Ellesmere Port Catholic High School

Ellesmere Port Roman Catholic High School

Dates of inspection: 11 th –14 th December 2000.

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Ellesmere Port Roman Catholic 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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Ellesmere Port Roman Catholic 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. Ellesmere Port Roman Catholic High School - 3

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INFORMATION ABOUT THE SCHOOL

School category: Roman Catholic Voluntary Aided

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INFORMATION ABOUT THE SCHOOL

School address: Capenhurst Lane Whitby South Wirral Merseyside

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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: Mrs B Kavanagh

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 6 th – 10 th April 1996 Ellesmere Port Roman Catholic High School - 4

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Team members

DAVID JONES 8197 Registered inspector Ken Parsons 9756 Lay inspector Chris Griffin 11508 Team inspector Ray Woodhouse 22691 Team inspector Andrew Bird 23528 Team inspector Shirley Jeffray 12985 Team inspector

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Team members

Herringston Barn Herringston Dorchester Dorset DT2 9PU

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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 Ellesmere Port Roman Catholic 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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PART C: SCHOOL DATA AND INDICATORS 18 - 22

Ellesmere Port Roman Catholic High School - 6

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INFORMATION ABOUT THE SCHOOL

Ellesmere Port Catholic High School is an 11-18 voluntary aided mixed comprehensive school. The school serves a socio-economically mixed catchment area drawn from the industrial town of Ellesmere Port. The school is larger than average nationally with 1038 pupils on roll in September 2000 and on a rising trend. Less than 1% of pupils come from an ethnic minority and just over 14% are entitled to free school meals. The percentage of pupils with special educational needs is just above average (19.6%), but only 1% of pupils have been awarded statements of special educational need and this figure is below the national average. Attainment on entry is in line with national expectations, the school is one of four secondary establishments locally in an Education Action Zone.

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HOW GOOD THE SCHOOL IS

Standards of achievement in the 2000 national tests at age 14 were well above national expectations in English and mathematics and in line with expectations in science. These results are in line with the trend achieved over the last three years, with consistently high standards achieved in English.

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HOW GOOD THE SCHOOL IS

The percentage of pupils attaining 5A*-C grades at GCSE is well above the national average as is the percentage of those pupils attaining either 5 or 1 A*-G grades. The average total point scored by pupils in all subjects at GCSE is well above the national average and has been so for the last five years. In the last three years boys results at Key Stage 3 and GCSE have improved significantly to match the high levels achieved by the girls, this a very positive development when compared to schools nationally. Attainment post 16 at GCE has been close to the national average for the last three years varying in line with pupil expectations.

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HOW GOOD THE SCHOOL IS

The quality of teaching is good and often very good with particular strengths in the quality of staff subject knowledge and behaviour management. However there are weaknesses in the use of assessment to inform teaching and pupil’s learning. The leadership of the headteacher is particularly effective, as is that of the pastoral teams in the lower school, upper school and sixth form. The reflection of the school’s aims and values in the support, development and guidance given to pupils is very good. The senior management team links effectively with the chaplaincy. The school has benefited from the skills and experience of several long serving members of staff. However this stability can be seen to be inhibiting change management and the further enhancement of standards. The school gives very good value for money.

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What the school does well

• The standards of achievement of middle and lower ability pupils are notable strengths. • The effectiveness of the school’s behaviour management procedures. • The challenging teaching that helps a high proportion of pupils enjoy their experiences in English, modern foreign languages, geography, PSHE and history. • The outstanding national sporting successes achieved by the school. • The leadership of the head.

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What could be improved

• Standards of attainment in science and mathematics to match outstanding achievements in English. • The analysis and application of national data and the school’s own information to further inform teaching and set challenging targets. • Pupils’ knowledge of how well they are doing and how they can improve through level related marking and target setting. • The accommodation and resources for post 16 students, ICT, science and drama. The areas for improvement will form the basis of the governors’ action plan. Ellesmere Port Roman Catholic High School - 7

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school was last inspected at the end of April 1996. Good progress has been made against the majority of the Key Issues for action. The strong, fully costed School Development Plan now forms the heart of the school’s decision-making process. Excellent progress has been made in raising the attainment of boys from levels that were already above those nationally to match that of the girls. Refinements in the pastoral structure as the school has grown, have maintained an atmosphere where academic and sporting success is consistently valued.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The management structure has been reviewed strengthening corporate decision-making but there is more work to be done on monitoring and evaluating both attainment and the curriculum. Some vocational courses have been recently introduced into the sixth form but these need to be broader based. However limitations in accommodation have prevented appropriate expansion of provision and inhibited the school’s ability to improve standards in some of the courses offered. The school has continued to improve since the last inspection, existing strengths at GCSE have been maintained and in some cases improved, the attainment of boys shows noticeable gains and whole school planning is improving. However further progress by this well run and successful school is being hindered by significant accommodation limitations.

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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 1998 1999 2000 2000 above average average B C GCSE examinations A C B A* below average well below average D E A-levels/AS-levels C A D

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Similar

Results in the national tests at age 14 have been above the national average in English, mathematics and science for the last five years. Standards have been well above the national average in English for the last three years but closer to the national figure in science. During the inspection evidence seen in pupil’s work confirmed these variations. The performance of boys in the national tests has risen to match the high levels attained by the girls.

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Similar

Strong performances at GCSE have been maintained over the last four years, the school traditionally enters a significantly higher proportion of the cohort for examination in all GCSE subjects than is the case nationally. Some 55% of the pupils entered attained 5 A*-C grade at GCSE in 2000, a performance above the national average for the fifth year. The first results from the new modular science GCSE are a positive start. Some 98% of pupils obtained 5 A*-G grade passes and 99% of pupils obtained at least 1 A*-G grade. Pupils’ work reviewed during the inspection shows the consistency of support and guidance given to middle and lower ability pupils and its notable impact upon standards. The school's achievement in these three key categories places it in the top 5% of schools nationally in similar contexts. Within this strong performance it should be noted that in 2000 the whole cohort of pupil’s were entered for English GCSE and nearly 70% of pupils obtained A*-C grades. This year groups

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Similar

attainment on entry was in line with national expectations. In the English national tests at age 14 their performance was above average and this performance at GCSE was well above average.

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Similar

Standards of achievement in the sixth form at GCE advanced level have been in line with expectations based on pupils’ previous performance but cramped conditions and very limited individual study facilities have noticeably inhibited the ability of the staff to further improve performance at this level. Ellesmere Port Roman Catholic High School - 8

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Aspect Comment

Attitudes to the school Pupils’ attitudes to the school and what it stands for are very good.

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Aspect Comment

Behaviour, in and out of classrooms Behaviour in classrooms and around the particularly cramped confines of some parts of the school is excellent.

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Aspect Comment

Personal development and relationships Very good relationships between pupils and between staff and pupils were clearly evident.

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Aspect Comment

Attendance Attendance is in line with the national average.

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Aspect Comment

The Catholic ethos of the school stands out consistently. The links with the chaplaincy are good and this extends effectively into the personal and social education programme and the pastoral system at every level. Pupils are aware of the impact of their behaviour on others and have a very positive attitude to the school, a feature commented upon by 98% of parents who responded to the questionnaire. Teachers have good behaviour management skills and very good relationships with pupils who respond very well to challenging teaching and the high standards of behaviour expected of them.

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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

Teaching is consistently strong in English at all levels, always satisfactory and occasionally good or better in mathematics but more variable in science where inconsistent communication of learning objectives contributes to occasional unsatisfactory lessons. The basic skills of literacy and numeracy are consistently developed in all subjects. Pupils with special educational needs are well supported at all levels. Lower and middle ability pupils are consistently supported and extended but higher ability pupils could be further extended in some lessons particularly if access to information technology facilities was better.

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

Teacher’s subject knowledge and understanding is very good as is their understanding of the requirements of the GCSE course they are teaching. Staff behaviour management skills are good and pupils respond well to the high expectations staff have of them. Questioning is used to good effect in all subjects. Pupils enjoy their challenging experiences in English, modern foreign languages, geography, personal and social education and history. The school is making good use of its limited information technology facilities to introduce video distance learning facilities in psychology. The consistency of solid professionalism, which can produce teaching 95% satisfactory or better and 65% good or better in a demanding situation, is a strength of the school.

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

Where there is room for improvement in the teaching; a greater range of teaching methods needs to be employed particularly in Key Stage 3. Here learning objectives are not as well communicated as at GCSE and teachers make limited use of National Curriculum levels to set targets and help pupils understand what they have to do to improve. The school’s very limited information technology resources are inhibiting standards in this key subject area and across the curriculum where they could be employed to access demanding contexts. The higher subject skills are not a sufficiently consistent feature of teaching in mathematics and science. Pupils’ learning was satisfactory in 95% of lessons and was closely linked to the provision of challenging teaching. As more was required of them pupils responded well. The scrutiny of pupils’ work showed that the link between teaching and learning was Ellesmere Port Roman Catholic High School - 9

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

stronger at GCSE, where teachers’ marking consistently reflected the examination board’s requirements. However staff written comments on how pupils could improve were less clear in the pupils’ books for years 7 to 9.

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Aspect Comment

The quality and range of the curriculum The quality and range of the curriculum is good in Key Stage 3 and at GCSE but there are no foundation level vocational courses. The curriculum is satisfactory post 16. The requirement to use information technology across the curriculum is being consistently hampered by limited facilities.

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Aspect Comment

Provision for pupils with special educational needs The support available for pupils with special educational needs is good.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development The provision for pupils’ personal development is very good. The Catholic ethos reaches every aspect of pupil experience with strong moral, social and cultural developments.

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Aspect Comment

How well the school cares for its pupils The pastoral system organised in to lower school, upper school and sixth form teams is very good.

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Aspect Comment

A wide range of extra curricular clubs and support groups is available to all pupils. The school has shown exceptional consistency in national level sport competitions in both basketball and netball for many years. In the limited amount of time available in a short inspection it is clear that the school is struggling to provide access to the statutory requirements for information and communication technology. The caring and supportive ethos, which is at the heart of the school’s mission statement, is a feature of daily school life.

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Aspect Comment

Leadership and manage- ment by the headteacher and other key staff The leadership of the head and senior pastoral staff is good. The best departmental management practices need to be shared if standards are to be maintained and enhanced.

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Aspect Comment

How well the governors fulfil their responsibilities The governing body satisfactorily fulfils its responsibilities but weaknesses exist in the provision of the statutory regulations for information technology

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Aspect Comment

The school’s evaluation of its performance The headteacher has a very good overview of the school’s strengths and weaknesses. Satisfactory procedures for the evaluation of the school’s performance has been developed but better use should be made of target setting at all levels.

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Aspect Comment

The strategic use of resources Very good use is made of the limited resources available to the school.

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Aspect Comment

The school’s financial management and the way it approaches ‘best value’ decisions are good. The match of staffing expertise to the demands of the curriculum is good but accommodation is overcrowded and inhibiting standards in post 16 courses, science and information technology, in all year groups, with the schools limitations in the latter impacting on most subject areas. The new requirements of Ellesmere Port Roman Catholic High School - 10 performance management will require a review of the roles and job descriptions of the senior management team and middle managers.

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What pleases parents most What parents would like to see improved

• The school’s Catholic ethos • The progress their child was making • The behaviour in the school • The school’s high expectations of pupils • The maturity the school develops in pupils • Balance of homework demands in Key Stage

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What pleases parents most What parents would like to see improved

• Facilities for study at advanced level • Information technology resources • The working relationship with parents and the information provided to them

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What pleases parents most What parents would like to see improved

The inspection team agree with the parent’s positive views. Insufficient time was available in a short inspection to provide a detailed analysis of the use of homework. Inspectors found clear evidence that the school’s accommodation difficulties and the limited funds available for information technology are having a negative impact on the work of all departments. The school provides an appropriate level of information to parents but more could be done in this area. Ellesmere Port Roman Catholic High School - 11

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WHAT THE SCHOOL DOES WELL

The standards of achievement of middle and lower ability pupils.

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WHAT THE SCHOOL DOES WELL

1. Standards of achievement in the national tests at age 14 have been above the national average in English, mathematics and science for the last five years. Standards have been well above the national average in English for the last three years but closer to the national figure in science. The percentage of those pupils who achieve the national expected level 5 is consistently above average and noticeably lower numbers attain the lower levels showing clearly that below average ability pupils do well. The performance of boys in the national tests has risen to match the high levels attained by the girls and both are well above the national average. The schools strength in this area has helped large numbers of middle ability pupils.

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WHAT THE SCHOOL DOES WELL

2. Strong performances at GCSE have been maintained over the last four years, the school traditionally enters a significantly higher proportion of the cohort for examination in all GCSE subjects than is the case nationally. Some 55% of the pupils entered attained 5 A*-C grade at GCSE in 2000, a performance above the national average for the fifth year in a row.

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WHAT THE SCHOOL DOES WELL

3. Some 98% of pupils obtained 5 A*-G grade passes and 99% of pupils obtained at least 1 A*-G grade. The schools performance in these two areas has been well above the national average for four years. The schools achievements in these three key categories places it in the top 5% of schools nationally in similar contexts. Within this strong performance it should be noted that in 2000 the whole cohort of pupils were entered for English GCSE and nearly 70% of pupils obtained A*-C grades.

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WHAT THE SCHOOL DOES WELL

4. The quality of teacher’s subject expertise and the motivation of the pupils to learn are the two key strengths seen in both lessons and in the scrutiny of pupil’s work. The link between teaching and learning was stronger at GCSE and advanced level. Here teacher’s good understanding of the examination boards requirements was consistently reflected in their marking and guidance provided, with written comments on how pupils could improve being much clearer and more analytical than those seen in the pupils’ books for Years 7 to 9.

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WHAT THE SCHOOL DOES WELL

The effectiveness of the schools’ behaviour management procedures.

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WHAT THE SCHOOL DOES WELL

5. The school is organised pastorally into three working units, lower school, upper school and the sixth form which work effectively. Staff are in evidence at key times of the day but their positive relationship with pupils is clear both in and out of the classroom. Effort and good behaviour are consistently praised but pupils plainly like coming to school, they are motivated and are confident they will succeed if they do as they are asked.

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WHAT THE SCHOOL DOES WELL

6. Teachers’ management of pupil behaviour is firmly rooted in the strength of their subject knowledge, their understanding of the GCSE syllabi they teach and the quality of their questioning. Pupils respond very well to challenging teaching and the high standards of behaviour expected of them. Pupils are aware of the impact of their behaviour on others and have a very positive attitude to the school, a feature commented upon by 98% of parents who responded to the questionnaire.

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WHAT THE SCHOOL DOES WELL

7. Pupils’ attitudes to the school and what it stands for are very good. Behaviour in classrooms and around the particularly cramped confines of some parts of the school is excellent both at lunchtime and when they move between lessons. Very good relationships between pupils and between staff and pupils were clearly evident, staff use their chance meetings with pupils very effectively, praising good behaviour and commenting on the quality of work they had just marked. Lower and middle ability pupils are consistently supported and extended, in many lessons observed teachers work hard to explain what is required and at GCSE how this relates to the examination course. Ellesmere Port Roman Catholic High School - 12

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The challenging teaching that helps a high proportion of pupils enjoy their

experiences in English, modern foreign languages, geography, PSHE and history.

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The challenging teaching that helps a high proportion of pupils enjoy their

8. Teaching is consistently strong in English at all levels. Modern foreign languages, geography and history are taught with imagination and clear objectives. In a history lesson pupils in Year 8 examined the symptoms of the black death in a role play situation. Personal and social education is meticulously planned, linking well with careers and strongly contributing to citizenship. Teachers’ subject knowledge and understanding is very good as is their understanding of the requirements of the GCSE course they are teaching.

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The challenging teaching that helps a high proportion of pupils enjoy their

9. Questioning is used to good effect in all subjects, it is particularly effective at GCSE and advanced level where staff understanding of the examination course helps to maintain the focus and progression of the work. The consistency of solid professionalism, which can produce teaching 95% satisfactory or better and 65% good or better in a demanding situation, is a strength of the school.

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The challenging teaching that helps a high proportion of pupils enjoy their

10. Pupils’ learning was good in 95% of lessons and was closely linked to the provision of challenging teaching. As more was required of them pupils responded well. In an advanced level geography lesson the pupils were asked to analyse where the advanced level fieldwork on fluvial process they had completed could be matched to the mark scheme supplied by the examination board. This therefore required pupils to prioritise the information they had and identify the gaps in their own knowledge. In a PSHE lesson pupils completed a curriculum vitae questionnaire before moving into mock interview role-play where they took turns to note the strengths and weaknesses of one another’s performance. A skilfully conducted plenary session helped prepare pupils for their forthcoming work experience.

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The challenging teaching that helps a high proportion of pupils enjoy their

The outstanding national sporting successes achieved by the school.

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The challenging teaching that helps a high proportion of pupils enjoy their

11. In the last 25 years the school has produced 23 international basketball players and won 4 National Championships. In the same period the school has represented the County in the national finals of association football.

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The challenging teaching that helps a high proportion of pupils enjoy their

12. Outstanding successes this year have included: the Year 9 girls netball team who won the Cheshire, North West Region and National Schools competitions. The Year 13 girls were finalists in the National Schools competition. The Year 9 boy’s basketball team won the Cheshire, North West Region and English Schools Championship going on to become British Champions.

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The challenging teaching that helps a high proportion of pupils enjoy their

13. This level of sporting success is dependent on the talents of pupils, these are developed and supported through such events as the Gifted and Talented Summer Schools run for netball and basketball. The efforts made to run this provision are illustrative of the consistent hard work of a team of dedicated and talented teachers who live for the sporting achievements they bring to the school.

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The challenging teaching that helps a high proportion of pupils enjoy their

14. The headteacher has a very good overview of the schools’ strengths and weaknesses. Good progress has been made against the majority of the Key Issues for action given in the last inspection. The strong, fully costed School Development Plan now forms the heart of the school’s decision making process.

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The challenging teaching that helps a high proportion of pupils enjoy their

15. Excellent progress has been made in raising the attainment of boys from levels that were already above those nationally to match the higher levels consistently achieved by the girls. Refinements in the pastoral structure as the school has grown have maintained an atmosphere where academic and sporting success is consistently valued. Ellesmere Port Roman Catholic High School - 13 16. The management structure has been reviewed strengthening corporate decision-making. Satisfactory procedures for the evaluation of the school’s performance has been developed but better use should be made of target setting at all levels.

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The challenging teaching that helps a high proportion of pupils enjoy their

17. Carefully thought out small steps have been taken to enhance areas where the schools existing strengths could be enhanced. This is illustrated by the review of the pastoral structure that has developed the caring and supportive ethos, which is at the heart of the schools mission statement, into a feature of daily school life. In the same way the school has made very good use of its own limited funds to rationalise the most difficult accommodation issues.

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The challenging teaching that helps a high proportion of pupils enjoy their

18. Very good use is made of the limited resources available to the school. However further progress by this well run and successful school is being hindered by significant accommodation and resources limitations beyond the school’s control. Ellesmere Port Roman Catholic High School - 14

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WHAT COULD BE IMPROVED

Standards of attainment in science and mathematics to match those in English.

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WHAT COULD BE IMPROVED

19. The English department has been one of the most successful in the school for many years. At Key Stage 3 the performance of all pupils has been above average for the last four years and that of boys has been well above average. Middle ability pupils and those below the medium have consistently achieved the national norm level 5. In the 2000 tests over 70% of pupils achieved level 5 with appropriate numbers achieving level 6 and 7. The whole cohort of pupils were entered for GCSE in 2000 and 69% attained an A*-C grade pass, placing the department’s efforts in the top 5% nationally. Advanced level results show a consistent value added on prior attainment.

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WHAT COULD BE IMPROVED

20. High standards are achieved in the English department because: pupils have very positive attitudes to the subject, teachers place considerable emphasis on developing the individuals abilities and the departments day to day marking is some of the best in the school. Teachers have very good subject knowledge, notably so of the required texts and the examination board requirements. Staff have particular strengths in developing pupils individual skills, they are enthused, challenged and motivated.

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WHAT COULD BE IMPROVED

21. The same pupils are not so successful in mathematics. Standards of achievement for all pupils in the standard assessment tests at Key Stage 3 have been above average for the last four years and as in English the performance of boys has been well above average. Although 53% of pupils achieved an A*-C pass grade (above the national average) the progress made from attainment in the national test at age 14 is only satisfactory. Attainment at advanced level is in line with pupils’ individual expectations.

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WHAT COULD BE IMPROVED

22. Teachers’ knowledge and understanding is very good, there is a strong work ethic in the department and relationships with pupils are good. However the number of pupils achieving the highest grade at both GCSE and Key Stage 3 are insufficient given the average level of prior attainment. Pupils would benefit from being more actively involved in learning and discussing mathematics. Pupils’ personal development needs to be improved through increased practical and investigative work. The range of teaching methods used is narrow and often didactic, focusing more on process and less on conceptual development and understanding. Annotated marking is very limited and neither aids nor informs pupil’s learning. Subject leadership and management has addressed the majority of the issues highlighted in the last report however the department’s inability to provide appropriate challenge for higher attaining pupils is rooted in its

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WHAT COULD BE IMPROVED

23. The issue is more problematic in science. Attainment is in line with or above national expectations on entry. By the end of Year 9 it remains broadly in line with national averages with nearly half the year group reaching Level 5 (the national expectation) but with very few reaching the higher levels. Attainment at GCSE is in line with national averages with close to 48% of pupils obtaining an A*-C grade in one of the various science subjects but the progress they have made from the standard achieved in the national tests at age 14 profile is below expectations. However the school has introduced modular science for all pupils and the first module results show a positive start has been made.

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WHAT COULD BE IMPROVED

24. As pupils enter at or above national expectations the progress achieved is not as good as expected. There are only six laboratories but 8 are needed as 20% of lessons are taught in ordinary classrooms. Teachers’ subject knowledge is a strong feature, with some of the best teaching seen in the school found in the department. However planning is for content not for learning objectives. Limitations in departmental leadership and management have resulted in departmental weaknesses in: tracking pupils, insufficient target setting in Years 7 -9 and at GCSE mean that assessment information is not consistently or appropriately used in curriculum planning. There is no formal monitoring of teaching within the department and during the Ellesmere Port Roman Catholic High School - 15 inspection 15% of lessons observed in the subject were unsatisfactory. Development planning is not linked to the school development plan.

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WHAT COULD BE IMPROVED

25. The many strengths of the English department have produced results above those achieved in mathematics and science for some years. Given the positive attitudes of pupils there would appear to be every opportunity to improve standards in mathematics and science to the same levels as those achieved in English.

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The analysis and application of national data and the schools’ own information, to

further inform teaching and set challenging targets.

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The analysis and application of national data and the schools’ own information, to

26. As a matter of whole school policy and practice the school needs to develop the analysis and application of national data as a basis for systematic comparison with the school’s own information. Good work has been initiated using GCSE subject regression analysis. This can be extended to individual teaching groups in order to provide challenging targets, particularly for able and gifted pupils.

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The analysis and application of national data and the schools’ own information, to

27. The systematic use of standard assessment data and the Cheshire 10 plus scores from feeder primary schools will provide a secure information baseline. The senior management team ‘ s early work on this area needs to be developed to enable the school to measure progress in Key Stage 3. This information database can therefore be used to further inform teaching and set level targets in all subjects.

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Pupils’ knowledge of how well they are doing and how they can improve through

level related marking and target setting.

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Pupils’ knowledge of how well they are doing and how they can improve through

28. Evidence from the evaluation of pupils’ work and from pupil interviews clearly shows that pupils are not always clear about what they have to do to improve. They consistently reply ‘work harder’ but have no understanding about what they need to do to raise the standard of their work in relation to a particular topic or subject.

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Pupils’ knowledge of how well they are doing and how they can improve through

29. The good work of the Teaching and Learning group needs to be further developed to provide a clear , level related marking system for Key Stage 3 that uses formative plain English guidance statements to inform pupils and parents. Teacher’s oral feedback to pupils in GCSE classes is very good, being derived from their often exceptional understanding of the examination board requirements. Some of the best marking reflects this but many pupils would benefit from written comment linked to GCSE target setting.

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Pupils’ knowledge of how well they are doing and how they can improve through

The accommodation and resources for post 16 students, ICT, science and drama.

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Pupils’ knowledge of how well they are doing and how they can improve through

30. This successful school has outgrown the capacity of its original buildings. Despite considerable efforts on the part of the governing body and the senior management the school has been unable to secure any significant expansion of the premises. The limitations in accommodation are impacting on the work of talented staff in a number of departments and notably the school’s ability to maintain and improve its above average examination results.

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Pupils’ knowledge of how well they are doing and how they can improve through

31. The sixth form area has neither a quiet study nor an information technology facility. The current weaknesses in library facilities are to be improved in the 2001 refurbishment programme but these will not be extensive enough to provide post 16 students with the facilities for research and independent study that are important to the attainment of consistent success at advanced level.

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Pupils’ knowledge of how well they are doing and how they can improve through

32. The science department has benefited from some small-scale laboratory refurbishment but none of the rooms have been re-equipped to modern standards although two new laboratories will be provided by conversion of existing accommodation by September 2001. There is a notable lack of information technology facilities that are important if staff are to provide higher levels of challenge for all pupils. Ellesmere Port Roman Catholic High School - 16 33. The school has two very cramped information technology suites. There is insufficient teaching space for all pupils to have all of their information communication technology lessons in rooms with computer access. Some pupils in Key Stage 3 have half of their lessons in old mobile classrooms without equipment. No subject area has access to the information technology suites as they are in constant use for the timetabled lessons. All departments are struggling to access

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Pupils’ knowledge of how well they are doing and how they can improve through

the information and communication technology developments in their subject statutory orders.

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Pupils’ knowledge of how well they are doing and how they can improve through

34. The lack of space for drama requires lessons to be taught next to one another in the main hall space, inhibiting pupil’s learning opportunities and standards of attainment despite the best efforts of talented staff. Ellesmere Port Roman Catholic High School - 17

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• In order to further improve this effective and successful school the governing body and senior management team should look to replicate the best practice of the school’s most efficient departments across the school.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• Raise the standards of attainment in science and mathematics to match those achieved by the same pupils in English.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• As a matter of whole school policy and practice develop the analysis and application of national data as a basis for systematic comparison with the school’s own information, to further inform teaching and set challenging targets in all subjects.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• Improve pupils’ knowledge of how well they are doing and how they can improve through the use of level related marking and target setting in all subjects.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• Review the most urgent accommodation and resources issues which are having a negative effect on standards (post 16 students, ICT, science and drama) and seek funding to address them via, the Local Education Authority standards fund grant, the Diocesan authorities, the Education Action Zone and the DfEE. Ellesmere Port Roman Catholic 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 34

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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 856 82

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Information about the school’s pupils

Number of full-time pupils eligible for free school meals 134 N/A

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Information about the school’s pupils

Special educational needs Y 7– Y11 Sixth form

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Information about the school’s pupils

Number of pupils with statements of special educational needs 10 N/A

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 187 N/A

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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 N/A

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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 26

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 18

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Attendance

National comparative data 5.9% National comparative data 0.4%

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Attendance

Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Ellesmere Port Roman Catholic 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 97 80 177

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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 61 72 69 Numbers of pupils at NC level 5 and above Girls 68 58 52

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Attainment at the end of Key Stage 3

Percentage of pupils School 73 (76) 74 (76) 69 (59) at NC level 5 or above National 63 (63) 65 (62) 59 (55)

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Attainment at the end of Key Stage 3

Percentage of pupils School 32 (30) 42 (39) 22 (19) 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 63 66 71 Numbers of pupils at NC level 5 and above Girls 71 62 61

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Attainment at the end of Key Stage 3

Percentage of pupils School 77 (80) 73 (73) 75 (62) at NC level 5 or above National 64 (64) 66 (64) 62 (60)

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Attainment at the end of Key Stage 3

Percentage of pupils School 50 (33) 42 (41) 23 (25) 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 69 77 146

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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 35 70 70 Numbers of pupils achieving the standard specified Girls 45 73 75

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Attainment at the end of Key Stage 4

Percentage of pupils achieving School 55 (49) 98 (99) 99 (100) the standard specified National 47.4 (46.6) 90.6 (90.9) 95.6 (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 54.8 (47.4) Ellesmere Port Roman Catholic High School - 20 per pupil National 47.4 (46.6])

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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 14 100% 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 2000 21 31 52

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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

School 14.1 14.5 14.4 (19.1) 1 N/A 1 (2.2)

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Attainment at the end of the sixth form

National 17.7 18.6 18.2 (17.9) 2.2 2.9 2.7 (2.2)

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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

International Baccalaureate Number % success rate

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Attainment at the end of the sixth form

Number entered for the International Baccalaureate Diploma and the School N/A N/A percentage of those pupils who achieved all they studied National 76.5

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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. Ellesmere Port Roman Catholic High School - 21

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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) 63 Financial year 1999

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Teachers and classes Financial information

Number of pupils per qualified teacher 17.5

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Teachers and classes Financial information

Education support staff: Y7 – Y13 Total income 2,130,573

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Teachers and classes Financial information

Total number of education support staff 7 Total expenditure 2,152,995

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Teachers and classes Financial information

Total aggregate hours worked per week 199.5 Expenditure per pupil 2383

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Teachers and classes Financial information

Balance brought forward from previous year 86,612

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Teachers and classes Financial information

Deployment of teachers: Y7 – Y13 Balance carried forward to next year 64,190 Percentage of time teachers spend in contact with classes 80%

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Teachers and classes Financial information

Key Stage 4 22 Ellesmere Port Roman Catholic High School - 22

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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. 45 50 4 0 1

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Percentage of responses in each category

Behaviour in the school is good. 44 51 4 0 1

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Percentage of responses in each category

My child gets the right amount of work to do at home. 30 52 14 3 1

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 30 52 15 3 1

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 41 43 10 4 1

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Percentage of responses in each category

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

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Percentage of responses in each category

The school works closely with parents. 29 47 18 4 2

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Percentage of responses in each category

The school is well led and managed. 35 50 5 5 5

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Percentage of responses in each category

The school is helping my child become mature and responsible. 42 50 4 2 2

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 38 46 9 2 5

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Summary of parents’ and carers’ responses

The overwhelming number of responses received both to the questionnaire and in the parents meeting were positive. Notable was the very strong support for: the quality of teaching, the progress pupils were making, their child’s positive view of the school, the expectations it has of pupils and how the school is lead and managed. Parents expressed the view that they would appreciate more information on their child’s progress and some concerns about the imbalance of homework in Key Stage 3.

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