Other · Ofsted report

Helsby High School

Inspected — · published 1 Mar 2001 · URN 111440

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Summary

No overall grade in this framework

Herringston Barn

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Inspectorssingle source
Herringston Barn
URN verified
111440

Page 1 of 21

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+71Very positivemore positive than 70% of reports of this type

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Praisevery wellexcellentvery effectivestronghigh expectationshigh qualityeffectivelyhighly effective

Criticismpoorweaknesseslackinadequatelowernot yetlimitedinconsistency

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FindingsAbout the inspectionWhat needs to improveLeadership positive critical

Findings3396w+78
Leadership612w+95
What needs to improve2329w+28

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There are however weaknesses in the limited provision for the performing arts and multicultural education, the lack of vocational courses and the variability in the use of ICT across the curriculum. p.8

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Pages: 21
Words of findings: 6,281; longer than usual (typical 1049)
Reading level: Hard; Flesch 47, typical 45
Average sentence: 18 words
Next steps: 8; typical 5
Hedged sentences: 3%; “some”, “not always”, “most”…

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Findings 52%Leadership 9%What needs to improve 35%About the inspection 4%

Full report text

HELSBY HIGH SCHOOL

Dates of inspection: 14-16 November 2000

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HELSBY 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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HELSBY 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. Helsby High School - 3

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INFORMATION ABOUT THE SCHOOL

School address: Chester Road Helsby Frodsham Cheshire

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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: Professor J Dearden

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 06 February 1995 Helsby High School - 4

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Team members

Quality Assurance Associates Ltd Herringston Barn 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 Helsby High School - 5

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PART A: SUMMARY OF THE REPORT 6

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

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INFORMATION ABOUT THE SCHOOL

Helsby High School is a large mixed comprehensive school situated on the outskirts of Helsby in Cheshire. The school draws pupils from Runcorn, Frodsham and outlying villages. Pupils come from a wide range of socio-economic backgrounds but overall their circumstances are advantaged compared with national figures. There are very few pupils from ethnic minority backgrounds. There are 87 pupils with special educational needs, including nine with formal statements of need. This is much less than found in comprehensive schools nationally. In the current year, 47 pupils are claiming free school meals, which is well below average, although more pupils may be eligible and not claiming. Attainment on entry is above average overall and improving – the current Year 7 pupils achieved well above average in the end of Key Stage 2 tests taken before they started at the school.

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HOW GOOD THE SCHOOL IS

This is a very good school that enables pupils to reach high standards of attainment in national tests and examinations. Teaching and management are very good and the school makes very good use of available information to promote achievement for pupils of all abilities. Pupils have very positive attitudes to school, they behave very well and their personal development is excellent. The school cares well for its pupils and makes very good provision for educational and personal support. The school provides good value for money at both key stages and in the sixth form.

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What the school does well

• Teaching is very good throughout the school and this helps pupils to learn and achieve high standards. • The school benefits from very strong leadership and management from the senior management team, curriculum and pastoral team leaders and good support from the governing body. • There is good quality provision to support pupils' learning in the curriculum, through extra curricular activities and in the organization and ethos of the school. • Pupils’ personal development is excellent, in response to the high quality provision made by the school. • There are very good systems to monitor and promote pupils’ progress.

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What could be improved

• Provision for the performing arts, multicultural education and vocational courses. • There is inconsistency in the teaching of information communications technology (ICT), and the tracking of pupils' capability in ICT, in KS4. • The school does not meet legal requirements for collective worship in all years and design and technology in Year 11.

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What could be improved

The areas for improvement will form the basis of the governors’ action plan.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school has made good improvements overall since the inspection in February 1995. Senior managers have taken effective action on all the key issues of the last report and the school has made good improvements in the quality of teaching and learning and in management. These have led to good improvements in standards of attainment, particularly in the core subjects of English, mathematics and science. Senior staff and members of the governing body have rigorously monitored expenditure and ensured improvements in value for money. There have been very good improvements in the personal development of pupils and how the school monitors their performance. Helsby High 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

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

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similar

A-levels/AS-levels A A* N/A N/A – grade not yet available

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similar

Standards were well above national figures in the end of Key Stage 3 tests for both boys and girls in 2000, and have been so each year since 1997. The average GCSE point scores were well above the national average in 2000 and the school was in the top five per cent of schools for pupils achieving five or more grades A*-G. Pupils' results in GCSE examinations were average when compared to similar schools, based on their previous results at the end of Key Stage 3 and above average when compared to those of schools with a similar free school meals profile. These high standards have been maintained over the last three years. Results in A-level examinations have been well above average since 1998 and in 1999 results were in the top five per cent of schools nationally. Results in 2000 produced an average point score of 19.2 compared with 18.5 nationally. These figures are provisional and a comparative

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similar

grade is not yet available. The school has set challenging targets for 2001, based on a rigorous monitoring of pupils' performance.

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similar

Work seen during the inspection at all levels reflected these high standards in tests and examinations. Pupils are on course for well above average results in the core subjects of English, mathematics and science and many other subjects across the curriculum. Pupils of all ages and abilities achieve very well, including those with special educational needs. There are particular strengths in literacy and numeracy, which pupils use very effectively to support their learning.

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Aspect Comment

Attitudes to the school Very good. Pupils are highly motivated and enthusiastic about their work.

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Aspect Comment

Behaviour, in and out of classrooms Very good in lessons and around the school.

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Aspect Comment

Personal development and relationships Excellent. Pupils work well together, develop very good relationships and understand others' needs.

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Aspect Comment

Attendance Very good. Attendance in very high compared with the national average. Unauthorised absence is minimal but there is occasional unpunctuality to lessons.

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Aspect Comment

The personal development and attitudes of pupils is a strength of the school and contribute significantly to the high standards achieved. Pupils have very positive attitudes, many of them exemplary. Behaviour around the school is very good and pupils act responsibly and sensibly, for example when moving down Helsby High School - 8 the narrow corridors or waiting in the lunch queue. When given the opportunity, pupils take responsibility with pleasure and enjoy helping others.

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

Lessons seen overall Very good Very good Very 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 was satisfactory or better in 98.5 per cent of lessons seen, of which 80 per cent were good or better and 35 per cent were very good or excellent. There was only one unsatisfactory lesson seen (1.5 per cent), where an inexperienced teacher had not planned work effectively to help pupils to improve. Very good teaching was seen across many subjects, including English, mathematics and science, and teachers met the learning needs of all pupils very well. Teachers are knowledgeable subject specialists who enthuse and motivate pupils to learn by providing challenge and stimulation. Teachers extend and reinforce pupils' literacy and numeracy skills very well, using timely reminders and handy hints to set high expectations. Not all teachers have well developed skills in ICT but they are working hard to implement improvements identified in the school development plan. The quality of teaching is a key

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

strength of the school that leads to very good learning by pupils of all ages and abilities. They try hard, concentrate on the challenges set for them and persevere until they are satisfied with their work.

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Aspect Comment

The quality and range of the curriculum The school provides a good range of learning opportunities in the curriculum and through extra curricular activities but overall the curriculum is unsatisfactory because not all statutory requirements are met.

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Aspect Comment

Provision for pupils with special educational needs Very good provision by teachers and support staff.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Overall provision is very good in the curriculum, the organisation and ethos of the school. Spiritual development is good and moral, social and cultural provisions are very good.

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Aspect Comment

How well the school cares for its pupils There are good procedures for child protection and ensuring pupils' welfare. The school's very effective monitoring of pupils' attainments and progress contributes significantly to the high standards seen.

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Aspect Comment

The school works hard to foster a good relationship with parents. School managers however, could do more to let parents know how pupils are making progress throughout the year and to share information more effectively about the general life of the school.

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Aspect Comment

The school makes strong provision in the combination of academic subjects available, the very good range of extra curricular activities, the well planned and effective personal and social education (PSE) course and careers education. These aspects of the curriculum are very well planned in departments to meet the needs of the full range of pupils in the school, including those with special educational needs. There are however weaknesses in the limited provision for the performing arts and multicultural education, the lack of vocational courses and the variability in the use of ICT across the curriculum. The Helsby High School - 9 school does not meet statutory requirements for design and technology in Year 11 nor in ensuring that there is a daily act of collective worship for all pupils.

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Aspect Comment

The school has a very strong pastoral care system. Teachers, form tutors and heads of year know their pupils very well. There are very good procedures to monitor pupils' performance, set targets for improvement and arrange additional support when needed.

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Aspect Comment

Leadership and management by the headteacher and other key staff The headteacher and senior staff lead the school very well.

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Aspect Comment

How well the governors fulfil their responsibilities The governing body provides good support and makes good use of its expertise.

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Aspect Comment

The school’s evaluation of its performance Very good. There is rigorous evaluation and clear action taken to bring about improvements.

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Aspect Comment

The strategic use of resources Good. The school manages its resources well with a strong focus on supporting teaching and learning.

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Aspect Comment

Senior staff and governors have a shared philosophy that underpins all that they do and provides very good direction so that the school meets its aims. There is a clear focus on maintaining high standards of attainment and personal development. Governors and senior staff ensure that resources are deployed effectively and they monitor spending decisions rigorously to ensure best value. The school makes good provision for learning resources and employs sufficient well-qualified staff but there are difficulties with the accommodation. The school has more pupils than it was built for and there is no spare room, for example to provide lockers or cloakrooms.

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What pleases parents most What parents would like to see improved

• Pupils make good progress and expectations are high • Behaviour is good and pupils like school • Teaching is good • Parents feel comfortable in approaching the school • The school is well led and managed • More detailed information on how pupils are getting on • Closer working relationships with parents • A more flexible curriculum • Facilities for storing pupils' coats, books and equipment

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What pleases parents most What parents would like to see improved

There were significant numbers of parents who responded that they did not know about extra curricular activities.

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What pleases parents most What parents would like to see improved

The inspection team agrees with the positive views expressed by parents about teaching, leadership and how pupils make good progress and behave well. Teachers and support staff are approachable and aware of how parents have concerns, for example about how pupils are settling into a new school. Inspectors recognise the good quality information the school provides, but more could be done to review when and how parents are given information about pupils' progress and general matters. There are some weaknesses in the curriculum and the school has inadequate room to provide storage for pupils’ books and equipment. Helsby High School - 10

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Teaching is very good throughout the school and this helps pupils to learn and

1. Pupils benefit from the high quality of teaching in the school. Teaching is consistently very good across both key stages and in the sixth form. Inspectors saw good or very good teaching in all subjects during the inspection. This consistency is a key feature in helping pupils to reach very high standards in national tests and examinations. Teachers are knowledgeable subject specialists with a real enthusiasm for the subjects they teach and this enables them to inspire their pupils and motivate them to achieve well. They plan and match work well to pupils’ abilities, set challenging tasks and use resources very well to provide a range of interesting activities, making full use of the time available. In a Year 7 mathematics class, for example, all pupils were fully engaged and showing some enthusiasm in solving problems on fractions. In another Year 8 English lesson pupils investigated the qualities of diary writing with real

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Teaching is very good throughout the school and this helps pupils to learn and

2. Teachers share the purposes of the lesson with pupils and frequently check at the end to summarise what has been learned. This worked very well in science lessons, where pupils were given a degree of independence by giving them targets for completion by the end of the lesson. Teachers have high expectations of what pupils of all abilities can achieve. Excellent lessons were seen in Year 11 humanities, where well explained but challenging teaching enabled lower attaining pupils to develop ‘mind maps’ to explain complex issues such as the holocaust. In art lessons, innovative planning and inspiring teaching helped pupils to develop skills in abstract art by studying the works of contemporary artists. All teachers keep detailed records of what pupils are achieving and future targets so they know exactly how well pupils should perform. In music, there is very good use of pupil and peer evaluation to help pupils

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Teaching is very good throughout the school and this helps pupils to learn and

know how well they are progressing. Teachers in all subjects reinforce literacy and numeracy skills by timely reminders and clear expectations of quality presentation or technical accuracy. In the sixth form, teachers amend their strategies to match the developing maturity of the students. They expect that students will prepare work thoroughly and come to lessons ready to debate and discuss knowledgeably.

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Teaching is very good throughout the school and this helps pupils to learn and

3. These very good teaching strategies and high expectations lead to high levels of pupil motivation and attainment that is well above expectations. Pupils respond very well and develop very good learning skills as they progress through the school. They listen very well to their teachers and to each other. They have positive attitudes to learning and develop a mature attitude to their work. They come to lessons prepared to work hard and with any homework or preparation completed. They are keen to participate in class or group discussions and they organise themselves very quickly for practical tasks. They work safely with materials and equipment in the laboratories or workshops. In art, double classes work very well together in a large open plan studio that is a model of hard work, creativity and exploration. A key feature is how pupils concentrate for the full hour of lessons because teachers in all subjects plan a sequence of

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Teaching is very good throughout the school and this helps pupils to learn and

activities to make the best use of time and keep pupils interested.

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Teaching is very good throughout the school and this helps pupils to learn and

4. The outcome of this high quality teaching and learning is that pupils are prepared very well for national tests and examinations and they achieve well above average results. The school achieves overall results that are comparable to or better than many selective schools and which are above the results achieved by similar schools, based on the eligibility for free school meals. Results are well above average in a wide range of subjects, including the core subjects of English, mathematics and science at GCSE and in the national tests at the end of Key Stage 3. In 1999, A-level results were in the top five per cent nationally. Although results in 2000 were lower than this, they were still above the national average and represented good achievement for the individual students concerned. Results at GCSE are lower in humanities and media studies Helsby High School - 11 than other subjects, because only lower attaining pupils study these subjects, including those

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Teaching is very good throughout the school and this helps pupils to learn and

with special educational needs. These results represent good achievement for the pupils concerned; in 2000 all achieved a grade A*-G pass at GCSE.

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management team, curriculum and pastoral team leaders and good support from the

5. The school is very well managed and this makes a significant contribution to the standards achieved. The headteacher is new to the post this term but has already consolidated and developed the firm management foundations laid by his predecessor. He has a clear vision for the development of the school, which is shared by the members of the senior management team. Together they provide very good leadership, with a good grasp of priorities and the strategies needed to take the school forward in both attainment and pupils’ personal development. They have very effective communications, as a group and with other members of staff, so that all are well informed about school policy and routine matters. Although some members of the senior management team have been in the school for many years, they are adaptable and flexible to the changing needs of the school. A new member of the team from January 2001 is being taken as an opportunity to review roles and responsibilities to meet

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management team, curriculum and pastoral team leaders and good support from the

6. Very strong and capable heads of department and heads of year support the senior management team very well. They work very well together in providing departmental and pastoral leadership and very effective monitoring of all aspects of pupils' development. Heads of department ensure that their curriculum areas are well developed, they scrutinise examination performance very carefully and identify how to make improvements in the future. All departments have highly effective systems to monitor and track pupils’ performance. There is very good liaison with staff responsible for coordinating pupils with special educational needs, for example in developing literacy skills across the curriculum. Heads of department monitor the work of their teaching staff, by observation, scrutiny of pupils' work and an annual interview. They are making good progress towards implementing an effective process of performance

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management team, curriculum and pastoral team leaders and good support from the

management. Some heads of department are charismatic and inspirational, others more reserved and reflective but all are highly effective in promoting high standards of teaching and learning. A member of the senior management team manages the sixth form very well. This is a key role in co-ordinating the provision across departments and organising the higher education or employment applications procedures. Students are monitored very effectively by a regular tracking process, identifying the effort they are making in their work.

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management team, curriculum and pastoral team leaders and good support from the

7. There is a strong network of pastoral support from heads of year and form tutors, together with the co-ordinator for personal and social education and staff responsible for monitoring performance in each year. A member of the senior management team leads this network very well and its effectiveness means that every pupil is well known and his or her academic and personal development is monitored and promoted very well. All teachers are made aware of pupils’ prior attainment and targets are set for improvement. Staff discuss pupils’ performance regularly and departments provide additional support, particularly in Years 9 and 11 in preparation for national tests and examinations. There is particularly good support for pupils with special educational needs. Teachers and support staff work very well together to identify these pupils' needs and ensure that they are well supported and encouraged. Tutors and heads

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management team, curriculum and pastoral team leaders and good support from the

of year provide opportunities for pupils’ personal development, for example through charity fund raising, music, social events and sport.

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management team, curriculum and pastoral team leaders and good support from the

8. Senior managers and staff are well supported by members of the governing body. Individual governors bring a wealth of individual expertise to their role. They are knowledgeable, committed and share the school aims of seeking high standards in all that they do. They are appropriately organised to offer good support and ensure that school policies and procedures are scrutinised rigorously to ensure best value. Helsby High School - 12

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There is good quality provision to support pupils' learning in the curriculum, through

extra curricular activities and in the organization and ethos of the school.

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There is good quality provision to support pupils' learning in the curriculum, through

9. Departments have developed good schemes of work and provide a good range of learning opportunities for pupils of all abilities. They include, for example, whole class instruction, individual research, group tasks, practical activities, which are used very effectively to keep pupils motivated and engaged and lead to very good learning. Heads of department have been particularly skilful in choosing examination courses at GCSE and A-level, which give pupils and students the opportunity of showing what they know and can do. In science, for example, pupils can study single, double or triple science courses and lower attaining pupils have the opportunity to study a humanities course, which is more practical and has more coursework than the traditional history or geography GCSE. Departments make very good use of support staff, for example, technical or learning support, to enhance learning opportunities and provide

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There is good quality provision to support pupils' learning in the curriculum, through

high quality resources. Teachers use available resources very well to provide a sequence of fast paced activities, which again enhances learning opportunities by engaging and motivating pupils.

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There is good quality provision to support pupils' learning in the curriculum, through

10. The school provides very many opportunities for learning outside of the classroom. Pupils are encouraged to participate in a very wide range of local, regional and national events to extend and consolidate their learning. These include overseas visits and exchanges, conferences, for example "Understanding Industry", science festivals and careers fairs. These opportunities are used very effectively by the school to extend pupils' knowledge and understanding. The school does not monitor each pupil’s participation in these events but does note the level of participation in extra curricular activities such as sporting practice or choir rehearsals. Pupils make very good contributions to the general life of the school in welcoming visitors, acting as receptionists, welcoming parents to meetings and supporting school events. They are expected to reflect the high standards of the school and they do so with pleasure and pride.

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Pupils’ personal development is excellent, in response to the high quality provision

11. Pupils are expected to be responsible for their work and their belongings when they arrive at the school in Year 7. The school sets high standards of conduct and uniform and demands that pupils reach these standards. There are very clear codes of conduct and pupils know that they will be held accountable for their actions. Behaviour in lessons and around the school is very good. Pupils are polite and well mannered. They listen carefully to their teachers and to each other. They learn how to question and debate sensibly, even when they do not agree with their colleagues. Their attendance is above average and consistently so across all year groups. All of these factors contribute to the high standards of work and personal development seen in the school. As they progress through the school, pupils are given greater responsibility for their learning, in preparing their work and some learn how to be independent learners. For example,

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Pupils’ personal development is excellent, in response to the high quality provision

they are taught, and then expected to use, the library and computer facilities to enhance their learning. Pupils are given responsibility within lessons and their form groups for routine tasks, for example presenting group decisions or managing resources. They represent the school in local competitions and national sporting teams. Sixth form students provide good support to younger pupils, particularly in literacy. Pupils use these activities to develop a very good understanding of their role in society, what they can contribute and what they gain.

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Pupils’ personal development is excellent, in response to the high quality provision

12. There is a well-developed programme to support pupils’ personal and social development. In both key stages pupils study PSE taught by form tutors and in Key Stage 4, there are additional PSE lessons taught by specialist staff. These programmes provide very good teaching and learning in social and moral education (including religious education), health and sex education, careers and study skills. Pupils are given direct instruction but also encouraged and required to work together, to think through issues, to discuss complex issues and to learn to appreciate the benefits and responsibilities of adult life. Students in the sixth form follow a general studies course that provides a wide range of studies in contemporary issues and prepares them for life after school. It includes educational, moral and social issues as well as Helsby High School - 13 more practical learning, for example, preparation for cooking for oneself when living away from

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Pupils’ personal development is excellent, in response to the high quality provision

home. Pupils and students are very responsive to the PSE programme, which makes a major contribution to their excellent personal development. Students in the sixth form are confident and capable young adults, ready to leave school and face the challenges of higher education or employment.

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Pupils’ personal development is excellent, in response to the high quality provision

13. A key feature of pupils’ personal development is how they learn to appreciate and value personal relationships, working with and for others. They learn very quickly how to work together effectively in their lessons, for example in acting as a group or in sharing resources. Teachers and other adults in the school are excellent role models for co-operative working. In lessons and through extra curricular activities, pupils are involved in helping or working with young people and adults in the wider community. In Year 7, pupils are taken away on a short residential activity as part of their induction to the school. This is an excellent opportunity to work together. Pupils work to support a range of charities. The school is the major fundraiser for an Indian craft centre (SHIVA) and has provided funds for sewing machines and training opportunities. There is regular contact between the charity and the school and the pupils are

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Pupils’ personal development is excellent, in response to the high quality provision

well informed and they know how much their support is valued.

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Pupils’ personal development is excellent, in response to the high quality provision

14. The school makes good provision for pupils’ spiritual development, through lessons and through collective worship. Although the school does not meet the statutory requirements for a daily act of collective worship, it does provide weekly meetings where pupils are encouraged to reflect on religious and moral messages, to celebrate achievements and to consider the lives of other people. In religious education, pupils are taught how different countries and cultures worship and organise their lives according to their religious and spiritual beliefs. This supports their developing understanding and appreciation of religious diversity. Spirituality in other subjects is less well developed and not planned across the school.

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Pupils’ personal development is excellent, in response to the high quality provision

15. Pupils of all ages are developing their knowledge and understanding of their cultural heritage, because of the very good provision made to study literature, art and music. There are regular extra curricular activities promoting music and drama, and pupil participation in these is very high indeed. British and European cultures feature very well in the curriculum but Non-Western cultures are under represented.

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Pupils’ personal development is excellent, in response to the high quality provision

There are very good systems to monitor and promote pupils’ progress.

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Pupils’ personal development is excellent, in response to the high quality provision

16. The school has developed a very effective system to monitor pupils’ performance and check how they are improving. The school makes very good use of information available from primary schools, the Local Education Authority and national statistics to set targets for individual pupils, classes and groups. This information is updated as pupils move through the school so that everyone has access to a complete assessment profile on pupils. Teachers are rigorous in their use of this information to set high expectations for pupils of all abilities. Work is marked regularly and often with detailed comments to support improvement. Teachers know how well pupils should be achieving and they will not accept anything less. The school has invested in monitoring by giving four teachers the additional responsibility to monitor underachievement in each year group. The head of sixth form co-ordinates the monitoring of sixth form progress

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Pupils’ personal development is excellent, in response to the high quality provision

each half term and personally interviews students who are underachieving.

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Pupils’ personal development is excellent, in response to the high quality provision

17. The school has ensured that this monitoring programme is a positive support rather than a threat or punitive action. Pupils are encouraged to improve their current standards and form tutors and heads of year counsel those causing concern. The school works with pupils and their parents to set a programme for improvement. Teachers willingly give their free time to supervise study rooms or take additional lessons for pupils who are underachieving. Pupils who are borderline for achieving grade C or above in GCSE examinations have additional support in lessons. Helsby High School - 14

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WHAT COULD BE IMPROVED

Provision for the performing arts, multicultural education and vocational courses.

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WHAT COULD BE IMPROVED

18. The school provides a curriculum of good quality but there are some important omissions that reduce the breadth of provision to meet the needs and aptitudes of all pupils. The curriculum contains limited examination accreditation in the performing arts. Whilst GCSE music is offered, there are no examination courses in dance, drama, theatre studies or combined expressive arts. There are courses in media studies and humanities but to date these have been available only to lower attaining pupils.

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WHAT COULD BE IMPROVED

19. There is good provision for pupils’ cultural development, particularly of British and European traditions. There are some good examples of learning about other cultures through art, religious education or food studies, but the school does not plan for multicultural development across the curriculum nor identify it within schemes of work. What is offered is of good quality but more could be done to plan for a coherent multicultural experience.

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WHAT COULD BE IMPROVED

20. The school does not offer any vocational courses in Key Stage 4 or in the sixth form. This reduces the range of opportunities available for those pupils who have a specific vocational aptitude or who are more successful in this type of learning. The school has already recognised this omission and is actively reviewing the curriculum, with a view to introducing vocational courses in 2002.

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The extent of teaching in information communications technology (ICT) and the

tracking of pupils' capability in ICT in Key Stage 4.

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The extent of teaching in information communications technology (ICT) and the

21. The school has a well-structured programme to teach ICT in Key Stage 3 as a discrete course but it is taught across the curriculum in Key Stage 4, as part of other subjects. Not all departments have yet included specific ICT teaching programmes within their schemes of work and teachers have varying degrees of competence and confidence in using and teaching ICT. The co-ordinator for ICT has concentrated on developing the discrete ICT course and has not had the responsibility to monitor pupils’ standards of attainment and progress in Key Stage 4. This uneven situation means that pupils are not getting a clearly structured programme to enhance their ICT skills and have varying quality of experiences in using ICT. Departments do record what has been completed across all the strands of the curriculum but there is no effective system of ensuring that all pupils have a consistent programme of equally high quality. The

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The extent of teaching in information communications technology (ICT) and the

school has already recognised the importance of improving the provision for ICT in Key Stage 4. Plans for improvement are a key feature of the school development plan. There has been considerable investment in resources and staff training. A new member of the senior management team in January will have responsibility for co-ordinating the tracking of pupils ICT capability.

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The school does not meet legal requirements for collective worship throughout the

school and design technology in Year 11.

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The school does not meet legal requirements for collective worship throughout the

22. The school provides collective worship weekly for each year group. These assemblies are of good quality and provide opportunity for spiritual reflection and consideration of moral issues, as well as celebrating pupils’ achievements. On other days, pupils meet in tutor groups and in some of these there are ‘thoughts for the day’. Overall, the school does not meet legal requirements for a daily act of collective worship. The school gives as its reason the fact that it does not have enough large spaces for the whole school to meet together and some staff have exercised their right not to be involved in collective worship.

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The school does not meet legal requirements for collective worship throughout the

23. Not all pupils in the current Year 11 were required to follow a course in design and technology when they chose their Key Stage 4 option courses. This gave them additional flexibility, for example to study triple science but is against statutory requirements, as they were not Helsby High School - 15 disapplied from the National Curriculum. The legal requirements have now changed and the current Year 10 arrangements are in line with requirements. Helsby High School - 16

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

In order to enhance further the standards of attainment, the governing body and senior staff should:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(1) Review the curriculum and produce a development plan for improvements to ensure sufficient breadth and opportunity of choice for pupils with varying aptitudes. (see paragraphs 18-20)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(2) *Continue to develop the breadth and quality of ICT provision across the curriculum by; a. incorporating ICT teaching into each scheme of work b. identifying specific assessment points across the curriculum c. ensuring that all staff continue to receive training and support so that they are confident in their ICT role. d. Ensuring that pupils’ ICT capabilities are monitored across key stages. (paragraph 21)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(3) Continue to seek to meet all statutory requirements by; a. reviewing the opportunities for collective worship b ensuring that relevant guidelines are followed for the choice of examination studies at Key Stage 4. (paragraphs 22,23)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

* This item is already included in the school development plan Helsby High School - 17

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