMATION ABOUT THE SCHOOL

Team members Subject responsibilities Aspect responsibilities

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INFORMATION ABOUT THE SCHOOL

19227 Paul Missin Registered inspector Science, information and communication technology. Equality of opportunity. What sort of school is it? The school’s results and pupils’ achievements. How well are pupils taught? How well is the school led and managed? What should the school do to improve further? 19693 Sally Hall Lay inspector Pupils’ attitudes, values and personal development. How well does the school care for its pupils? How well does the school work in partnership with parents? 23434 Marie Gibbon Team inspector English, history, music. Special educational needs. English as an additional language. 16492 Bob Lever Team inspector Religious education, art and design, geography. 10808 Alan Britton Team inspector Mathematics, design and technology, physical education. How good are the curricular and other opportunities offered to pupils? 22745 Rosalind Johns Team inspector French.

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INFORMATION ABOUT THE SCHOOL

“Thule” 60 Joy Lane Whitstable Kent CT5 4LT 01227 273449

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INFORMATION ABOUT THE SCHOOL

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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INFORMATION ABOUT THE SCHOOL

The Complaints Manager Inspection Quality Division

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INFORMATION ABOUT THE SCHOOL

Alexandra House 33 Kingsway London, WC2B 6SE Grange Middle School 4 REPORT CONTENTS

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INFORMATION ABOUT THE SCHOOL

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

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INFORMATION ABOUT THE SCHOOL

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

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INFORMATION ABOUT THE SCHOOL

HOW GOOD ARE THE CURRICULAR AND OTHER OPPORTUNITIES OFFERED TO PUPILS? 14

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INFORMATION ABOUT THE SCHOOL

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS? 16

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INFORMATION ABOUT THE SCHOOL

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS? 18

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INFORMATION ABOUT THE SCHOOL

HOW WELL IS THE SCHOOL LED AND MANAGED? 19

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INFORMATION ABOUT THE SCHOOL

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER? 23

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INFORMATION ABOUT THE SCHOOL

PART D: THE STANDARDS AND QUALITY OF TEACHING IN AREAS OF THE CURRICULUM, SUBJECTS AND COURSES 28 Grange Middle School 5 PART A: SUMMARY OF THE REPORT

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INFORMATION ABOUT THE SCHOOL

INFORMATION ABOUT THE SCHOOL Grange Middle School is a community school which educates boys and girls aged eight to 12 years. There are currently 323 pupils on roll, 169 boys and 154 girls. This is broadly the same as other schools of the same type. One hundred and forty-seven pupils use English as an additional language (45.5 per cent). This is very high. Eighty-three pupils are supported by a special Government grant for ethnic minority pupils. Twenty-five of these pupils are at an early stage of language acquisition. The largest ethnic minority groups are Indian, Black African and Black Caribbean. There are currently 51 refugees in the school (15 per cent) mainly from Somalia, Sri Lanka and Kosovo and there are five travellers. Ninety-six pupils are known to be eligible for free school meals (29.7 per cent). This is above average. One hundred and three pupils are on the school’s special educational needs register (31.8 per cent) and seven pupils have statements of

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INFORMATION ABOUT THE SCHOOL

special educational need (2.2 per cent). Both figures are above average. In the last school year, 33 pupils joined the school other than at the usual time of admission and 27 left other than at the usual time of transfer. This is high. About 20 per cent of each year group have not been in the school from the beginning of Year 4. The school has had a very high turnover of staff recently and has had significant recruitment and retention problems. Seven new teachers joined the school at the beginning of the current term and two of these are overseas trained teachers on temporary contracts whose qualifications are not yet recognised in this country. In March 2001, the school received a Good Achievement Award in recognition of progress made since 1996. When they enter the school, most pupils are achieving standards that are below those normal for their age. At the last inspection, attainment on entry to the school was judged to have been well below average.

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INFORMATION ABOUT THE SCHOOL

HOW GOOD THE SCHOOL IS Grange Middle School is an effective school where the standards achieved in English, mathematics and science have improved. These improvements have been achieved through the good leadership of the headteacher and senior staff in the school and their focus on raising standards. The school has worked hard to secure these improvements despite significant disruption caused by staff recruitment and retention difficulties. The high proportion of pupils with English as an additional language and those pupils with special educational needs are achieving good standards for their ability. Overall, teaching is satisfactory and the school provides sound value for money.

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INFORMATION ABOUT THE SCHOOL

What the school does well • The standards achieved in the school are improving, so that in 2000, pupils attained standards in English, mathematics and science that were at the level of the national average and above those expected in similar schools in English and mathematics. • The headteacher provides the school with good leadership and enables senior staff to take a full part in the management of the school. • The good provision for pupils with special educational needs and English as an additional language allow these pupils appropriate access to the full National Curriculum. • The good pastoral and welfare systems in the school enable pupils to feel safe, supported and well cared for. • The school works hard to ensure the full inclusion of pupils of different races, genders, ages and disabilities. • Good opportunities for extra-curricular activities enhance the curriculum well.

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INFORMATION ABOUT THE SCHOOL

What could be improved • Standards achieved across the school in information and communication technology, design and technology and music are not high enough. • The proportion of unsatisfactory teaching, especially at Key Stage 2, is too high and it limits pupils’ learning. • The governing body does not have sufficiently rigorous procedures either to provide the school with clear strategic direction or to evaluate its effectiveness. • Outside the classrooms, pupils are not always managed well enough to ensure the smooth and orderly running of the school. • There are weaknesses in the use of assessment data across the school and in different curriculum areas. The areas for improvement will form the basis of the governors’ action plan. Grange Middle School 6 HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION Since it was last inspected in November 1998, the school has made satisfactory overall

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INFORMATION ABOUT THE SCHOOL

improvement. The most significant achievement has been good improvement in the standards achieved across the school in English, mathematics and science. Since the last inspection, standards have also improved in religious education and geography. This has been achieved by the school’s good response to the key issues at the last inspection which referred to raising standards, especially in mathematics. Good improvement has been made in revising leadership and management procedures and in the careful deployment of teachers. Progress has been made towards developing an effective whole school teaching and learning policy. However, some aspects of the key issues identified at the last inspection have not yet been satisfactorily addressed. Standards of attainment in information and communication technology continue to be below average, the proportion of unsatisfactory teaching has been reduced but it remains too high, and pupils are not always managed

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INFORMATION ABOUT THE SCHOOL

effectively in classes and as they move around the school. The school’s current achievements are good considering the recent staffing difficulties and the headteacher and senior staff have demonstrated a good capacity to ensure that these improvements are continued.

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INFORMATION ABOUT THE SCHOOL

STANDARDS The table shows the standards achieved by pupils at the end of Year 6 based on average point scores in National Curriculum tests.

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INFORMATION ABOUT THE SCHOOL

Performance in: all schools similar schools Key

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INFORMATION ABOUT THE SCHOOL

English E E C B well above average above average A B mathematics E E C A average below average C D science E E C C well below average E

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INFORMATION ABOUT THE SCHOOL

Over the period covered by the table, standards were well below average until 2000 when significant all-round improvement was made. In 2000, average standards were achieved when compared with all schools, and above average standards in English and well above average standards in mathematics when compared with similar schools. Provisional indications are that this improvement has been broadly maintained into 2001. The school exceeded its targets for attainment in the English and mathematics tests in 2001 and further challenging targets have been set for 2002. The findings of this inspection are that standards in Year 6 and Year 7 are average in English, including literacy, and in mathematics, including numeracy. Standards are also average in science, religious education, history, geography, art and design and physical education. Standards in information and communication technology, design and technology and music are below average. In design

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INFORMATION ABOUT THE SCHOOL

and technology and music, teachers do not teach the curriculum to a sufficient depth for average standards to be achieved. In information and communication technology, good leadership, satisfactory teaching and the use of the new resources have not had time to impact on standards achieved. In Year 7, pupils achieve average standards in French. Pupils at Key Stage 2 make good progress to achieve average standards from a below average attainment on entry to the school. Pupils in Year 7 achieve satisfactorily. Pupils with special educational needs and those for whom English is an additional language are taught and supported well and they attain good standards for their previous ability and make good progress.

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INFORMATION ABOUT THE SCHOOL

PUPILS’ ATTITUDES AND VALUES Aspect Comment

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INFORMATION ABOUT THE SCHOOL

Attitudes to the school Satisfactory overall, but variable. In some lessons pupils listen well and are fully committed to their learning. In others they chatter, call out inappropriately and lack concentration. Grange Middle School 7 Behaviour, in and out of classrooms Satisfactory overall but there is some restlessness in the school. Teaching in a minority of lessons is spoiled by pupils’ inappropriate behaviour, and at playtimes and when moving around the school, the orderliness of the school is sometimes disrupted.

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INFORMATION ABOUT THE SCHOOL

Personal development and relationships Satisfactory overall. Most pupils work together co-operatively when required and take the responsibilities of the school council seriously. Occasionally, attitudes to adults are not sufficiently respectful. The degree of racial harmony in the school is impressive.

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INFORMATION ABOUT THE SCHOOL

Attendance Satisfactory. The attendance rate is just below the national average but has improved over the last three years. Unauthorised absence is above average, mainly caused by parents not notifying the school of the reason for their children’s absence.

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INFORMATION ABOUT THE SCHOOL

TEACHING AND LEARNING Teaching of pupils in: Years 4 – 6 Year 7

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INFORMATION ABOUT THE SCHOOL

Quality of teaching Satisfactory Satisfactory During the inspection, teaching was satisfactory in over half the lessons observed and in nearly four out of ten lessons, teaching was good or very good. However, in one in ten lessons, teaching was unsatisfactory. The strongest teaching was in Year 7 and the highest proportion of unsatisfactory teaching was in Years 4 to 6. A significant proportion of unsatisfactory teaching was by teachers new to the school and unqualified teachers on temporary contracts. Where teaching is good or very good, teachers demonstrate good subject knowledge, pupils are involved well in their lessons and the importance of careful, well presented written work is emphasised. These features influence pupils’ learning positively. Pupils are interested in their lessons, work well with their partners and are keen to do well. The main features of unsatisfactory teaching, which also influence pupils’ learning

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INFORMATION ABOUT THE SCHOOL

adversely, are concerned with teachers’ knowledge of the subjects that they teach and their skill in managing pupils in the class. In some lessons, teachers, particularly those who are new to the school, do not have a sufficient understanding of the subject they are teaching. Also, in a minority of lessons, pupils’ inattention and repeated calling-out are not sufficiently challenged. As a result, pupils’ learning is hindered. The quality of teaching of English, including literacy, and mathematics, including numeracy, is also satisfactory. The quality of teaching and learning of pupils with special educational needs and those with English as an additional language is good. Teachers are well prepared, pupils’ learning targets are clear and attainable and there is good liaison between the teacher, support staff and other agencies as required.

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INFORMATION ABOUT THE SCHOOL

OTHER ASPECTS OF THE SCHOOL Aspect Comment

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INFORMATION ABOUT THE SCHOOL

The quality and range of the curriculum Satisfactory. National Curriculum requirements and the requirements of the locally agreed syllabus in religious education are met. The school has a good commitment to inclusion. Provision for extracurricular activities and residential visits is good. These factors enhance pupils’ learning.

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INFORMATION ABOUT THE SCHOOL

Provision for pupils with special educational needs Good. The provision is well managed by an efficient and effective co- ordinator. Pupils’ learning targets are clear and the good level of support provided enables them to make good progress.

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INFORMATION ABOUT THE SCHOOL

Provision for pupils with English as an additional language Good. Pupils are well supported by teachers and support assistants. They are enabled to make good progress in their acquisition of English language skills. Many are quickly enabled to have a full access to the National Curriculum. Grange Middle School 8 Provision for pupils’ personal, including spiritual, moral, social and cultural development This is satisfactory overall. Provision for pupils’ cultural and social development is good and for their spiritual and moral development it is satisfactory. Good opportunities are provided for the celebration of the cultures represented by the different ethnic groups in the school.

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INFORMATION ABOUT THE SCHOOL

How well the school cares for its pupils The school’s care and welfare provision is good and ensures that the school is a safe and caring community. ‘‘circle time’’ allows pupils the opportunity to discuss sensitive issues in a structured way. Arrangements for first aid are very good. The child protection policy has not been updated recently. Assessment procedures are not used consistently in all subjects.

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INFORMATION ABOUT THE SCHOOL

The school’s partnership with parents is good. Parents are provided with clear information about the school’s activities and several attend pupils’ assemblies, curriculum evenings, concerts and open days. Parents feel welcome in the school and value the approachability of all the staff. This enhances the progress that pupils make.

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INFORMATION ABOUT THE SCHOOL

HOW WELL THE SCHOOL IS LED AND MANAGED Aspect Comment

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INFORMATION ABOUT THE SCHOOL

Leadership and management by the headteacher and other key staff The headteacher’s leadership of the school is good. She has a caring concern for all pupils and their families. She encourages senior staff well and they make a positive contribution to the work of the school. Work on the teaching and learning policy and the revision of the management structures in the school has been good. Co-ordinators for English, mathematics, science and information and communication technology are effective, but too many other subjects are being temporarily managed by the headteacher.

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INFORMATION ABOUT THE SCHOOL

How well the governors fulfil their responsibilities The governing body does not give the school sufficient strategic direction and its support and monitoring functions are too informal. The lack of a chair of governors is a serious weakness. Individual governors, such as the special educational needs governor, give good support. Governors have not ensured that all pupils attend a daily act of collective worship.

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INFORMATION ABOUT THE SCHOOL

The school’s evaluation of its performance The school evaluates its work well. The school development plan is clearly aimed at raising standards of achievement and careful analysis of previous test data indicated some underachievement by girls which has been addressed well by the school. The evaluation of support teachers’ work and non-contact time by teachers has been good.

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INFORMATION ABOUT THE SCHOOL

The strategic use of resources Overall, the school makes good use of its resources. Grants received for pupils with special educational needs and for those with English as an additional language are used well. They have a positive impact on the standards that pupils achieve. When major purchases are made, the school is concerned to ensure that it gets value for money. The school‘s finances are managed well.

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INFORMATION ABOUT THE SCHOOL

Staff are deployed well, particularly to support pupils with special educational needs and those with English as an additional language. The accommodation is spacious, clean and attractive and the number of extra classrooms/bases provide good opportunities for specialised teaching, for example, in food technology and science, and for the support of individual or small groups. Grange Middle School 9 PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

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INFORMATION ABOUT THE SCHOOL

What pleases parents most What parents would like to see improved • Standards have improved over the last few years. • The school supports pupils and parents well. • Behaviour is dealt with positively. • Very good information is provided by the school. • Homework. • Information about pupils’ progress. • The range of activities outside lessons. • Greater stability of staffing.

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INFORMATION ABOUT THE SCHOOL

The findings of the inspection confirm the parents’ positive views of the school but not all the areas of concern. The provision of homework supports pupils’ work satisfactorily. The school provides sound information about pupils’ progress and a good range of extracurricular activities. The recent instability amongst staff has limited the school’s capacity to achieve better progress. Grange Middle School 10

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The school’s results and pupils’ achievements

1. In the end of Key Stage 2 national tests in 2000, standards were average in English, mathematics and science when compared with all schools. However, when compared with similar schools standards were well above average in mathematics, above average in English and average in science. The results of the tests since 1996 show that overall standards had remained below and well below average until 1999 when significant all-round improvement was made and standards were raised to average levels. The school’s successful implementation of the key issues from the last OFSTED inspection and the effect of the introduction of the National Literacy and Numeracy Strategies have helped to achieve this. Preliminary data for the 2001 tests indicate that overall progress has been broadly maintained. These improvements have been secured against the background of significant problems in the recruitment and retention of teachers, which has limited the school’s capacity for

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The school’s results and pupils’ achievements

further improvement recently, and a high level of mobility of pupils.

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The school’s results and pupils’ achievements

2. The analysis of the data from national tests had shown significant underachievement by girls in English, mathematics and science. The school recognised this problem and introduced effective strategies to facilitate girls’ access to areas of the curriculum and to encourage their full participation in school life. The most recent national test data and the findings of this inspection indicate that these initiatives have been successful and that there is now no significant variation in the attainment of boys and girls across the school. The school exceeded its targets for the percentage of pupils achieving Level 4 and above in English and mathematics in the 2001 tests and revised targets appropriately for the 2002 year group.

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The school’s results and pupils’ achievements

3. The findings of this inspection are that the current Year 6 pupils are attaining average standards in English, mathematics, science, religious education, history, geography, art and design and physical education. In information and communication technology, music and design and technology, standards are below average. Since the last inspection, standards have been improved in English, mathematics, science, religious education, and geography. They have remained the same in physical education, art and design and history but have dropped in design and technology and music. Standards in information and communication technology are below average as they were at the last inspection. Improvements have been secured as a result of the successful implementation of the national strategies, and in subjects that are well planned and taught. Standards in design and technology and music have dropped because of a lack of a detailed curriculum and teachers’

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The school’s results and pupils’ achievements

insufficient knowledge and expertise. Current standards in information and communication technology are below average but pupils are making good progress since the recent introduction of the new computer suite.

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The school’s results and pupils’ achievements

4. Standards achieved by pupils in Year 7 are the same as those found in most schools in English, mathematics, science, religious education, history, geography, art and design, French and physical education. Standards in information and Grange Middle School 11 communication technology, music and design and technology are below average. Since the last inspection, standards have improved in English, mathematics and French, have dropped in design and technology and information and communication technology and have remained the same in all other subjects. In music, pupils are given insufficient guidance on how to improve their work. In design and technology, pupils have too few opportunities to use an appropriate range of tools and techniques and most do not pay enough regard to the quality of their finished products. In both subjects, there is a lack of overall co-ordination which limits pupils’

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The school’s results and pupils’ achievements

achievements. In information and communication technology, the full and effective use of the newly installed computers and interactive whiteboard have not had time to impact fully on the standards achieved by the pupils.

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The school’s results and pupils’ achievements

5. Overall, pupils’ achievement is good. When they enter the school at the beginning of Year 4, most are attaining standards that are below average for their age, especially in English and mathematics. Most make good progress in Key Stage 2 and, by the end of Year 6, are achieving satisfactory standards in English, mathematics and science. Pupils’ achievement and the progress they make in Year 7 are satisfactory.

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The school’s results and pupils’ achievements

6. Across the school, pupils with special educational needs make good progress and some make very good progress. They reach good standards from their starting points in most areas of their learning. Pupils who have specific behavioural difficulties make good progress towards targets that relate to their personal and social development. The school feels justly proud of the progress made by a pupil who transferred into mainstream education at the beginning of Year 4 and has been successful in adjusting well to a very different learning and social environment.

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The school’s results and pupils’ achievements

7. Pupils who have English as an additional language also make good progress from their various entry points into the school, particularly in developing English speaking skills. Some pupils enter the school with very little knowledge of English. Most of these pupils are able to have appropriate access to the curriculum because there is good specialist support and teachers and support staff work closely together to plan their curriculum. Some individual pupils make exceptional progress. This is well illustrated in one pupil who, in less than one academic year, progressed from an initial learner to achieving average standards in the national tests.

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Pupils’ attitudes, values and personal development

8. Pupils have maintained the satisfactory attitudes found at the time of the last inspection. The vast majority of parents who returned the OFSTED questionnaires said that their children enjoy coming to school. The pupils’ attitudes are sometimes very good but occasionally they are unsatisfactory, and are often dependent on which teacher is taking the lesson. This was seen when a class responded well to a teacher who had established clear classroom routines, conducted the lesson at a brisk pace and set challenging work. The pupils listened attentively to their teacher, were keen to join discussions and got on with their work. When taught by another teacher, the same group of pupils were restless, did not listen properly, made inappropriate comments and caused disruption. This had a detrimental effect on their learning. Grange Middle School 12 9. At the time of the last inspection, pupils’ behaviour was judged to be

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Pupils’ attitudes, values and personal development

unsatisfactory. Since then, it has improved and is now satisfactory. Pupils’ behaviour in lessons is usually appropriate and sometimes very good. They respond well to those teachers who have high expectation of behaviour and they enjoy getting rewards such as certificates. In some lessons, there is an air of restlessness when the teacher is talking. Pupils fiddle with pencils and rulers and some quickly lose concentration. In some classes, especially those taught by teachers who are new to the school, some pupils call out, move around the room and are noisy. Their classmates generally ignore this behaviour and get on with their work. The pupils are closely supervised during assemblies and their behaviour is very good. This helps to create an atmosphere for worship and reflection. Outside lessons, many pupils still behave in a boisterous manner as reported at the time of the last inspection. Several incidents of fighting and swearing were recorded last year and

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Pupils’ attitudes, values and personal development

there were 15 fixed term exclusions. Two pupils were permanently excluded for violent and disruptive behaviour.

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Pupils’ attitudes, values and personal development

10. Pupils’ personal development and relationships are satisfactory. Racial harmony is particularly strong. Pupils from a wide variety of backgrounds, cultures and faiths play and work well together, whilst respecting each other’s values and beliefs. During a Year 7 class discussion, a pupil said, ‘tolerance means respecting other people and treating them as you would like to be treated’. The older pupils generally work well together in groups. Some of the youngest pupils, who have only been in school for two weeks, have not yet learned to share equipment or join in group discussions. Occasionally, in the playground and in class, pupils’ response to adults is not sufficiently respectful. Pupils accept responsibility and help willingly in the classroom. The school council is led by the deputy headteacher and the pupils’ suggestions have had a positive impact on the life of the school. Pupils are

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Pupils’ attitudes, values and personal development

sensitive to the needs of the wider community and raise funds for charities.

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Pupils’ attitudes, values and personal development

11. Pupils’ attendance is satisfactory and this judgement reflects the findings of the last inspection. The attendance rate for 1999/2000 of 93.5 per cent is below the national average but there has been a gradual improvement over the last three years. Over one per cent of absence is due to parents taking their children on holiday during term time, often for extended periods. The unauthorised absence rate of 1.9 per cent is above that found in similar schools. Truancy is rare, and the majority of unauthorised absence is because parents do not give reasons for their children’s absence and the school rightly marks these as unauthorised. Punctuality has improved since the last inspection and the vast majority of pupils now come to school on time.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

12. The quality of teaching and the quality of pupils’ learning across the school are satisfactory although, in about one in ten lessons, the effectiveness of pupils’ learning is limited by unsatisfactory teaching. The school’s drive to improve the quality of teaching has been significantly weakened by problems of concerning the recruitment and retention of teachers. By the end of the summer term 2001, the school still had four full-time teaching vacancies to fill, despite several advertising Grange Middle School 13 campaigns. The recruitment of two overseas teachers, who only took up their appointments less than two full weeks before the inspection, eventually filled the vacancies. This, coupled with the fact that five other teachers were also new to the school, meant that there was significant disruption to the routines of the school. The good management structures and monitoring strategies were not able to cope

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

effectively with this proportion of teachers new to the school and to the country.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

13. Across the school, in 90 per cent of the lessons observed, teaching is satisfactory or better, and in 38 per cent, teaching is good or better. In one in ten lessons, teaching is unsatisfactory. This represents an improvement since the last inspection when 83 per cent of teaching was at least satisfactory, and 17 per cent was unsatisfactory. Teaching is currently strongest in Year 7 where teaching is good or better in nearly half of the lessons observed. At Key Stage 2, in about one in eight lessons, teaching is unsatisfactory. A significant proportion of this unsatisfactory teaching is by teachers who are new to the school, and by temporary, unqualified teachers. The quality of pupils’ learning closely mirrors these figures.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

14. Across the school, basic skills, including literacy and numeracy, are taught well. At Key Stage 2, teaching and pupils’ learning are satisfactory in English, mathematics and science and in all other subjects except music and design and technology where they are unsatisfactory. These features are the same for Year 7, except that teaching and pupils’ learning in mathematics are good. Here, teachers demonstrate very good subject knowledge, encourage pupils well to explain mathematical processes and emphasise the importance of carefully recording their work. These features influence pupils’ learning positively. Other features of very good teaching which lead to very good learning were illustrated well in a science lesson to Year 6 pupils who were investigating forces acting on floating objects. The teacher introduced the lesson very effectively and quickly gained the pupils’ attention. A series of challenging activities were set up as part of the experiment

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

and good reference was made to the scientific principles being investigated. The effect was that pupils were enthusiastic and committed to their work. They supported and encouraged each other well and made very good progress in their understanding of forces and investigative procedures. Teaching in information and communication technology is satisfactory. The below average standards that pupils achieve are because the impact of the better teaching and the use of the new computer suite have not had time to raise the standards pupils achieve. The quality of teachers’ marking is too inconsistent across the school. This has already been identified by the school as an area requiring improvement.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

15. The main causes of unsatisfactory teaching across the school are concerned with teachers’ skill in managing pupils and their knowledge and understanding of the subjects they are teaching. In a number of lessons, the effectiveness of teaching is limited by lack of appropriate responses from a significant number of pupils. Teachers do not secure pupils’ full commitment to the activities and too much inappropriate calling out and lack of attention are unchallenged. On some occasions, teachers resort to shouting over pupils’ noise rather than gaining their full attention. Some teachers, including those new to the school and to the country, do not have a sufficiently clear understanding of the school’s behaviour policy and its expectation of pupils’ response. In other lessons, pupils’ learning is limited by Grange Middle School 14 teachers’ limited subject knowledge and lack of appropriate curricular planning. For

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

example, a teacher new to the school had an insufficient knowledge of the National Numeracy Strategy to teach the lesson effectively. In music and religious education, some teachers’ knowledge and lesson preparation were insufficient and, as a result, planned activities were not well matched to pupils’ interests and abilities. In design and technology, teachers have not presented the pupils with sufficiently challenging work.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

16. The school has started to make a positive response to the key issue concerning the quality of teaching identified at the last inspection. The revision of the management structure to strengthen year groups and subject teams for English, mathematics and science has been done well. The school had made it an important priority to devise a new teaching and learning policy which sets out clear expectations for pupils and teachers and includes a detailed procedure for monitoring teaching and pupils’ learning. In-service training has been organised to discuss important issues, such as the organisation of lessons, the timing of lessons and pupils’ behaviour. However, the effective introduction of these initiatives has been significantly impaired by the staffing problems experienced by the school over the past two years.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

17. Overall, the quality of teaching for pupils with special educational needs and for those who have English as an additional language is good and, in some sessions during the week of the inspection, the teaching was very good. Pupils’ learning is also generally good and sometimes very good. Teachers, support teachers and learning support assistants plan together to organise activities which are effectively related to pupils’ needs and to monitor their progress. This close interaction is an important factor in the effectiveness of the provision for pupils with special educational needs and for those who have English as an additional language. Their individual education plans have carefully identified targets, which are closely monitored and regularly reviewed. Support teachers and learning support staff provide effective support in lessons, both in monitoring and supporting during whole class sessions and in working with groups of pupils in their literacy and numeracy

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

lessons. This is an improvement since the last inspection when there was insufficient use made of learning support assistants in whole class sessions. Where pupils are withdrawn from lessons to work on their literacy, numeracy and language skills, there is close attention to matching the work being done by other pupils in the class. This enables pupils to return to their classes and to participate fully in related lessons.

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TO PUPILS OR STUDENTS?

18. The curriculum fully meets the requirements of the National Curriculum at both key stages and is broad and balanced. Religious education is provided according to the requirements of the locally agreed syllabus. All issues raised in the previous inspection report regarding gaps in curricular provision, including information and communication technology, mathematics and science have been fully addressed. The judgement concerning insufficient curricular time at Key Stage 3, has been remedied by foregoing the afternoon break for Year 7 pupils, thus increasing their Grange Middle School 15 curricular time by an hour per week. The school has a good commitment to inclusion and equality in education and there is a comprehensive policy for this aspect of its work. All the curricular and extracurricular activities are open to boys and girls of all age groups and a big effort is made by staff to encourage girls to participate in all

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TO PUPILS OR STUDENTS?

aspects of classroom work and discussion. The results of national and internal tests are scrutinised and assessed carefully for gender and racial differences in performance.

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TO PUPILS OR STUDENTS?

19. The school has successfully implemented the National Literacy and Numeracy Strategies in all classes and this has partly been responsible for the rise in standards of attainment in English and mathematics throughout the school. This implementation has also had the effect of raising standards in mental mathematics and numeracy which was a key issue in the previous OFSTED inspection.

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TO PUPILS OR STUDENTS?

20. Curricular provision for pupils with special educational needs and for those who have English as an additional language is good. There is good provision for pupils’ literacy support through reading programmes emphasising the sound of letters, Additional Literacy Support programme and language support programmes developed by the Ethnic Minorities Achievement Grant support teacher. There is very good involvement of all support staff in curricular planning which ensures that pupils’ needs are given a high profile in planning discussions. Pupils’ own learning targets, which are set out in their Individual education plans, are well thought out and are reviewed regularly. Targets include goals for literacy, numeracy and social skills. The needs of pupils with statements of special educational need are met well and their annual reviews provide a good focus for further improvement. Pupils who have English as an additional language are supported by an appropriate range of

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bilingual resources and support in their first language offered by staff in the school.

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TO PUPILS OR STUDENTS?

21. The provision of extracurricular activities is good which compares with the judgement from the previous OFSTED inspection. Pupils of all age groups can participate in a tennis club, dance club, gymnastics club, choir, quad-squad, science club, and athletics club. Music lessons are provided during curriculum time by borough peripatetic music staff. There is a football club for Year 7 boys and two members of the non-teaching staff are currently setting up a girls’ soccer club. The gymnastics club and after school club are run jointly with the adjoining First School. Although charges are made for some of the activities, the school ensures that no pupil is barred from them due to being unable to afford the fee. Visitors to the school and educational visits are important and regular features of the curriculum, especially in history, geography and science to provide a rich variety of experiences for all pupils. Year 6 and Year 7 pupils take part in residential visits: Year 6 to a

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TO PUPILS OR STUDENTS?

residential camp site at Potters Bar and Year 7 visit Swanage in Dorset for a week.

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22. The school’s provision for the pupils’ spiritual, moral, social and cultural development is satisfactory. This was also the overall judgement of the previous OFSTED inspection.

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TO PUPILS OR STUDENTS?

23. The last inspection judged spiritual development to be unsatisfactory and the school has made some progress in this area. Spiritual development is now satisfactory. The staff have received some training to make the most of the Grange Middle School 16 opportunities to develop spiritual awareness in different subjects, but there little evidence of planned provision. Some good practice, however, was seen during the inspection. The school successfully conveys to the pupils a sense of self-worth and the importance of valuing other beliefs and faiths. Opportunities are provided in some acts of collective worship and ‘‘circle time’’ for reflection. For example, Year 7 pupils discussed how strong religious beliefs could possibly drive people to commit the recent terrorist attacks in New York. They then talked about the effects on the various ethnic groups represented in the school and local community. Collective

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worship does not meet statutory requirements, as it is not held on a daily basis and does not sufficiently enhance pupils’ spiritual development. However, opportunities for prayer and reflection were provided during the assemblies observed during the time of the inspection. There are appropriate opportunities for pupils to celebrate their own and others’ successes.

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24. The provision for pupils’ moral development is satisfactory. At the time of the last inspection, it was good. When there is an incident of anti-social behaviour, the pupils involved are asked to reflect on their actions and consider how they are going to sort it out. The Golden Rules and playground rules are displayed around the school. Pupils are involved in drawing up their own class rules.

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TO PUPILS OR STUDENTS?

25. The provision for pupils’ social development is good and has improved since the last inspection when it was sound. ‘Circle time’ is used appropriately throughout the school and issues such as bullying and racism are explored. The school is very successful at promoting racial harmony and a respect for others’ beliefs and values. Pupils with limited social skills are supported by staff and by a ‘circle of friends’. Pupils are democratically elected to the school council and make sensible suggestions to improve the life of the school. The school encourages pupils to raise money for charities and all pupils are invited to take part in school productions. The pupils’ social awareness is further developed through residential visits and extracurricular clubs.

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TO PUPILS OR STUDENTS?

26. The provision for pupils’ cultural development is good. The school is particularly successful in celebrating the rich diversity of cultures found in the school community. A display of ‘My Origins’ by Year 7 pupils enabled pupils to write with pride about their family, religion and heritage. In the entrance hall, pupils have written greetings in the twenty mother tongues spoken within the community. In an assembly, a pupil from Kosovo talked about his experiences of war. The school has a steel pan band and the dance club has performed Chinese and Asian dances. Pupils’ knowledge and understanding of Western culture are satisfactorily promoted through, for example, music, art and history. Pupils learn about other faiths in religious education lessons and visit local places of worship.

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TO PUPILS OR STUDENTS?

27. The provision for pupils’ personal, social and health education is satisfactory. The newly appointed co-ordinator is in the process of checking where various aspects of the subject are being taught. ‘Circle time’ has been successfully established throughout the school and issues such as tolerance and bullying, health issues, the misuse of drugs, an awareness of medicines and sex education are treated sensitively. This work is introduced and taught through various topics and the science curriculum. Visitors from outside give valuable assistance with these Grange Middle School 17 topics. However, at the last inspection, it was reported that there was no policy or formal scheme of work in place. This is still the case and so there has been insufficient improvement in this area.

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28. The local community contributes to pupils’ learning in several areas of the curriculum including, religious education, history, science, music and physical education. A whole school assembly is led in the spring term by a consortium of Harrow churches comprising of different denominations. Liaison officers from the police and fire brigade regularly visit the school. TransAge volunteers, a self-help group from the community, work in the school and a trained counsellor has recently started to visit the school during one lunch time period during the week.

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29. There are good constructive relationships with partner institutions, including the First School, which shares the same site, and the local High School where the vast majority of Year 7 pupils are transferred at the end of that year. Regular joint staff meetings are held with the adjoining First School when co-ordinators and senior staff, including the special educational needs co-ordinators, can discuss various topics with their opposite numbers in the other school. Weekly visits to the High School are organised for Year 7 pupils during their final term, where they participate in a design and technology project. Some of the older pupils from the school also take part in a ‘Mathethon’ with their future schoolmates. There are regular exchange staff visits by teachers from all three schools to ensure that all pupils achieve a smooth transition from one stage of education to the next. Pupils from the

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High School also participate in a music, drama and dance evening performance initiated by the Middle School.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

30. The school provides appropriate educational and personal support for its pupils. The school is a safe and caring community. The headteacher is particularly supportive and shows a high level of concern for pupils and families who have difficulties. Other adults working in the school, including support staff and office staff, make valuable contributions to caring for the pupils. The after school club provides useful childcare facilities for parents and carers. A counsellor offers valuable support for pupils who have behavioural difficulties. The school has good procedures for monitoring and supporting pupils’ personal development. Through activities such as ‘‘circle time’’, classes are encouraged to discuss sensitive issues calmly and in a structured way. Teachers understand the needs of the pupils and they write helpful comments about their personal development in the pupils’ annual reports.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

31. Overall, the school has good procedures to ensure the pupils’ welfare, health and safety. The school’s arrangements for child protection are satisfactory. The child protection policy has not been reviewed since 1992 and does not include arrangements for training. Staff who are new to the school are not fully aware of basic procedures. The headteacher is the designated member of staff with responsibility for child protection and carries out her duties very effectively. The arrangements for first aid are very good. The full-time welfare assistant co- ordinates first aid very effectively. She is qualified in first aid as are several Grange Middle School 18 lunchtime assistants. Pupils who are ill or injured receive good care and attention in the well-equipped medical room. There are good procedures for the administration of medication.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

32. The school pays good attention to health and safety and has a sound health and safety policy which the governors are reviewing. The caretaker, who is a member of the governors’ premises sub-committee, is particularly vigilant of any potential hazards. Risk assessments have been undertaken and there are appropriate procedures to report any risks to pupils’ safety. Minor concerns highlighted in the last inspection have been addressed.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

33. The school’s procedures for monitoring and improving attendance are satisfactory. Registers are marked correctly and attendance data are monitored and analysed by teachers and the office staff. The headteacher works with the allocated educational social worker to monitor and support pupils whose attendance is a cause for concern. The school has successfully improved punctuality since the last inspection. The high level of unauthorised absences was raised as a concern in the last inspection. This has not improved and the school has not been successful in ensuring that all parents let the staff know why their children are away from school. There are no rewards for good attendance.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

34. The school’s procedures for monitoring and promoting good behaviour are generally satisfactory, but some issues raised at the time of the last inspection still remain as concerns. The school has a sound behaviour policy with clear rewards and sanctions. Some teachers have established clear classroom routines and have high expectations of behaviour. Other teachers, some of whom are new to the school, struggle to deal with calling out, chattering, fidgeting and disruption. Supervision outside the classroom is limited and there are insufficient measures to curb pupils’ boisterous behaviour during lunch, in the corridors and in the toilets. Procedures for monitoring and eliminating oppressive behaviour are generally satisfactory. The anti-bullying policy has not been reviewed for seven years and does not reflect current practice. Pupils and parents say that incidents of anti-social behaviour are usually dealt with effectively.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

35. Overall, the care and support of pupils with special educational needs and those who have English as an additional language are good. Teachers and learning support assistants know the pupils they work with well. The ethos of the school is well reflected in the way in which all staff ensure that pupils with special educational needs and those who have English as an additional language have opportunities to take part in all school activities. Their contributions in lessons are valued and their achievements are given good recognition. This is particularly true for those pupils who have statements of special educational need and ensures that these pupils develop their confidence well. Discussions with pupils who had little English on joining the school indicate that they have appreciated and benefited from, the support of their friends and their teachers. There is good and effective liaison with a range of outside agencies which give support to pupils with special educational

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

needs and those who have English as an additional language. Grange Middle School 19 36. Assessment information is analysed effectively and is used to identify areas for development and for raising levels of pupils' attainments. In addition to the statutory assessments, the school is currently using national test materials to make annual assessments. The school also makes ongoing assessments and keeps suitable records of pupils' attainment and progress in English and mathematics. The information is used appropriately to identify pupils who are experiencing difficulties and is beginning to be used to set apt attainment targets for them. However, assessment data are not used sufficiently to identify and raise the standards for those pupils capable of higher attainment. Nor are data used to provide the school with clear evidence of the progress made by pupils as they move through the school. Some tracking of the progress of individual pupils is now in place but target

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

setting is not consistent. The school reports that assessments on pupils joining the school are not sufficiently secure and additional tests are given on entry to give a clearer view of attainment on entry to the school. Portfolios of work, which have been assessed according to National Curriculum criteria, are beginning to be compiled but this initiative is still in the early stages. Record keeping and assessments in subjects other than English, mathematics and science are not sufficiently established to inform curricular planning. This is not helped by the lack of co-ordinators. The marking policy is not consistently applied and, on many occasions, it is little more than ticks. There is some praise but little to indicate what pupils need to do to improve.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

37. There are good procedures for identifying pupils with special educational needs and pupils who have English as an additional language and assessing the level of support required. Their needs are identified when they enter the school and they are quickly included in the school’s register of special educational needs and/or the register for pupils with English as an additional language. Reviews of pupils’ progress against their targets take place regularly and careful records are kept of their progress linked to National Curriculum levels.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

38. The parents’ views of the school are generally positive. The vast majority of parents who returned the OFSTED questionnaires say that their children are expected to work hard and they are making good progress. They feel that the teaching is good and that their children like school. Parents feel welcome in school and they value the way in which staff are approachable. A significant minority of parents who returned the questionnaire were unhappy about homework and, at the pre-inspection meeting, parents’ concerns were mostly about the quality and relevance of homework in one Key Stage 2 class in the previous academic year. The findings of the inspection are that homework is satisfactory.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

39. The school’s links with parents and carers are good and have improved since the last inspection when they were satisfactory. The school makes parents feel welcome in school. The willingness of the headteacher and her staff to talk to parents about their concerns was noted by several parents. Parents whose children have special educational needs are invited to the Parents Partnership, a useful ‘drop-in’ session held each week when parents are encouraged to talk with support staff. The school sought the parents’ views on the homework policy. Grange Middle School 20 40. The quality of information which the school provides to parents is good. The combined prospectus and governors’ Annual Report provide parents with helpful information about school life. Monthly newsletters are of a high quality; they give details of future events and celebrate pupils’ achievements. The school sends

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

parents valuable information about the topics their children will be studying during the term and gives helpful suggestions about family visits to relevant places of interest. The school invites parents to useful curricular information meetings, for example on numeracy. The pupils’ annual reports are generally satisfactory. The teachers make comments about how pupils can improve their work in English and mathematics. In other subjects, some teachers only write about what the pupils have studied and make no comments about how well they are doing. The annual reports for pupils with special educational needs are good as the support staff make detailed and helpful suggestions about how parents can support their children. The school offers parents valuable opportunities to meet with teachers each term to discuss their children’s progress. The school has appropriate links with parents whose mother tongue is not English. Some of the staff act as interpreters and the

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

school offers to translate important documents.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

41. The impact of the parents’ involvement on the work of the school is satisfactory. Parent governors are supportive of the school. Parents value the opportunities to come to assemblies led by the pupils. They also enjoy attending concerts and open days and curriculum display evenings. The parent teacher association is run by a small but committed group who work hard to raise funds and organise social events.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

42. Parents make appropriate contribution to their children’s learning at school and at home. The school values the help offered by the small number of parents who assist in the classroom. Some parents listen to their children read at home, but the lack of a home/school reading record limits their involvement. Parents support their children with work at home and sign the homework sheets.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

43. Parents of pupils with special educational needs and those parents who have English as an additional language, value the support they receive from the school and feel that they are well involved with the provision for their children. Staff at the school are available for discussion with parents on a daily basis if required, and there are additional weekly sessions for the parents of pupils who receive additional support. All parents are appropriately involved in reviews of their child’s progress and kept informed, both formally and informally, where they are not able to attend themselves. The school makes effective use of the languages spoken by staff in the school and the local authority translation services to ensure that parents receive important information and to support parents who have more limited command of English. Some parents who are confidently bilingual give support to other parents

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

whose first language is not represented in the school staff or by local authority representatives.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

44. The leadership of the headteacher is good. She has established some effective management structures, which have supported and encouraged staff and pupils and Grange Middle School 21 have led to the significant improvement in standards achieved over the past two years. She is well organised, has a good understanding of all pupils and their families and ensures that the caring ethos of the school is demonstrated through all its work. The headteacher works hard to ensure that the governing body is well informed of all school activities. Senior teachers also contribute significantly to the work of the school. The deputy headteacher fulfils her role effectively and the senior management team, which consists of year group leaders and the special educational needs co-ordinator, provides an important forum for promoting school improvement. The roles and responsibilities of the senior teachers and curriculum

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HOW WELL IS THE SCHOOL LED AND MANAGED?

co-ordinators are carefully defined and good levels of non-contact time have been provided for them to undertake their duties. A detailed and well thought out monitoring programme by which co-ordinators observe and support colleagues and sample pupils’ work has been agreed in the school’s teaching and learning policy. These management systems and planned monitoring procedures are good. These management initiatives are now closely focused on raising standards and they represent a good response to a key issue identified at the previous OFSTED.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

45. However, the impact of these good management structures and planned monitoring procedures has been significantly weakened by the school’s recruitment and staff retention problems. During the previous academic year, a combination of staff factors that included the movement from the school of senior teachers, teachers absent on long-term sick leave and the use of a non-class based teacher for information and communication technology, necessitated a considerable re- organising of staffing. These difficulties were compounded by the lack of response by senior teachers and newly qualified teachers to local and national advertisements placed during the year. By the end of the summer term 2001, there were still four teaching vacancies to fill and, at the time of the inspection, seven teachers were new and had only just begun teaching at the school. The effect of this is that the school has not had the continuity in staffing over the last two years to

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HOW WELL IS THE SCHOOL LED AND MANAGED?

maximise the management and monitoring procedures which had been established. These factors have limited the school’s capacity to improve further.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

46. The school makes good use of its financial resources including specifically allocated grants. Funds for special educational needs and for English as an additional language are used effectively and influence positively on the good standards and progress made by these pupils. Funds provided as part of the Additionally Resourced Mainstream School project are also used well to provide effective support to pupils. The planning and management of the yearly budget are secure. The headteacher is well supported by the efficient school secretary who maintains clear and well managed records of funding allocations and spending patterns. Contingency funds are within recommended levels. The school ensures that it secures value for money when purchasing resources by ensuring that quotations are secured for building maintenance and improvement work.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

47. The governing body has provided the school with insufficient support and guidance, particularly in its role as ‘critical friend’ and in providing clear strategic direction. A major weakness, through the previous academic year, has been the failure to appoint a chair of governors. The position of having just a nominated senior governor to act as a point of reference between meetings has been Grange Middle School 22 unsatisfactory. The effect of this is that the work of the governing body has lacked overall co-ordination and the school and the headteacher have not received appropriate support during a time of considerable staffing difficulties. Indications are that a chair of governors will be appointed at the next meeting later in the current term. The governing body has not been able to provide the school with sufficiently clear, long term strategic direction. Although governors have appropriate input into

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HOW WELL IS THE SCHOOL LED AND MANAGED?

the school development plan, they have an insufficiently clear view of the school’s progress through the plan to enable them to be proactive in this important area of the school’s work. A further weakness has been in the development of the governors’ role as ‘critical friend’. Individual governors support the work of the school well. For example, the governor with responsibility for special educational needs issues, who also works at the school, provides good and effective support in this area. However, the governing body does not have sufficiently rigorous procedures to enable them to monitor and evaluate the work of the school or to question its effectiveness. Procedures for visiting the school and reporting on its work are too informal. The governors have not ensured that all pupils attend a daily act of collective worship.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

48. The co-ordinator for special educational needs is an effective and experienced practitioner who is a senior member of staff. She provides good leadership for the work of the school in supporting pupils with special educational needs and has an effective overview of the provision for pupils who have English as an additional language. Careful records are maintained of pupils’ progress and dealings with outside agencies. The school liaises effectively with the First School and with the secondary schools pupils attend, to ensure that pupils’ needs are understood before they transfer. The school fully meets the requirements of the Code of Practice for special educational needs. The designated governor for special educational needs has a good understanding of her role, and provides clear reports to the governing body. The funds provided for pupils with special educational needs both by the school and the Additional Resourced Mainstream Schools fund are well used to

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HOW WELL IS THE SCHOOL LED AND MANAGED?

provide experienced and well qualified support staff. Learning support assistants are well qualified and well motivated. They form an effective partnership with teachers to provide support both in and out of the classroom.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

49. The support teacher who is responsible for the provision for pupils who have English as an additional language has a good understanding of her role and ensures that support staff are well informed of pupils’ needs. Careful analysis is made of pupils’ attainment in national tests and forms the basis of clear evidence for the good and very good progress that pupils make in acquiring their knowledge of English. There is good and effective liaison with the co-ordinator for special educational needs to ensure that the provision for pupils who have both special educational needs and English as an additional language is appropriate. Good use is made of the funding provided by the Ethnic Minorities Achievement Grant.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

50. Overall, the staff have a satisfactory range of qualifications and experience to teach the curriculum. Support teachers, who do not have responsibility in particular classes, provide valuable assistance to colleagues. For example, they teach groups when pupils are divided into ability groups for teaching in numeracy. During the last year, there has been a high turnover of staff and a number of teachers were absent Grange Middle School 23 from school due to long-term illnesses. The school has worked hard to appoint five new teachers on permanent contract from the start of the current term. Despite the school’s best efforts, two other current appointments are temporary posts. There are not enough experienced teachers to lead and manage all the subjects and this hinders the work in curriculum areas. New staff have quickly felt ‘part of the team’, and the school has a satisfactory induction programme for newly qualified teachers.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

The administrative staff are welcoming and efficient.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

51. The accommodation is good and allows the curriculum to be taught effectively. The building is welcoming and is enhanced by colourful displays in the corridors, but some of the classroom walls are rather bare. The school is in good decorative order and is well maintained. The caretaker and cleaners work hard to achieve good standards of cleanliness. The classrooms are of a good size to accommodate the number of pupils. The refurbished library is attractive and adequately stocked. Open areas and extra classrooms provide good opportunities for staff to work with groups of pupils. Useful specialist rooms for science, design and technology and information and communication technology allow the curriculum to be taught effectively. Disabled access is good as there are ramps throughout most of the building and specialist toilets.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

52. The range and quality of equipment and materials to support teaching are satisfactory. The school has addressed the shortages noted at the time of the last inspection. Resources to support pupils with special educational needs are good and help them to make good progress. The interactive white board and resources in the computer suite enhance the teaching and learning of computer skills. Resources for pupil have English as an additional language are good. There is a useful room which acts as a base and provides storage for both the co- ordinator for special educational needs, support teachers, including the support teacher for pupils who have English as an additional language, and learning support assistants. Grange Middle School 24

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

53. In order to continue to improve the quality of education offered to the

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information and communication technology, design and technology and

music. See Paragraphs 3, 4, 78 – 81, 90 – 93, 98 – 100

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(2) Improve the quality of teaching, especially in lessons where it is

unsatisfactory, by ensuring that: See Paragraphs 12 – 17, 50, 77, 89, 100, 104, 108

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(2) Improve the quality of teaching, especially in lessons where it is

i) the best practice evident in the school is effectively shared; ii) teachers new to the school are quickly and effectively introduced to agreed routines and practices; iii) teachers’ expectations of what pupils can achieve are raised; iv) the marking of pupils’ work shows clearly how they can improve; v) co-ordinators for all subject areas are appointed as soon as possible.

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(3) Increase the effectiveness of the governing body by ensuring that:

i) a chair is appointed as soon as possible; ii) governors have a clearer view of the progress made through the school development plan; iii) monitoring and evaluation procedures are formalised and made more rigorous.

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(4) Ensure a more consistent and effective management of pupils’

behaviour around the school. See Paragraphs 9, 10, 34

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(5) Improve the use of assessment data to:

See Paragraphs 36, 63, 73, 77, 83, 85, 89, 93, 100, 104

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(5) Improve the use of assessment data to:

i) set more rigorous and challenging achievement targets for pupils; ii) further inform teachers’ planning; iii) monitor the attainment and progress pupils make in subjects other than English, mathematics and science.

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