St George's Church of England Foundation School

ST GEORGE’S CofE FOUNDATION SCHOOL

Reporting inspector: John Woodroffe OIN 7545

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ST GEORGE’S CofE FOUNDATION SCHOOL

Dates of inspection: 25 – 28 September 2000

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ST GEORGE’S CofE FOUNDATION 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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ST GEORGE’S CofE FOUNDATION 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. St George’s CofE Foundation School - 3

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INFORMATION ABOUT THE SCHOOL

School address: Westwood Road Broadstairs Kent Postcode: CT10 2LH

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The governing body

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: October 1995 St George’s CofE Foundation School - 4

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Team members

John Woodroffe, 7545 Registered inspector Jan Leaning, 9569 Lay inspector John Plant, 20132 Team inspector Jenny Newman, 4032 Team inspector Sue Airey, 2913 Team inspector Peter Hooker, 10979 Team inspector

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Team members

Mid Kent Office 3 Shorncliffe Road Folkestone Kent CT20 2SQ

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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 St George’s CofE Foundation 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

St George’s C of E Foundation School is a mixed secondary modern school of above average size. There are 1,016 pupils on roll, of whom 100 are in the sixth form. The attainment of pupils on entry is well below the national average. The number of pupils with special educational needs (over 300) is above the national average and those known to be eligible for free school meals is broadly in line with the average. There are very few pupils from ethnic minorities and no pupils for whom English is a second language. The school is situated on the outskirts of Broadstairs, a Kent seaside town. The pupils come from a mix of socio-economic backgrounds, which overall are below the national average. There is high unemployment in the area.

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HOW GOOD THE SCHOOL IS

St George’s C of E Foundation School is a very good school. When compared with other secondary modern schools, results are usually good. Outstanding leadership creates a climate in which pupils want to learn, feel valued and achieve well. Teaching is good and the school community is committed to high standards in all that it does. The school gives very good value for money.

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What the school does well

• Pupils achieve well. This year one third of pupils obtained five A* to C grades in their GCSE examinations and all pupils, including those with special educational needs, obtained at least five A* to G grades. Standards observed match the high standards achieved in examinations in previous years. • Outstanding leadership ensures the success of this school. • Teaching is good. Pupils are expected to work hard and do well. • Pupils have very positive attitudes to learning. Relationships throughout the school are very good. The provision for personal development is very good. • The house system is very effective in supporting pupils throughout their school life.

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What could be improved

• The standards that pupils achieve in English are not high enough. • Pupils’ learning in many subjects is hindered by under-developed literacy skills. • Pupils are not given enough opportunities to use and apply ICT in many subjects. • In the sixth form a small number of students are not successful at A level. The areas for improvement will form the basis of the governors’ action plan.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school has improved and made good progress since the last inspection in October 1995. Teaching has improved and standards have risen in all year groups. A sixth form has been established and developed successfully and overall provides good value for money. The school has responded effectively to the key issues identified in the last report. The improvement in school management has been particularly effective in raising standards and expectations. The school is now a purposeful and unified community. The library has been reorganised and provides a very good learning environment. Whilst resources for information and communication technology have improved significantly, they are not used sufficiently in lessons. The school is very successful at identifying its own areas for improvement and has the capacity to continue to make good progress. St George’s CofE Foundation School - 7

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STANDARDS

The table shows the standards achieved by 16 and 18 year olds based on average point scores in GCSE and A level/AS level examinations.

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Similar

schools well above average A 1997 1998 1999 1999 above average average B C GCSE examinations D D D B below average well below average D E A levels/AS levels N/A N/A E

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Similar

The overall standards on entry to the school are well below average.

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Similar

At Key Stage 3, pupils, including those with special educational needs, make good progress and achieve well. In mathematics, the standards achieved are average compared to all schools nationally. Standards in English and science are slightly below the national average, but improving. In 1999, when compared to other secondary modern schools, results were well above average in mathematics, average in science and below average in English.

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Similar

At Key Stage 4, pupils make satisfactory progress and they do well at GCSE. The proportion of pupils achieving at least five GCSE A* to C grades has risen steadily over recent years. In 2000, the proportion of pupils gaining five A* to C grades was over 34 per cent whilst all pupils gained at least five A* to G grades. This represents a remarkable success for the school.

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Similar

Pupils do well in GCSE science and mathematics, but standards are lower in English language and should be higher.

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Similar

In the sixth form, standards achieved on GNVQ courses are very high and represent a significant success for the school. GCE A level results are well below the national average. Small groups have of students have been successful in a range of subjects, but there have been few successes in science and mathematics.

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Aspect Comment

Attitudes to the school Very good. Pupils are enthusiastic, work hard and want to succeed. They are proud of their school and all it stands for.

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Aspect Comment

Behaviour, in and out of classrooms Standards of behaviour are good. They have a significant impact upon successful learning.

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Aspect Comment

Personal development and relationships Very good. Pupils develop a positive attitude towards work and respect the feelings and beliefs of others. Very good relationships are a key feature of the school community.

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Aspect Comment

Attendance Attendance is in line with the national average. Unauthorised absence is below the national average. Punctuality to and attendance at lessons is good.

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Aspect Comment

Procedures to monitor progress are good. Pupils understand what they should achieve and how to do so. This is evident in the recent GCSE examination successes of all pupils. St George’s CofE Foundation School - 8

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

Lessons seen overall Good 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 aged over 16 years

Good teaching contributes strongly to the quality of learning and to the good progress pupils make. The knowledge and enthusiasm of teachers in most lessons fires pupils' interest. Pupils are expected to work hard and do well and most respond to this challenge. Teachers insist on good standards of behaviour and get them. They are interested in pupils' progress and achievements and this leads to the high standards the school achieves. However, the planned use of ICT and a more focused approach to literacy skills in subjects would ensure even higher standards.

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

Teaching is at least satisfactory in 98 per cent of lessons. In 46 per cent of lessons teaching is good and very good in 20 per cent of lessons. There is little teaching that is unsatisfactory (two per cent). Teaching in English, mathematics and science is often good and sometimes very good. Pupils with special educational needs are taught well. The quality of teaching has improved since the last inspection.

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Aspect Comment

The quality and range of the curriculum All pupils receive a broad and balanced curriculum enhanced by a good range of extra-curricular activities. The sixth form curriculum is developing well and provides a stimulating range of courses. However, a small number of A level students have followed courses which were not appropriate for their abilities.

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Aspect Comment

Provision for pupils with special educational needs This is a strength of the school. Pupils with special educational needs make good progress and achieve well.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development The teachers set a very good example for the pupils. The provision for all aspects of spiritual, moral, social and cultural development is very good. This is reflected in the daily life of the school.

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Aspect Comment

How well the school cares for its pupils This is a priority for the school. It cares for all pupils very well. The school focuses upon high expectations and raising achievement in all that it does. Its support systems reinforce and underpin this.

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Aspect Comment

The school meets its statutory requirements. Information and communications technology is not used effectively in all subjects and consequently learning is some lessons is restricted. However, there are very good plans to remedy this. The absence of a whole school literacy strategy results in many pupils needing to improve their reading, writing, speaking and listening skills.

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Aspect Comment

The house system is a strength of the school. Pupils, parents and teachers all know what each child needs to do to achieve better. Assessment is used very well to set targets and raise standards. St George’s CofE Foundation School - 9

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Aspect Comment

Leadership and manage- ment by the headteacher and other key staff The headteacher, senior managers and governors manage the school very well. The school has developed into a thriving and purposeful community in which the emphasis is upon high expectations and achievement.

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Aspect Comment

How well the governors fulfil their responsibilities The governors fulfil their responsibilities very well. They understand the school’s strengths and are actively involved in school improvement.

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Aspect Comment

The school’s evaluation of its performance The school is very successful in evaluating its performance. Effective systems are in place to monitor and evaluate all aspects of its work. It has been very successful in identifying its priorities for improvement

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Aspect Comment

The strategic use of resources The school makes very good use of its resources and targets them effectively. All matters relating to financial planning, monitoring and the evaluation of spending are of the highest standard. Support staff have a significant impact upon the success of the work of the school.

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Aspect Comment

The vision and commitment of the headteacher are key elements in the success of the school. He has developed a highly effective team of senior managers. Governors give good support and have commissioned external evaluation of their systems, putting recommendations into practice to very good effect. Documentation is of a very high standard and plans for improvement and development focus upon the same priorities as have been identified in the inspection.

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Aspect Comment

The school applies the principles of best value well and money is spent wisely and effectively.

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What pleases parents most What parents would like to see improved

• The very good progress which their children make. • Good behaviour supported by the pastoral system. • Very good information and regular parents’ evenings. • The good results which the school achieves in GCSE. • A few parents felt that the range of activities outside lessons was limited. • A closer working relationship with parents.

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What pleases parents most What parents would like to see improved

The inspection confirms that the partnership with parents’ is a strength of the school and supports their positive views. This partnership encourages pupils to make good progress and to achieve high standards. Every six weeks there is a report to parents on the progress which their sons and daughters have made, together with targets for improvement and commendations for exceptionally good work. The school has an active parent- teacher association, which raises substantial sums to enhance pupils’ learning. Parents on the governing body work hard for the good of the school.

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What pleases parents most What parents would like to see improved

The inspection finding is that pupils do have access to a wide range of extra-curricular activities and that the school does work closely with parents and involves them appropriately. St George’s CofE Foundation School - 10

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in their GCSE examinations and all pupils, including those with special

educational needs, obtained five A* to G grades.

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in their GCSE examinations and all pupils, including those with special

1. The overall standards achieved by pupils prior to entry to the school in English, mathematics and science are well below the national expectations.

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in their GCSE examinations and all pupils, including those with special

2. In the first three years, all pupils, including those with special educational needs, make good progress and achieve well, particularly in mathematics where teachers have high expectations and use very effective systems for planning and assessing pupils’ work. In the 1999 national tests for 14 year olds, 67 per cent of pupils achieved level 5 or above in mathematics which was just above the national figure of 62 per cent. Also, 34 per cent reached level 6, compared to 38 per cent nationally. These results in mathematics were well above average when compared to other secondary modern schools. In the year 2000, the high standards in mathematics were maintained with 70 per cent of pupils achieving level 5 or above.

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in their GCSE examinations and all pupils, including those with special

3. By the end of Year 9, standards in English are lower than in mathematics as fewer pupils reach level 6 or higher. In the 1999 national tests for 14 year olds, 51 per cent of pupils achieved level 5 or higher in English, compared to the national figure of 64 per cent. Only 9 per cent reached level 6. These results were below average when compared to other secondary modern schools. In 2000, English results improved, with 67 per cent reaching level 5 or above and 16 per cent reaching level 6 or above.

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in their GCSE examinations and all pupils, including those with special

4. By the age of 14, standards achieved by pupils in science are improving as a result of the use of more detailed schemes of work and tighter procedures for monitoring pupils’ progress. In 1999, 49 per cent of pupils achieved level 5 or higher in the science tests which was similar to other secondary modern schools. This rose to 55 per cent in 2000. Between 1999 and 2000, the proportion of pupils reaching level 6 in science rose from 5 to 12 per cent. This reflects the focus of the department upon improving standards.

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in their GCSE examinations and all pupils, including those with special

5. Overall, over the first three years, boys do better than girls in English, science and mathematics. The school carefully monitors the relative performances of girls and boys and is developing good strategies to address any imbalance.

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in their GCSE examinations and all pupils, including those with special

6. In Years 10 and 11, pupils make satisfactory progress and they do well at GCSE. Although the school’s examination results are below average when compared to all schools nationally, they are above average when compared to other secondary modern schools. The proportion of pupils achieving at least 5 GCSE A* to C grades has risen steadily over recent years, reaching 34 per cent in 1999, compared to 47 per cent nationally. In 2000, the proportion of pupils gaining 5 A* to C grades was over 34 per cent whilst all pupils gained at least 5 A* to G grades. This represents a remarkable success for the school. It reflects the very effective systems in the school for monitoring pupils’ personal and academic progress. Particularly, pupils with special educational needs (SEN) are well supported to enable them to achieve success at GCSE. In 2000, girls outperformed boys at GCSE. St George’s CofE Foundation School - 11

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in their GCSE examinations and all pupils, including those with special

7. Pupils do particularly well in GCSE science because they follow courses that are well matched to their abilities. Higher attaining pupils are very successful taking the GCSE double science option. The use of the Certificate of Achievement in science helps the lower attaining pupils work successfully towards GCSE standard. In 1999, almost half the pupils gained at least a grade C which was in line with the national average for all schools. Results in mathematics are below the national average. In 1999, 36 per cent of pupils gained grades A* to C, compared to 46 per cent nationally. However, science and mathematics results were well above average compared to similar schools. The results in 2000 and the levels of attainment in the present Year 11 in science and mathematics show continuing improvement.

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in their GCSE examinations and all pupils, including those with special

8. Standards are lower in English language than in mathematics and science. In 1999, 37 per cent of pupils gained grades A* to C, which was below the national average of 55 per cent and in line with other secondary modern schools. Results in English language improved slightly in 2000. However, in 1999, the progress made by the pupils from Key Stage 3 to Key Stage 4 was well below average in English, compared to well above average in science and close to the average for mathematics. The reasons for this are detailed in section 30 of the report.

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in their GCSE examinations and all pupils, including those with special

9. Pupils do better in English literature with around 45 per cent gaining grades A* to C in both 1999 and 2000. Results in drama are good. Results in German are poor. The school is aware of this and has appropriate strategies to ensure that the pupils are more successful in the future.

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in their GCSE examinations and all pupils, including those with special

10. In the sixth form, GNVQ results were very good, building upon successes in 1998 and 1999. In 2000, 20 students completed their intermediate GNVQ courses successfully with four gaining distinctions and 14 gaining credits. At advanced level GNVQ, there were five distinctions, one merit and one pass. All of the students completed their Key Skills units successfully. These results are a significant success for the school.

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in their GCSE examinations and all pupils, including those with special

11. GCE A level results are well below the national average. In 2000, only eight out 20 A level students gained two or more GCE A level passes. Over the last two years, small groups of students have been successful in English, geography and a range of practical subjects. However, there have been few successes in science subjects and mathematics because the courses were too difficult for the pupils. Many sixth formers re-sit GCSE English and mathematics with good success and improve their grades.

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in their GCSE examinations and all pupils, including those with special

2 Outstanding leadership ensures the success of this school.

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in their GCSE examinations and all pupils, including those with special

12. The key to the success of St George’s C of E School is the quality of leadership provided by the headteacher, senior managers and governors. The headteacher has a vision for the school which focuses upon high standards in everything and mutual support throughout the school community. The response from pupils, staff, governors and parents is extremely positive, resulting in a school of which they can all be proud.

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in their GCSE examinations and all pupils, including those with special

13. Following the last inspection, a review of all levels of management has been completed and a number of changes implemented. The result is that all are committed to the aims of the school, everyone knows who is doing what and their particular role in whole school developments and issues. Good examples of this are seen in the impact that the young, acting head of history has already had upon the department after only a few weeks in the job and the focus in mathematics upon the highest possible standards. However, there are some areas which need to improve, notably the management of English, to ensure that standards in this subjects are as good as in others and there is support for whole school initiatives. St George’s CofE Foundation School - 12 14. A school that is able to monitor and evaluate its performance and then identify its priorities for improvement as accurately and comprehensively as St George’s will

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in their GCSE examinations and all pupils, including those with special

continue to improve and enjoy success. All are involved in this process including a governing body that is well informed, interested and hard working. Good communication is evident throughout the school. Support staff are an integral part of the community and are seen as such by the pupils. Such positive attitudes to their community as can be seen here are enriching the lives of pupils.

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in their GCSE examinations and all pupils, including those with special

15. This secondary modern school is rightly proud that all pupils gained at least 5 A* to G passes in GCSE examinations in 2000. This has happened because the headteacher’s vision has been translated into actions by the school community: good attendance; dedicated pastoral support; very good provision for pupils with special educational needs; high expectations and target setting; liaison with parents; high quality documentation and good quality teaching which have motivated the pupils to want to succeed.

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in their GCSE examinations and all pupils, including those with special

3 Teaching is good. Pupils are expected to work hard and do well.

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in their GCSE examinations and all pupils, including those with special

16. Good teaching contributes strongly to the quality of learning and to the good progress pupils make.

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in their GCSE examinations and all pupils, including those with special

17. The knowledge and enthusiasm of teachers which is evident in most lessons, fires pupils' interest. This was illustrated in a Year 11 English lesson when pupils were learning how powerful the three witches were in Macbeth. Many teachers know how to present the subject in a stimulating manner and link theory to everyday life, making connections that appeal to the pupils. In a Year 10 mathematics lesson, the enthusiastic and challenging leadership shown by the teacher demonstrated empathy with the class and promoted growing confidence and knowledge. Pupils responded to this teacher's drive by making links to previous learning and showing increasing understanding of the principles surrounding angles. In lessons that are very good, teachers are confident in using questioning that makes pupils think and find out what they have understood.

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in their GCSE examinations and all pupils, including those with special

18. Pupils are expected to work hard and achieve high personal standards: most respond to this challenge. They are keen and interested and often enthusiastic learners. In a Year 8 geography lesson pupils enjoyed the pressure of being challenged to complete aspects of the work within a specific amount of time, wanting to be accurate as well as speedy. In many lessons there is a highly productive and professional working atmosphere. Good teaching helps focus pupils' attention and allows them to concentrate. Teachers give clear explanations and directions. They also assess pupils' achievement during the lesson, giving supportive feedback that indicates what pupils are good at and what they need to do to improve.

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in their GCSE examinations and all pupils, including those with special

19. In most lessons, good planning and preparation are very evident. Lessons often start with a review of what pupils know and understand from previous work. Objectives are shared and discussed so that pupils understand what is expected of them. In very good lessons, teachers present quite challenging tasks and pupils often help each other to succeed. Pupils with special educational needs are taught well and make good progress. Support assistants are very effective: adapting work for pupils with significant special needs, thereby enabling them to have full and equal access to the National Curriculum. Good homework is set in many lessons and this is often an extension of the work done in class. In lessons that are only satisfactory there is rarely an evaluative end to the lesson with teachers missing opportunities to use this time to reflect on the St George’s CofE Foundation School - 13 impact of their teaching on achievement. Whilst schemes of work are detailed and of

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in their GCSE examinations and all pupils, including those with special

good quality some teachers' written planning does not identify strategies to address the needs of pupils of different abilities. Sometimes more able pupils are expected to complete the same work as the majority of the class: they find it too easy, finish it quickly and achieve little of worth. Consequently, pupils are less involved in their learning and tend to "switch off". In many lessons other than specialist English lessons, there is too little attention to reading, writing, speaking and listening. Throughout the school there is insufficient use of ICT to support and develop learning.

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in their GCSE examinations and all pupils, including those with special

20. Teachers expect good standards of behaviour and get them. They are interested in pupils' progress and achievements and this leads to the high standards the school achieves. Teachers make it clear that they enjoy working with pupils and are able to make some of the more routine, but necessary lessons interesting, as in a grammar lesson where pupils were revising the principles of coherent, joined sentences. Pupils respond to these positive relationships with high levels of concentration. Classroom organisation is good, teachers are confident in working with pupils and unacceptable behaviour is rarely an issue. This enables teachers to have a relaxed relationship with pupils. When incidents of behaviour that are not acceptable occur, usually when work is too difficult or too easy for some pupils, they are handled firmly, but with patience and perseverance.

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4 The house system is very effective in supporting pupils throughout their school

21. When joining the school, pupils are allocated to one of six houses. In addition to the usual sports and house competitions this is also the structure to promote personal support and encourage academic improvement and fulfilment. As pupils progress through school, because they are taught for a time in house groups, they develop a group identity which is supportive of the house system and makes it more effective.

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4 The house system is very effective in supporting pupils throughout their school

22. Measures for promoting good attendance, good behaviour and the prevention of bullying are very effective. Pupils respond well to teacher’s expectations of good behaviour both within lessons and around school resulting in good relationships with teachers and greater understanding and respect for the feelings of others.

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4 The house system is very effective in supporting pupils throughout their school

23. The school places great store on enabling all pupils of all abilities to achieve their full potential and has very good procedures for monitoring progress and achievements. The house system focuses on raising individual academic achievement and teachers and form tutors work with pupils and parents to keep them regularly informed of progress. Teachers get to know individuals very well. An example of this was given by a Year 8 boy who easily explained what achievements he had gained, what he would need to do next to improve and how frequently his progress was reviewed. He felt that the “academic overview” system was helping him to improve his work. This was mirrored in many conversations with pupils in all year groups.

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4 The house system is very effective in supporting pupils throughout their school

24. The system for rewarding efforts and achievement also works very well. Pupils really appreciate the badges, certificates and book tokens that are issued for good work and behaviour and enjoy having their achievements recognised. Pupils say that these commendations are encouraging and help them to try to work harder and behave well.

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4 The house system is very effective in supporting pupils throughout their school

25. The house system supports pupils new to school, which to many is large and bewildering. Although only three weeks into the new term, Year 7 pupils are confident and self-assured. They know they can ask older pupils in their house for help and feel well supported by them and their teachers. Older pupils also speak very positively St George’s CofE Foundation School - 14 about the guidance and support and they clearly feel that it is an important factor in the improvements they make in their work. The mentoring system for Year 10 and 11 pupils is very supportive and teachers and pupils report positively about its effectiveness. It involves house tutors meeting with a small group of pupils on a regular basis, encouraging them to keep persevering and is a major factor in the successful GCSE results for all pupils. Pupils set targets for themselves and parents are kept well informed.

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4 The house system is very effective in supporting pupils throughout their school

26. Through the house system the school fulfils its intentions of quickly giving pupils a sense of belonging and creating a family atmosphere which remains throughout their time at school.

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5 Pupils have very positive attitudes to learning. Relationships throughout the

27. Pupils are very loyal to the school and appreciate and value the opportunities it provides. They are keen to start work and are willing to complete what is expected of them. Teachers do not need to nag them. In a Year 8 English lesson the pupils were quite happy to work beyond the bell. Pupils enjoy working hard because many teachers are also enthusiastic, fire their interest and know them well. Good teaching ensures an atmosphere of determined concentration. In a Year 12 health studies lesson students readily involved themselves in a discussion about the influences of bonding and consistency of care. A Year 8 drawing lesson was quite challenging. The teacher demanded accuracy in the rules of proportion. The group found it hard, but they persevered. This resulted in a real sense of personal satisfaction in the efforts taken. Because of the positive attitudes to learning and the successful procedures for

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5 Pupils have very positive attitudes to learning. Relationships throughout the

supporting and monitoring those pupils who have difficulties, attendance is good and pupils want to come to school.

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5 Pupils have very positive attitudes to learning. Relationships throughout the

28. Behaviour in and around school is good. This busy environment is very well managed resulting in a secure community. All teachers maintain a sense of order in the classrooms and the narrow corridors. Movement of pupils at the beginning and the end of the day is calm and organised with little obvious supervision needed. For example, the arrangements for pupils who travel by bus are extremely good. Most pupils are relaxed and friendly, courteous to each other, to teachers and visitors. They are well mannered, opening doors and offering to help. The senior management team and the prefects help maintain this atmosphere quite unobtrusively. Many pupils know and respond to well-known procedures and take responsibility for each other. When incidents of unacceptable behaviour do occur, they are handled with patience and perseverance.

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5 Pupils have very positive attitudes to learning. Relationships throughout the

29. The quality of relationships in and around the school is very good. Pupils listen to, support and respect adults and each other. One group of Year 9 pupils said that they are encouraged to "look out for each other". In main school assembly the issue of bullying was raised. It was obvious by the reaction of the pupils that this interested them and was worthy of discussion. Pupils work very well in groups, discussing and solving problems, rarely arguing. Teachers are really interested in the pupils and they monitor diligently pupils' progress and achievements. This is a very important factor in the high standards the school achieves. The school's arrangements for child protection, pupils' welfare, health and safety are good. Support staff, such as the administration team, site manager and canteen staff also have a significant impact on this caring community. A climate for personal improvement and aspiration has been built into the life of the

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5 Pupils have very positive attitudes to learning. Relationships throughout the

school. Parents, particularly, express this as one of the main reasons they choose this school for their children. St George’s CofE Foundation School - 15

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WHAT COULD BE IMPROVED

1 The standards that pupils achieve in English are not high enough.

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WHAT COULD BE IMPROVED

30. When compared with mathematics and science, English results in Key Stage 3 national tests and at GCSE are unsatisfactory. This relative underachievement is due to a number of factors: management of the department; insufficient use of data; curriculum and lesson planning; weak marking and insufficient target setting and some teaching that does not ensure pupils of all abilities perform at their highest level. The absence of a whole school literacy strategy is adversely affecting standards in English across the school.

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WHAT COULD BE IMPROVED

31. The impact of the National Literacy Strategy in Years 5 and 6 has not been considered and the good practice built upon. Data from previous schools is not used to identified targets for pupils when they join the school and the department is only just beginning to work on tracking and target setting data to improve results in the end of Key Stage 3 national tests. Information on pupil performance is not being used in day to day teaching nor to moderate the work of the pupils across teaching groups within each year.

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WHAT COULD BE IMPROVED

32. A decision has been made to teach pupils in mixed ability groups. However, there is no indication in schemes of work, curriculum plans or individual lesson plans how pupils with varying abilities will be taught or what they will learn. It is not clear how pupils who are more able will have their learning extended, since in many lessons these pupils spend significant amounts of their time completing work that they can do fairly easily. In all classes there are pupils with some level of learning difficulty, but the work is rarely modified to help them understand. The practice of providing work sheets at two levels is not sufficient. Because pupils have positive attitudes towards their work and behave well, teachers are able to spend time with certain groups of pupils or individuals, giving extra help or making suggestions. However, all pupils usually work on the same tasks and use the same materials and books.

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WHAT COULD BE IMPROVED

33. In Key Stage 3, marking is inconsistent and rarely includes constructive and developmental comments to help pupils to know what they need to do to improve. In Key Stage 4, teachers’ presentations are stronger and the pace of lessons is faster. Marking is more constructive and expectations are higher. However, the lack of a clear strategy to improve reading, writing, speaking and listening at all times and the levels of underachievement from lower down the school, obviously impact upon the unsatisfactory GCSE examination results.

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WHAT COULD BE IMPROVED

34. The department plans to refine all Key Stage 3 modules by 2001. This should be completed as a matter of urgency and teachers should incorporate differentiated lesson planning immediately. Some of the books and materials used are out of date and inappropriate, having been used in the primary schools.

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WHAT COULD BE IMPROVED

2 Pupils’ learning in many subjects is hindered by under-developed literacy skills.

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WHAT COULD BE IMPROVED

35. There is no school literacy strategy nor a teacher to co-ordinate the development of the key skills of reading, writing, speaking and listening across the school.

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WHAT COULD BE IMPROVED

36. The English department provides a structured programme to teach pupils these skills. In other departments, many teachers are aware of literacy issues within their subject St George’s CofE Foundation School - 16 and often support pupils with guided reading and writing activities. In the best practice, some teachers correct errors in spelling and grammar when marking pupils’ work and in some classrooms, for example in History, key words are displayed and referred to during lessons. However, the skills of reading, writing, speaking and listening are not taught across the school in a structured and co-ordinated way. Too often work is not corrected for inaccurate spelling, grammatical errors are ignored and teachers fail to comment upon the importance of these skills when marking work. Whilst most pupils achieve well, a focus upon literacy and reference to the aspects to be addressed in lesson plans and all schemes of work would improve standards in all subjects.

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3 Pupils are not given enough opportunities to use and apply ICT in many

37. The school has responded well to the weaknesses in the use of ICT identified in the last OFSTED inspection. However, ICT is not used sufficiently within the curriculum to support the teaching of many subjects nor to enhance pupils’ learning experiences. Pupils have a satisfactory working knowledge of the subject and can apply their skills in some subjects including mathematics and history. In other subjects, such as music and science, the use and application are in early stages of development and should be expanded.

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3 Pupils are not given enough opportunities to use and apply ICT in many

4 In the sixth form a small number of students are not successful at A level.

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3 Pupils are not given enough opportunities to use and apply ICT in many

38. The sixth form is an important and integral part of the school. It has developed very successfully over the last three years. Some of the teaching groups are small in number, but through good and prudent management, the sixth form is self-sufficient financially and its impact upon the rest of the school is very positive.

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3 Pupils are not given enough opportunities to use and apply ICT in many

39. The sixth form curriculum is broad and balanced and includes key skills, physical education and religious education. Students choose from a good range of courses in GNVQ, GCE, A and A/S level and GCSE English language and mathematics. Most students follow intermediate and advanced GNVQ courses that are well matched to their abilities, with successful results. A smaller number of students chose appropriate GCE A level courses often in combination with GNVQ courses. However, over the last two years, too many students have followed A level courses in science and mathematics which were not matched appropriately to their ability and consequently did not achieve a successful outcome. This has now been addressed successfully. A strength of the school is its ability to evaluate its work and identify areas for change and improvement. The co-ordination and management of the sixth form is good and there

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3 Pupils are not given enough opportunities to use and apply ICT in many

are detailed plans to extend the range of courses available and to ensure that students’ abilities are appropriate to the demands of the courses they choose. The school must ensure that all these changes are implemented.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

1 Improve standards in English by: • developing strategies to extend the higher attaining pupils and support those with weaknesses; • using data more effectively to set targets and provide greater continuity from the primary school through to Year 11 and ensure greater consistency within year groups; St George’s CofE Foundation School - 17 • improving the marking of work and ensuring that pupils know what they need to do to improve particularly in Years 7 to 9; • reviewing schemes of work , books and resources.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

2 Improve literacy by: • developing and implementing a whole school literacy strategy, building upon the National Scheme that all the younger pupils will have experienced in their primary schools; • reviewing the extent to which the skills of reading, writing, speaking and listening are taught in all subjects; • providing appropriate training for staff.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

3 Increase the opportunities for pupils to use ICT in all subjects by: • ensuring that the use and application of ICT forms an integral part of teachers’ planning in all subjects; • providing pupils with greater access to new technologies; • providing staff training where it is needed.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

4 Ensure that sixth from courses provide students with appropriate and worthwhile qualifications by: • reviewing the courses on offer with the possibility of introducing further GNVQs; • ensuring an appropriate match between students’ entry qualifications and the courses chosen; • forging closer links between the faculties in the main school and the sixth form. St George’s CofE Foundation 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 31

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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

Pupils on the school’s roll Y7 – Y11 Sixth form

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Information about the school’s pupils

Number of pupils on the school’s roll 916 100

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Information about the school’s pupils

Number of full-time pupils eligible for free school meals 103

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Information about the school’s pupils

Special educational needs Y7 – Y11 Sixth form

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Information about the school’s pupils

Number of pupils with statements of special educational needs 19 0

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 319 0

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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 0

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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 11

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 22

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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. St George’s CofE Foundation 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 1999 78 109 187

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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 32 61 45 Numbers of pupils at NC level 5 and above Girls 63 65 46

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Attainment at the end of Key Stage 3

Percentage of pupils School 51 (73) 67 (62) 49 (45) at NC level 5 or above National 63 (65) 62 (60) 55 (56)

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Attainment at the end of Key Stage 3

Percentage of pupils School 9 (26) 34 (29) 5 (10) at NC level 6 or above National 28 (35) 38 (36) 23 (27)

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Attainment at the end of Key Stage 3

Teachers’ Assessments English Mathematics Science

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Attainment at the end of Key Stage 3

Boys 23 48 40 Numbers of pupils at NC level 5 and above Girls 57 63 60

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Attainment at the end of Key Stage 3

Percentage of pupils School 43 (51) 59 (79) 53 (47) at NC level 5 or above National 64 (61) 64 (64) 60 (61)

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Attainment at the end of Key Stage 3

Percentage of pupils School 13 (16) 13 (15) 5 (13) at NC level 6 or above National 31 (30) 37 (37) 28 (30)

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Attainment at the end of Key Stage 3

Percentages in brackets refer to the year before the latest reporting year. St George’s CofE Foundation School - 20

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Attainment at the end of Key Stage 4

Number of 15 year olds on roll in January of the latest reporting year 1999 95 87 182

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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 34 90 91 Numbers of pupils achieving the standard specified Girls 28 85 86

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Attainment at the end of Key Stage 4

Percentage of pupils achieving School 34 (32.6) 96 (98) 97 (99) the standard specified National 46.6 (44.6) 90.9 (89.8) 95.8 (93.4)

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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 34 (33) per pupil National 38 (37)

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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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Attainment at the end of Key Stage 4

Vocational qualifications Number % success rate

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Attainment at the end of Key Stage 4

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

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Attainment at the end of the sixth form

Number of students aged 16, 17 and 18 on roll in January of the latest reporting year Year Boys Girls Total who were entered for GCE A-level or AS-level examinations 1999 15 6 21

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Attainment at the end of the sixth form

For candidates entered for 2 or more A-levels or equivalent For candidates entered for fewer than 2 A-levels or equivalent Average A/AS points score per candidate Male Female All Male Female All

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Attainment at the end of the sixth form

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

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Attainment at the end of the sixth form

Vocational qualifications Number % success rate

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Attainment at the end of the sixth form

Number in their final year of studying for approved vocational qualifications or School 20 100

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Attainment at the end of the sixth form

units and the percentage of those pupils who achieved all those they studied National 66 St George’s CofE Foundation School - 21 St George’s CofE Foundation School - 22

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 3 Black – Caribbean heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Black – African heritage 0 Black – African heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group 1 Other minority ethnic groups 0 0

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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 – Y13

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 62.9 Financial year 2000

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Teachers and classes Financial information

Number of pupils per qualified teacher 15.8

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Teachers and classes Financial information

Education support staff: Y7 – Y13 Total income 2,539,198

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Teachers and classes Financial information

Total number of education support staff 14 Total expenditure 2,590,000

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Teachers and classes Financial information

Total aggregate hours worked per week 268 Expenditure per pupil 2,530

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Teachers and classes Financial information

Balance brought forward from previous year 241,238

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Teachers and classes Financial information

Deployment of teachers: Y7 – Y13 Balance carried forward to next year 190,436 Percentage of time teachers spend in contact with classes 77.2

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Teachers and classes Financial information

Key Stage 4 20.6 St George’s CofE Foundation School - 23

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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 45 3 1 4

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Percentage of responses in each category

Behaviour in the school is good. 34 55 6 1 5

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Percentage of responses in each category

My child gets the right amount of work to do at home. 26 61 7 4 3

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 44 42 8 2 5

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 53 41 3 2 2

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 61 38 1 0 0

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Percentage of responses in each category

The school works closely with parents. 40 45 10 2 4

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Percentage of responses in each category

The school is well led and managed. 43 50 2 1 4

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Percentage of responses in each category

The school is helping my child become mature and responsible. 46 48 3 1 2

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 22 47 11 4 16

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