Balshaw's Church of England High School

BALSHAW'S C of E HIGH SCHOOL

Reporting inspector: Ross Maden (OFSTED No: 2793)

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BALSHAW'S C of E HIGH SCHOOL

Dates of inspection: 31 October - 2 November 2000

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BALSHAW'S C of E HIGH SCHOOL

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

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BALSHAW'S C of E HIGH SCHOOL

Further copies of this report are obtainable from the school. Under the School Inspections Act 1996, the school must provide a copy of this report and/or its summary free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. Balshaw's C of E High School - 3

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INFORMATION ABOUT THE SCHOOL

School address: Church Road Leyland Preston Lancashire

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The governing body

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mr J.W.M. Otter

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: October 1995 Balshaw's C of E High School - 4

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Team members

Ross Maden (OFSTED No: 2793) Registered inspector

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Team members

Janet Garland (OFSTED No: 9214) Lay inspector

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Team members

Geoffrey Binks (OFSTED No: 8216) Team inspector

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Team members

Christine Harrison (OFSTED No: 4145) Team inspector

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Team members

David Lee (OFSTED No: 11548) Team inspector

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Team members

Cambridge Education Associates Ltd Demeter House Station Road Cambridge CB1 2RS

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Team members

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

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Team members

The Registrar Inspection Quality Division

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Team members

Alexandra House 33 Kingsway London WC2B 6SE Balshaw's C of E High School - 5

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PART A: SUMMARY OF THE REPORT 6

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

Balshaw’s Church of England High School is a voluntary controlled mixed comprehensive educating boys and girls in the age range of 11-16. There are 903 pupils and the school population is stable. The proportion of pupils eligible for free school meals is 6.1 per cent which is below the national average. Nine pupils have English as an additional language but none of these pupils is in the early stages of learning English. The school is over-subscribed with pupils coming from local primary schools in Leyland and the surrounding district. There are 99 pupils on the special needs register and 19 of these have statements of special educational needs. These figures represent percentages which are below the national averages for the number of pupils on the special needs register and in line with national averages for the number of pupils with statements. Pupils’ attainment on entry is slightly above the

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HOW GOOD THE SCHOOL IS

Balshaw's C. of E. High School is a very effective school and the number of strengths far outweigh its weaknesses. The school achieves high standards in most areas of its work. Pupils' attitudes to learning and their behaviour are very good. Attendance is good. The quality of teaching is consistently good. There are very good arrangements to support all pupils. The school is well led and has clear strategies for raising achievement. The school has made good progress since its previous inspection. It provides very good value for money.

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What the school does well

• Pupils achieve very good GCSE results. • The school provides a very wide range of extra-curricular activities which are well supported by a large proportion of pupils. • Pupils benefit from the good quality of teaching. • The school benefits from good leadership from all those with management responsibilities. • Most pupils have very positive attitudes towards learning and their behaviour is good. • The school provides many opportunities for pupils to take positions of responsibility within the school and pupils respond very positively to these opportunities.

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What could be improved

• The poor quality of accommodation, especially for music and history, has an adverse impact on the quality of learning. • Teaching time is lost at the start of lessons because the school does not provide time for pupils to move between lessons. • The allocation of time for some subjects at Key Stage 4, especially modern foreign languages, has an adverse impact on standards. • Pupils' understanding of their own attainment in relation to national standards at Key Stage 3 could be improved. The areas for improvement will form the basis of the governors’ action plan.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

Since the school was last inspected in October 1995, very good improvements have been made. In 1995 49.5 per cent of pupils gained five GCSE grades A*-C and this has increased to 65 per cent in 2000. Good levels of attendance and the low levels of exclusions have been maintained over the same period. In tackling the key issues identified in the last inspection report the governors have made good progress as have departments in responding to other weaknesses identified in the previous report. Improvements have been made in these areas and are no longer weaknesses. There have been improvements in ensuring that a balanced curriculum is provided for all pupils. There is now a closer relationship between development planning and financial planning and there is an improved involvement of subject and pastoral leaders in the planning, monitoring and evaluation of educational provision. The quality of teaching has

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

improved since the last inspection when nearly 90 per cent of lessons were judged to be satisfactory or Balshaw's C of E High School - 7 better. This has improved to 100 per cent of lessons being judged satisfactory or better in 2000. The school is well equipped for further improvement.

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STANDARDS

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

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similar

schools well above average A 1997 1998 1999 2000 above average average B C GCSE examinations B B A A below average well below average D E

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similar

Results in the 1999 National Curriculum tests for 14 year olds were well above the national average and above average when compared with schools taking pupils from similar backgrounds. Results in English, mathematics and science were all well above the national average. In comparison with similar schools, results in mathematics were above average and those in English and science were average. Girls did better than boys in the 1999 tests but in earlier years, and in 2000, the situation was reversed. The test results improved between 1996 and 1999, matching the national trend. Results in 2000 were similar to those in 1999 except that English results were not quite as good as in 1999 and science results showed a significant improvement. Pupils achieve well at the age of 14 in relation to their attainment on entry to the school.

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similar

In the 1999 GCSE examinations, pupils’ average points score was well above both the national average and the average for similar schools. The proportion of pupils gaining five or more grades A* to C was well above the national average but only average compared with similar schools. This proportion increased significantly in 2000 and was well above the 1999 average for similar schools. All pupils in the school gained at least one grade A* to G in both 1999 and 2000. In this respect the school’s results are in the top five per cent of schools nationally and indicate particularly good achievement by the lowest attaining pupils in the school. Girls gain better GCSE results than boys, reflecting the situation nationally. In 2000 all pupils gained 5 or more GCSE A*-G grades. The highest GCSE results in 1999 were in information technology, religious education, history, business studies and drama; the lowest were in

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similar

French. GCSE results have improved, at a faster rate than that found nationally, since 1994. Pupils achieved well in GCSE examinations, particularly in 2000, in relation to their attainment both when they entered the school and at the end of Key Stage 3. The school’s targets for its GCSE examination results were exceeded in 2000 and have been adjusted for 2001 but are, at present, relatively unchallenging for this school. They are to be re-considered shortly.

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similar

In the work seen during the inspection, standards at the age of 14 and 16 broadly reflect those indicated in recent test and examination results. The attainment of middle and higher attainers at the age of 16 matches that shown in the better GCSE results for these pupils in 2000. In science and French, pupils’ attainment at the age of 16 matches the national average but pupils do not achieve as well in these subjects as they do in other subjects in the school. In French, pupils’ progress and their eventual attainment in GCSE examinations are affected by a shortage of teaching time for the subject. In science there are insecurities in some pupils’ knowledge of earlier topics. This is partly the result of staffing difficulties in recent years. Balshaw's C of E High School - 8

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Aspect Comment

Attitudes to the school Pupils' very good attitudes to learning are reflected in their capacity to concentrate in lessons and their willingness to work hard.

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Aspect Comment

Behaviour, in and out of classrooms Pupils behave very well in lessons and around the school, displaying courtesy to each other and to adults. Pupils show respect for property and buildings.

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Aspect Comment

Personal development and relationships Pupils show a high level of maturity in the way they move to lessons and settle quickly to work. The opportunities for pupils to exercise responsibility are wide and willingly undertaken.

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Aspect Comment

Attendance Attendance rates are above the national average and were very high during the inspection week. Unauthorised absence is in line with national figures.

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

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

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

The quality of teaching and learning is good. Teaching was satisfactory or better in 100 per cent of lessons seen. 75 per cent of lessons were judged to be good or better and 33 per cent were judged to be very good. This represents an improvement since the previous inspection.

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

Teaching is very good in English throughout the school. In mathematics, teaching is good overall in both Key Stages 3 and 4 although individual lessons observed varied in effectiveness between very good and satisfactory. Teaching in science is good in Key Stage 3 and satisfactory in Key Stage 4.

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

Teachers are appropriately qualified and know their subjects well. In most lessons they communicate enthusiasm in their teaching and they have high expectations of what pupils should achieve. Most lessons engage pupils successfully in their learning using a range of styles and activities. Very effective teaching was observed in lessons in art, drama, English, French, design and technology, information and communications technology, mathematics, religious education and physical education. In contrast some history lessons are too heavily teacher directed and some science lessons proceed at a rather slow pace.

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

The school has an effective literacy policy in place. All subject areas contribute to the development of a wider specialist vocabulary. Reading, writing and spelling skills are taught well in English lessons, building on primary school literacy work. Numeracy is taught effectively in mathematics and is reinforced in other subjects. The school makes good provision for the support and teaching of pupils with special educational needs. Balshaw's C of E High School - 9

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Aspect Comment

The quality and range of the curriculum Pupils are provided with a wide variety of learning opportunities. The introduction of GNVQ courses has broadened opportunities for pupils in Years 10 and 11. There is a very good provision of extra-curricular activities, visits and trips. There is a weakness in the small amount of teaching time for modern foreign languages in Key Stage 4.

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Aspect Comment

Provision for pupils with special educational needs Pupils with special educational needs receive skilled and effective support in lessons and make progress which matches that of others in their teaching groups. The short 'booster' sessions for some pupils in the learning support department are very carefully planned and successful in tackling specific weaknesses.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development The provision for pupils' moral and social development is very good. The values and attitudes taught by the school affirm the Christian ethos and provide pupils with opportunities for their spiritual development through a daily act of collective worship and through art, literature and music. Pupils' cultural awareness continues to grow and they have an appreciation of the diversity of cultures within Britain.

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Aspect Comment

How well the school cares for its pupils The school cares well for its pupils. The strong house system provides good pastoral support and helps to create a feeling of belonging from the earliest days in school. Child protection is effective and pupils feel secure. Careers guidance and advice are of very good quality and the support for pupils with special educational needs is a further strength of the school. Pupils' academic and personal development is monitored effectively, especially at Key Stage 4. The school is particularly effective in preparing pupils for public examinations.

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Aspect Comment

Leadership and manage- ment by the headteacher and other key staff The leadership and management provided by the headteacher are very good. She is well supported by her senior management team. The quality of curriculum and pastoral management is very good. Monitoring and evaluating the work of the school is a particular strength.

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Aspect Comment

How well the governors fulfil their responsibilities The governing body is very good at fulfilling its responsibilities. Governors are knowledgeable and well informed about the strengths and weaknesses of the school.

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Aspect Comment

The school’s evaluation of its performance The monitoring and evaluation of the school’s performance is good. In particular the monitoring by the senior management team of pupils’ work contributes effectively to raising standards.

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Aspect Comment

The strategic use of resources The strategic use of resources is good. Resources are effectively targeted to meeting the priorities of the school development plan. There are weaknesses in the accommodation. Finances are well managed and there is good practice in ensuring the school receives best value in the supply of goods and services. Balshaw's C of E High School - 10

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What pleases parents most What parents would like to see improved

• Good teaching • The school is well led • Their children are making good progress • The school has high expectations from its pupils • Pupils are well behaved • The school provides a good range of out of school activities • The school is helping their children to become mature and responsible • Setting the right amount of homework • Being kept informed about pupils’ progress • The school working more closely with parents

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What pleases parents most What parents would like to see improved

The inspectors agree with the views of parents in the areas that please them most. The judgement of inspectors is that the amount of homework set is appropriate and is a strength of the school. The inspectors’ view is that the school does provide sufficient opportunities for the school to work closely with parents. Inspectors judge that parents are regularly informed about their children’s progress especially through the pupils’ homework planners which parents sign on a weekly basis. However, the quality of reports to parents, especially at Key Stage 3 should be improved by giving parents more information about pupils' attainment in relation to national standards. Balshaw's C of E High School - 11

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Pupils achieve very good GCSE results

1. Pupils enter the school with attainment which is slightly above the national average. By the age of 16, these pupils gain GCSE results which are well above the national average. Hence, pupils make very good progress as they move through the school and achieve much better GCSE results than might be expected.

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Pupils achieve very good GCSE results

2. There are several factors which contribute to pupils’ success. Pupils clearly benefit from the consistently good quality of the teaching they receive in most subjects. Teachers have high expectations of pupils both in terms of their behaviour and effort and in the standards they can achieve. Pupils respond enthusiastically to these demands and generally fulfil all that is expected of them. However, this high level of consistency of good quality teaching, while vitally important to pupils’ progress, does not fully explain the level of their success. Pupils themselves make a very significant contribution to their own achievements. They show very positive attitudes to the school and to individual subjects; they want to succeed and are prepared to work hard to reach their goals. The partnership which exists between teachers and their pupils and parents is shown in the school’s very effective use of homework. Teachers provide valuable and interesting homework

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Pupils achieve very good GCSE results

tasks. Most pupils use their homework diaries well to organise their study time and then carefully complete the required activities.

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Pupils achieve very good GCSE results

3. Pupils are well supported by the pastoral system in school. The house system is important to pupils and ensures that they are well known by teachers and that they have ready access to any support they need. This enables pupils to concentrate on their work with the minimum of distractions arising from other difficulties. Parents and carers also play an important part in pupils’ success. There was a high return rate from parents to the inspection questionnaire. The returns indicated a high level of appreciation of the school. Parents clearly support the school’s actions and policies so that pupils receive consistent encouragement, from both school and parents, to do their best.

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Pupils achieve very good GCSE results

4. Attainment at the age of 16 is above the national average in most subjects. However there are exceptions. Attainment in some of the optional subjects varies from year to year depending on the levels of attainment at the age of 14 of the pupils choosing each subject. Pupils’ attainment in science and French is broadly average but not as good as in most other subjects in the school. In science there have been recent problems with staffing. Parents are rightly concerned about the impact of frequent changes of teacher, several of them short-term supply teachers, on pupils’ progress. There are inconsistencies in pupils’ knowledge of some topics from earlier in the course; some can recall topics in detail and others, of similar general levels of attainment, have little recollection of these topics. Teaching in science is good in Years 7 to 9 and pupils achieve well at the age of 14. However, in Years 10 and 11, although teaching is satisfactory overall, there

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Pupils achieve very good GCSE results

are weaknesses in the quality of science teaching which restrict the progress that pupils make and their eventual achievement. The teaching in French is good but pupils’ achievement in the subject is limited because of a shortage of teaching time. In Year 8 the higher attainers in French have the valuable opportunity to study German but, in order to do so, lose some of their teaching time for French. In Year 11 the teaching time for both French and German is significantly lower than that found in most schools nationally. In both science and French there have been several sensible changes and initiatives in order to raise pupils’ attainment. However, in science, advice and support for teachers continue to be needed in order to improve the quality of teaching in Years 10 and 11 to match that seen in Years 7 to 9 and in other subjects.

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Pupils achieve very good GCSE results

5. Attainment in English at the age of 16 is well above the national average and some groups achieve particularly high standards. For example, pupils in Year 11 showed considerable skill when working in groups to analyse different forms of imagery and figurative language in extracts from ‘The Darkness Out There’ by Penelope Lively. Two groups presented their findings to the Balshaw's C of E High School - 12 whole class and showed very confident understanding of how language and structure contribute to the meaning of the story.

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Pupils achieve very good GCSE results

6. Pupils’ success in all subjects is enhanced by their very good skills in literacy and numeracy. Most pupils read very well; the few who find reading difficult receive very effective support and there are examples of pupils with very low reading ages on entry to the school being successful and moving on to further and higher education. Pupils’ writing is also a strength. They make notes efficiently and also produce more extended written work of high quality. Departments encourage the development of pupils’ literacy skills by, for example, emphasising the precise meanings of the ‘key’ words in the subject. There are similarly successful initiatives in developing pupils’ numeracy skills. The mathematics department is involved in a ‘bridging’ project to ensure that the development of number skills continues smoothly as pupils move from their primary schools. Teachers in many subjects use numerical examples as often as possible to enable pupils to use

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Pupils achieve very good GCSE results

and develop their skills. The changing rooms in the physical education department provide a very good example of the effective use of display to raise pupils’ awareness of aspects of literacy and numeracy.

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Pupils achieve very good GCSE results

7. Pupils with special educational needs receive well organised and effective support from the learning support department and make very good progress as they move through the school. These pupils have full access to the curriculum. The support for pupils with special needs is no longer mostly restricted to mathematics and English, as it was at the time of the previous inspection, but is carefully allocated to different subjects and groups where it is most needed. The very good progress of the lowest attaining pupils is indicated by the fact that, in 2000, all pupils gained five or more grades A* to G.

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Pupils achieve very good GCSE results

8. Gifted and talented pupils make good progress. The school is well aware of individual pupils’ strengths and provides a range of additional opportunities. For example, in mathematics, the highest attainers follow a GCSE statistics course in Year 10, using one of their mathematics lessons plus a lunchtime lesson. The school also provides opportunities, when the attainment of the year group is appropriate, for pupils to take GCSE English in Year 10 and GCSE courses in separate science subjects. The many extra-curricular activities provide talented pupils with a wide range of opportunities to pursue particular interests and develop their skills.

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The school provides a very wide range of extra-curricular activities

9. The school has an outstanding range of extra-curricular activities which are well-supported by pupils. At the end of afternoon school there is no rush by pupils or teachers to leave the premises as so many pupils and teachers are committed to taking part in extra- curricular activities. During the inspection week the inter-house cross-country competition took place after school. Over 220 pupils and teachers, in atrocious weather conditions, voluntarily took part. Participation in this event was impressive especially amongst older pupils and in particular the number of girls taking part. Sporting activities are strong with a wide range of inter-house competitions in addition to a full programme of inter-school competitions.

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The school provides a very wide range of extra-curricular activities

10. There is a wide range of musical activities at lunchtimes and after school which includes orchestra, recorders, strings and choir. The range of extra-curricular activities is much wider than just catering for those with musical or sporting interests. There are well supported clubs for chess, puzzle, Christian Union and Scrabble.

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The school provides a very wide range of extra-curricular activities

11. Many of the extra-curricular activities are opportunities to extend academic interests such as the Year 11 music composing group, art workshops, electronics and many opportunities for individual pupils and groups of pupils to work with their teachers at lunchtimes and after school. There are well attended homework clubs at lunchtimes and the library is well used by pupils at lunchtimes. Drama is well catered for, including the involvement by the 'C'est Tous Theatre' workshop which attracts over 50 regular attenders. The workshop, a community group, includes several former pupils who return to the school to help develop pupils' talents in drama. Balshaw's C of E High School - 13 12. The range of extra-curricular activities is enhanced by the opportunities provided by the school to travel abroad and by the substantial number of visits and trips to support learning in the classroom.

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The school provides a very wide range of extra-curricular activities

13. The range of activities is so wide that it causes difficulties for some pupils to choose which to take part in. One Year 11 girl was torn between taking part in the inter-house cross-country race and practising with the orchestra. She resolved her dilemma by starting with the orchestra, nipping out for her race and returning, caked in mud, to finish with the orchestra.

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Good quality teaching

14. The quality of teaching and learning is good. Teaching was satisfactory or better in all the lessons seen. Three quarters of the lessons were judged to be good or better and about a third reached a very good standard. This represents an improvement since the previous inspection. Some subjects such as geography have improved the range of practical activities undertaken in lessons.

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Good quality teaching

15. Teachers are appropriately qualified and know their subjects well. In most lessons they communicate enthusiasm for their subjects and they have high expectations of what pupils should achieve. Most lessons engage pupils successfully in their learning using a range of styles and activities. Very effective teaching was observed in lessons in art, drama, English, French, information and communications technology, mathematics, physical education, religious education and design and technology. In contrast some history lessons are too heavily teacher directed and some science lessons proceed at too slow a pace.

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Good quality teaching

16. The school has an effective literacy policy in place. All subject areas contribute to the development of a wider specialist vocabulary. 'Writing frames' are used effectively in most subject areas to promote pupils' skills. Reading, writing and spelling skills are taught well in English building on pupils' experience of the primary school literacy hour. The English department is particularly strong in developing reading, speaking and listening skills. Numeracy is taught effectively in mathematics and is reinforced in other subjects.

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Good quality teaching

17. The school makes good provision for the support and teaching of pupils with special educational needs. They receive good support in lessons both from the class teacher and from support teachers or assistants. If pupils experience particular difficulties they are occasionally withdrawn from their normal lessons to receive short ‘booster’ sessions to tackle the problem. For example, a pupil with weak spelling made very good progress in an intensive lesson on words containing short and long vowel sounds. This withdrawal is short-term and carefully monitored to minimise the effect of pupils’ progress in other areas of the curriculum.

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Good quality teaching

18. One of the strengths of the teaching is the management of pupils' behaviour. Teachers demand and achieve high standards in pupils' behaviour. Any failing to meet these high standards is dealt with firmly but fairly. The consequence of this is that during lessons teachers can concentrate on teaching pupils. The pace of learning is very good and teaching time is not wasted in having to spend time dealing with poor behaviour.

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Good quality teaching

19. The quality of relationships between teachers and pupils is very good. Many teachers give freely of their time during lunchtimes and after school to help individuals or groups of pupils.

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Good quality teaching

20. Teaching has improved since the previous inspection. In all lessons observed, teaching and pupils’ learning were satisfactory or better. At the time of the last inspection 90 per cent of lessons were judged to be satisfactory or better. Three quarters of the lessons were good or better and a third were very good.

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The school is well led

21. The headteacher provides the school with clear and decisive leadership. One of her strengths is the identification of strategies which lead to improvements. She is well supported by the deputy Balshaw's C of E High School - 14 headteacher and her senior management team. A feature of their work is the programme of evaluating and monitoring the work of the school. For example, each week during the timetabled personal and social education lesson members of the senior management team look at all of the written work of a tutor group. In the course of the year they are able to look at the work of all pupils in the school. The senior management team are consistent in demanding high standards from teachers and pupils but equally they are very good at giving praise and recognising pupils' achievements.

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The school is well led

22. There are consistently high standards of leadership and management provided by managers in undertaking their pastoral and curriculum responsibilities. They lead by example and provide good role models for teachers within their teams. The co-ordination of special educational needs ensures the effective deployment of high quality in-class support in an efficient manner. The leadership of the house system is a particular strength. The role of heads of house is pivotal in monitoring pupils' academic progress, their behaviour and in fostering a sense of belonging and involvement of pupils in the life of the school.

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The school is well led

23. Planning at both school and department level is effective. The school development plan identifies appropriate measures to maximise pupils' attainment. Activities are well planned and appropriate for school improvement. This is equally well reflected in the very good quality of department planning and evaluation.

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The school is well led

24. The governing body is knowledgeable about the school. Governors provide effective leadership and good support for the headteacher and her staff. Governors are kept well-informed and are in a good position to evaluate the strengths and weaknesses of the school.

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Pupils' positive attitudes towards learning and their very good behaviour

25. The very positive attitudes pupils have towards both their lessons and their school is a real strength. Most pupils concentrate well throughout all of the lessons. They participate well in lessons and are willing to ask questions and are keen to respond to teachers' questions. They respond very well to guidance given by teachers. They want to do well and improve their performance. This is evident in the classroom and on the playing field. For example, in a Year 9 netball lesson, despite continuous rain, not one girl complained about the rain and all the class sustained their concentration throughout the whole period.

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Pupils' positive attitudes towards learning and their very good behaviour

26. There is a well developed culture and ethos within the school of pupils coming to school to work hard. If pupils are prepared to work hard and try, they know they will be well supported by their teachers. There is no 'anti-swot' culture present and pupils gain pleasure and pride in the achievements by other pupils. In this they are well-supported by the strong school-parent partnership and this is reflected in the rigour adopted by form tutors when monitoring pupils' homework diaries and planners. 98 per cent of parents who completed the questionnaire indicated that they believed the school expects children to work hard and achieve his or her best.

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Pupils' positive attitudes towards learning and their very good behaviour

27. Behaviour in and around the school is very good. The majority of parents recognise that behaviour in the school is good. Pupils are very well behaved during lessons. They get down to work quickly. Pupils are very polite to adults and considerate to each other. Pupils behave in a mature and sensible manner as they move around the school. There is very little oppressive behaviour. Pupils are confident that if bullying does occur it will be dealt with firmly and fairly by the school. The low number of exclusions provides confirmation of the good behaviour of pupils in the school. On the rare occasions when pupils do not meet the school's high standards for behaviour they are dealt with appropriately and effectively, especially by the heads of house.

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The level of responsibility given to pupils

28. There is a very high level of commitment by pupils to supporting activities within the house. Pupils have an obvious pride in representing their house in inter-house competitions as well as in representing their school. Many responsibilities are undertaken by pupils for the organisation of inter-house and school activities. Balshaw's C of E High School - 15 29. The school takes every opportunity for providing pupils with responsibilities. Responsibilities are recognised by the wearing of badges and for prefects the wearing of different ties. Pupils are proud of the badges they display and they respond positively to the responsibilities provided for them. Prefects quietly but effectively supervise corridors at break and lunchtimes. Library monitors efficiently support the work of the librarian.

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The level of responsibility given to pupils

30. There is a monthly meeting of the prefects' review panel. Along with senior staff, representatives of the prefects discuss and take responsibility for the work of the prefects and senior pupils. The meeting is effectively chaired by a prefect. There are similar structures throughout the rest of the school to enable the pupils' views to be considered. Pupils regard these as important and feel that senior staff will respond to positive suggestions whenever possible. Concerns about the uniform remain unresolved.

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The level of responsibility given to pupils

31. The school makes considerable efforts to raise funds for charity. The choice of charities to be supported is determined by pupils and many pupils are active in raising funds. The school takes an active part in community and local church events.

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on the quality of learning

32. The governors are well aware of the limitations in the use of the four huts for teaching. Originally built as temporary accommodation 35 years ago they have been in continuous use since that time. Window frames are rotting and ventilation in the rooms is poor. The lack of security for the huts means that no valuable equipment or musical instruments can be left in them. The paving and stepped areas around the huts is unsatisfactory. Large pools of water form when it rains. Heavy rainfall and leaves from the trees on the slopes and steps leading to the huts create potentially dangerous conditions. Pupils and teachers alike complain about the difficulties associated with teaching and learning in these rooms.

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on the quality of learning

33. The accommodation for the library, noted as a weakness in the previous inspection report, still remains inadequate for a school of this size.

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on the quality of learning

34. Further accommodation difficulties were noted in rooms with flat roofs. The rain and condensation damage disrupts pupils' learning and some areas within the technology workshops cannot be used by pupils.

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on the quality of learning

35. The practice of lining up pupils prior to entering classrooms is unsatisfactory when pupils have to line up outside buildings when it is raining and there is no cover.

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Teaching time is lost at the start of lessons because the school does not provide time for

36. There is a particular problem in pupils arriving late for the start of some lessons. In particular there is no time allowed for pupils to move between lessons and as a result lessons do not start on time and in the course of a week much teaching time is lost. It is a particular problem for the second, fourth and sixth lessons of the day but pupils can also be late arriving to lessons following registration or assembly.

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Teaching time is lost at the start of lessons because the school does not provide time for

37. In addition pupils who have had physical education are often late to their next lesson because insufficient changing time has been allowed for at the end of the physical education lessons. Balshaw's C of E High School - 16

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languages, has an adverse impact on standards

38. In the main the allocation of time to subjects is good, however in Year 8 the time allocated to art is low in comparison with most schools. At Key Stage 4 there is evidence to show that the low allocation of time in Year 11 for modern languages is having an impact on standards. Pupils' results in modern foreign languages are not as high as in those subjects whose allocations of time are closer to those found in other schools. Teaching time for modern foreign languages is 10 per cent in Year 10 but only 6.6 per cent in Year 11. Across the country the average amount of time for modern foreign languages in Year 10 is 13 per cent and 16 per cent in Year 11 for pupils studying two languages.

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languages, has an adverse impact on standards

39. There is a similar problem in design and technology where the allocation of time is 6.6 per cent compared to 10 per cent nationally. The impact on standards is not as pronounced as it is in modern foreign languages because in design and technology pupils give up their lunchtimes and stay on after school to complete their design and technology coursework. Pupils appreciate the extra teaching and support they receive at these times.

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Stage 3 could be improved

40. Teachers assess pupils’ work regularly and thoroughly. They make use of the school’s letter grades to indicate pupils’ attainment and pupils generally understand the meaning of these grades. Pupils are assessed in terms of National Curriculum levels at the end of Year 9 in accordance with statutory requirements and these assessments are reported to parents. In the three core subjects, English, mathematics and science, pupils in Year 9 are given an indication of the National Curriculum levels they are achieving during the year but this does not extend to other subjects. In Years 7 and 8 there is little use of levels in most subjects. The school is missing an opportunity to make pupils aware of their attainment in relation to National Curriculum levels and to use the levels to set targets for pupils’ future attainment.

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Stage 3 could be improved

41. The school provides two reports each year for every pupil. Although these reports are useful for parents, the full report is not as informative as it could be in telling parents how well the pupil is achieving in each subject. Some of the teachers’ comments on the reports refer mostly to pupils’ effort and attitude rather than indicating what they know, understand and can do in the subject. The use of percentages and letter grades to indicate attainment on reports only indicates standards across the year group. Reports do not give parents a clear idea of pupils’ attainment in terms of national standards.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

42. In order to raise standards and improve the quality of education the headteacher, staff and governors should:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• Improve the quality of accommodation by:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

− Working with the appropriate education agencies to raise the quality of accommodation for music and history by replacing the existing huts.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

− Reducing the disruption to pupils' work caused by the rain and condensation damage in the teaching rooms with flat roofs.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(Paragraphs: 32-35) Balshaw's C of E High School - 17 • Ensure lessons start on time by:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

− Revising the start time of lessons to allow pupils to move between classrooms so they can arrive at the starting time for their next lesson.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

− Ensuring that sufficient time is provided for pupils to change back into their school uniform at the end of physical education lessons.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• Revise the allocation of time to subjects at Key Stage 4 in line with the pattern nationally.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• Improve pupils' understanding of their own attainment in relation to national

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standards at Key Stage 3 by:

− Increasing the use of National Curriculum levels in Years 7 and 8 and in all subjects.

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standards at Key Stage 3 by:

− Relating targets for pupils' improvement to National Curriculum levels.

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standards at Key Stage 3 by:

− Improving the quality of reports to parents by relating pupils' attainments to national standards.

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standards at Key Stage 3 by:

(Paragraphs: 40-41) Balshaw's C of E High School - 18

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 35

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

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Summary of teaching observed during the inspection

The table gives the percentage of teaching observed in each of the seven categories used to make judgements about lessons.

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Information about the school’s pupils

Number of pupils on the school’s roll 903

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Information about the school’s pupils

Number of full-time pupils eligible for free school meals 55

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Information about the school’s pupils

Number of pupils with statements of special educational needs 19

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 99

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Information about the school’s pupils

English as an additional language No of pupils

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Information about the school’s pupils

Number of pupils with English as an additional language 9

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Information about the school’s pupils

Pupil mobility in the last school year No of pupils

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Information about the school’s pupils

Pupils who joined the school other than at the usual time of first admission 22

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 14

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Attendance

National comparative data 7.9 National comparative data 1.1

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Attendance

Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Balshaw's C of E High School - 19

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Attainment at the end of Key Stage 3

Number of registered pupils in final year of Key Stage 3 for the latest reporting year 2000 83 97 180

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Attainment at the end of Key Stage 3

National Curriculum Test/Task Results English Mathematics Science

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Attainment at the end of Key Stage 3

Boys 52 66 73 Numbers of pupils at NC level 5 and above Girls 80 80 72

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Attainment at the end of Key Stage 3

Percentage of pupils School 73 (78) 80 (76) 81 (68) at NC level 5 or above National 63 (63) 66 (62) 60 (55)

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Attainment at the end of Key Stage 3

Percentage of pupils School 36 (34) 60 (50) 48 (34) at NC level 6 or above National 28 (28) 42 (38) 30 (23)

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Attainment at the end of Key Stage 3

Teachers’ Assessments English Mathematics Science

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Attainment at the end of Key Stage 3

Boys 51 69 69 Numbers of pupils at NC level 5 and above Girls 77 80 73

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Attainment at the end of Key Stage 3

Percentage of pupils School 72 (82) 83 (78) 79 (80) at NC level 5 or above National 65 (64) 66 (64) 60 (60)

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Attainment at the end of Key Stage 3

Percentage of pupils School 40 (36) 58 (46) 52 (42) at NC level 6 or above National 31 (31) 39 (37) 29 (28)

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Attainment at the end of Key Stage 3

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

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Attainment at the end of Key Stage 4

Number of 15 year olds on roll in January of the latest reporting year 2000 81 98 179

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Attainment at the end of Key Stage 4

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

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Attainment at the end of Key Stage 4

Boys 49 81 81 Numbers of pupils achieving the standard specified Girls 68 98 98

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Attainment at the end of Key Stage 4

Percentage of pupils achieving School 65 (58) 100 (98) 100 (100) the standard specified National 49.2 (46.6) 88.9 (90.9) 94.4 (95.8)

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Attainment at the end of Key Stage 4

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

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Attainment at the end of Key Stage 4

Average point score School 50.1 (47) Balshaw's C of E High School - 20 per pupil National 38.9 (38)

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Attainment at the end of Key Stage 4

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

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 0 Black – Caribbean heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Black – African heritage 0 Black – African heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group 0 Other minority ethnic groups

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Ethnic background of pupils Exclusions in the last school year

This table gives the number of exclusions, which may be different from the number of pupils excluded.

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Teachers and classes Financial information

Qualified teachers and classes: Y7 – Y11

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 51 Financial year 1999-2000

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Teachers and classes Financial information

Number of pupils per qualified teacher 17.8

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Teachers and classes Financial information

Education support staff: Y7-Y11 Total income 1986175

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Teachers and classes Financial information

Total number of education support staff 3 Total expenditure 2004084

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Teachers and classes Financial information

Total aggregate hours worked per week 60 Expenditure per pupil 2217

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Teachers and classes Financial information

Balance brought forward from previous year 77432

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Teachers and classes Financial information

Deployment of teachers: Y7 – Y16 Balance carried forward to next year 59523 Percentage of time teachers spend in contact with classes 78.1

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Teachers and classes Financial information

Key Stage 4 21.8 Balshaw's C of E High School - 21

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Percentage of responses in each category

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

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Percentage of responses in each category

My child is making good progress in school. 48 47 3 1 1

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Percentage of responses in each category

Behaviour in the school is good. 40 47 3 1 9

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Percentage of responses in each category

My child gets the right amount of work to do at home. 35 53 10 2 0

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 43 47 7 1 2

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 57 35 4 1 3

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 77 21 1 0 1

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Percentage of responses in each category

The school works closely with parents. 41 45 7 1 6

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Percentage of responses in each category

The school is well led and managed. 54 39 2 0 5

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Percentage of responses in each category

The school is helping my child become mature and responsible. 45 47 2 0 6

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 53 38 2 0 7

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