Other · Ofsted report

North Walsham High School

Inspected — · published 10 Sept 2003 · URN 121154

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Full report text

NORTH WALSHAM HIGH SCHOOL

Full 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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NORTH WALSHAM 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. North Walsham High School - 3

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INFORMATION ABOUT THE SCHOOL

School address: Spenser Avenue North Walsham

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The governing body

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 12 May 1997 North Walsham High School - 4

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INFORMATION ABOUT THE INSPECTION TEAM

Team members Subject responsibilities Aspect responsibilities

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INFORMATION ABOUT THE INSPECTION TEAM

1522 W Keast Registered inspector Educational inclusion including race relations How well are students taught?

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INFORMATION ABOUT THE INSPECTION TEAM

9271 S Ward Lay inspector Students’ attitudes, behaviour and personal development. How well is the school led and managed? 22423 J Lovgreen Team inspector English Drama The school’s results and students’ achievements.

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INFORMATION ABOUT THE INSPECTION TEAM

1503 T Browne Team inspector Mathematics 3242 M Newman Team inspector Science 1990 G Preston Team inspector Design and technology 32208 D Aitken Team inspector Modern foreign languages How good are the curricular and other opportunities offered to students? 10761 P Willan Team inspector History English as an additional language Special educational needs 17808 S Orpin Team inspector Geography How well does the school work in partnership with parents? 15208 A Briggs Team inspector Information and communication technology Music 27226 R Cribb Team inspector Physical education Religious education 2501 R Allison-Smith Team inspector Art 18178 I Matthews Team inspector Citizenship How well does the school care for its students?

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INFORMATION ABOUT THE INSPECTION TEAM

The inspection contractor was: e-Qualitas Ltd Langshaw Pastens Road Limpsfield Chart Oxted Surrey RH8 0RE 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: The Complaints Manager Inspection Quality Division

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INFORMATION ABOUT THE INSPECTION TEAM

Alexandra House 33 Kingsway North Walsham High School - 5 London WC2B 6SE North Walsham High School - 6

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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 Students’ 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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HOW HIGH ARE STANDARDS? 11

The school’s results and students’ achievements Students’ attitudes, values and personal development

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INFORMATION ABOUT THE SCHOOL

North Walsham High School is a comprehensive school for boys and girls, aged from 11 to 16, situated in the small market town of North Walsham. The school has 925 students and is similar in size to most secondary schools. A very small number of students come from ethnic minority backgrounds and none is at an early stage of learning English. Students with emotional and behavioural difficulties, moderate learning difficulties and those on the child protection register receive external support or a statement of need. The proportion of students with a statement of need is broadly average. Although the proportion of students known to be eligible for a free school meal is broadly average, national indicators show that the majority of students come from areas with above average deprivation. Their attainment when they come to the school is below the national average. A significant proportion of students come with behavioural problems. Approximately three-quarters of the students continue

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INFORMATION ABOUT THE SCHOOL

in education beyond the age of 16. The school has had difficulty in recruiting suitably qualified and experienced teachers in some curriculum areas. The school has recently received a second achievement award for the improvement in its results. It has gained Investor In People status in recognition of its work. The school has successfully raised sufficient resources to allow a bid for specialist school status in Performing Arts.

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HOW GOOD THE SCHOOL IS

North Walsham is an improving school, providing a sound education for its students. GCSE results are rising more rapidly than the national trend. Students do not make enough progress in the early years but, over their time in the school, they achieve well. The new headteacher is providing very good leadership, and good management has resulted in much improved teaching over the last three years. Teaching is sound with much that is good or better. The school provides sound value for money.

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HOW GOOD THE SCHOOL IS

What the school does well • Students do well by the time they leave the school. The good achievement by the end of Year 11 is demonstrated in the 2002 results and the standards of the current Year 11 students

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HOW GOOD THE SCHOOL IS

• Pastoral care and relationships are good. Students are well known and get good individual support to help them develop as young people and as learners

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HOW GOOD THE SCHOOL IS

• The developing curriculum in Years 10 and 11, with its three pathways and increased links outside school, is providing all students with more varied and appropriate learning opportunities

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HOW GOOD THE SCHOOL IS

• The headteacher provides very good leadership; the school is well managed at all levels. This results in the school being self-aware and self-critical, with a strong focus on staff development and team building

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HOW GOOD THE SCHOOL IS

• There are improved links with the community and a stronger partnership with parents. This consultation means that the school is both better informed and more responsive to the views and suggestions of these partners

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HOW GOOD THE SCHOOL IS

What could be improved • The unsatisfactory provision for music and citizenship, neither of which meets statutory requirements because the schemes of work do not systematically cover the necessary topics

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HOW GOOD THE SCHOOL IS

• The standards which students reach by the end of Year 9, particularly in English

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HOW GOOD THE SCHOOL IS

• The attitudes and behaviour of some students, principally in Years 7 to 9, which show a lack of motivation and cooperation

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HOW GOOD THE SCHOOL IS

• The consistency of teaching, particularly in terms of: the recruitment of specialists; better basic classroom management; more regular marking of written work in Years 7 to 9 with a focus on telling students what skills they are using well, and what they need to do in order to improve further The areas for improvement will form the basis of the governors’ action plan. North Walsham High School - 8

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school was last inspected in May 1997. Since then, improvement has been good, particularly in the last three years. All the issues raised in the previous report have been tackled with significant improvements in GCSE results, the consistency of teaching, strategic planning, the sharing of a clearer understanding of educational goals, the provision for art, greater opportunities for spiritual development and a daily act of corporate worship. The time issue surrounding a second modern foreign language have been resolved, but staffing difficulties have meant that teaching improvement and the raising of students’ expectations have still to be achieved. Additionally, strengths in student welfare have been maintained, much more assessment data is collected and used to set appropriate targets and there is greater consultation with parents. The school has gained two national achievement awards and has been awarded Investor in People status.

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STANDARDS

The table shows the standards achieved at the end of Year 11 based on average point scores in GCSE examinations.

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STANDARDS

Performance in: all schools similar schools well above average A 2000 2001 2002 2002 above average average B C GCSE examinations C C C B below average well below average D E Similar schools are those in which the proportion of students known to be eligible for free school meals is between 13 and 21 per cent. Schools with similar students are those whose students gained average points of at least 26 but less than 27in their Year 6 tests..

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STANDARDS

Students’ standards when they come to the school are below average and they are currently reaching the national average by the time they leave. Over the five years, therefore, they are achieving well.

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STANDARDS

In 2002, results in the end of Year 9 national tests were below national average. They were in line with similar schools but well below those achieved in schools with similar students. Results in English were well below all the respective averages. Those in mathematics were in line with the national average and those in schools with similar students. They were above average for similar schools. Science results were below national average and well below those in schools with similar students. They were in line with those in similar schools. This group of students made well-below average progress from their test results in Year 6. Overall, boys did better than girls. The trend over the last five years has seen results rise on a par with the increase nationally.

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STANDARDS

GCSE results improved in 2002 and the school met its relatively challenging targets of 44 per cent of students gaining five or more grades A* to C with an average point score of 42. Girls did better than boys, as they have for the last three years. Results, based upon the average point score, were above those of schools with similar students. The proportion of students gaining five or more A* to C grades was at the national average, and above average for similar schools and schools with similar students. Students made good progress from the standards they reached in their Year 9 tests, two years previously, and they achieved well. When compared to their performance in the other subjects they studied, there was significantly stronger performance in English language, mathematics, and statistics. Students did less well in science, design and technology, geography, German, physical education and sociology. Results, over the last five years, show a rising trend which is above the

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STANDARDS

The school has set particularly challenging targets of 52 per cent of students gaining five or more grades A* to C with an average score of 40 points for 2003.

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STANDARDS

Standards of the current Year 9 students are, overall and in many subjects, broadly at nationally expected levels. They are at the expected levels in mathematics and science. Standards in English are below the expected level but are higher than last year because of better focused teaching. In other subjects, standards are below expected North Walsham High School - 9 levels in design and technology, modern foreign languages, music and citizenship. Compared to their attainment on entry in Year 7, this is at least satisfactory achievement in all but music. Standards in Year 11 are at national expectation overall, and in most subjects. They are above in history and below in design and technology, geography, music, and well below in French and German. Achievement overall is good, but there is underachievement in music, French and German.

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STUDENTS’ ATTITUDES AND VALUES

Attitudes to the school Satisfactory. Most students have a positive attitude to learning, particularly in the older classes, although they are rather passive participants in lessons. A small but significant minority of younger students are reluctant learners and can be disruptive when they are not closely supervised and supported.

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STUDENTS’ ATTITUDES AND VALUES

Behaviour, in and out of classrooms Satisfactory in most lessons and good around the school. In some lessons, students’ behaviour is unsatisfactory and this detracts from their learning. Students feel safe and that any reported incidences of bullying or other inappropriate behaviour have been effectively tackled. There have been 23 temporary and two permanent exclusions over the past year. This is quite a low number for the size of school.

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STUDENTS’ ATTITUDES AND VALUES

Personal development and relationships Students’ personal development is satisfactory and relationships throughout the school are good. Students get on well with one another and with their teachers and other adults. Those that take up the opportunities offered to take on responsibilities become more mature, but a minority of students are unwilling to take part in school activities.

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STUDENTS’ ATTITUDES AND VALUES

Attendance Unsatisfactory. It is a little below average. There is a particularly high proportion of parentally condoned absence. Punctuality could be improved. Too many students amble in to school with no sense of urgency after the time they should be in registration or assembly.

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TEACHING AND LEARNING

Teaching of students: Years 7 – 9 Years 10 – 11

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TEACHING AND LEARNING

Quality of teaching Satisfactory Satisfactory 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 AND LEARNING

Teaching in mathematics and science is satisfactory throughout the school. Teaching in English is satisfactory in Years 7 to 9 and good in Years 10 and 11. Teaching in most other subjects is satisfactory. It is good in history, information and communication technology, and physical education throughout the school. It is also good in design and technology, drama and art in Years 10 and 11. Teaching is unsatisfactory in music throughout the school, and in modern foreign languages in Years 10 and 11. There have been staffing difficulties in both these subjects.

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TEACHING AND LEARNING

Particular strengths in the teaching lie in teachers’ subject knowledge and their understanding of examination requirements. This leads to good planning of three-part lessons which, by their consistency and structure, support students’ learning. Students’ learning is satisfactory overall, and generally better in Years 10 and 11 because students are more mature and concentrate and work harder. Throughout the school, students are passive in their learning, they follow instructions carefully, show an increasing pride in their work, but the majority do not demonstrate a thirst for knowledge. Generally, students’ behaviour is managed well. Unsatisfactory teaching was observed when students failed to make sufficient progress. This was because younger students’ behaviour was not well managed by individual teachers, individuals teaching outside the North Walsham High School - 10 subject for which they initially trained were insecure in their knowledge or the teaching strategy chosen either

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TEACHING AND LEARNING

provided too little challenge for the higher-attaining students or too great a challenge for the lower-attaining students. Over time, teaching is unsatisfactory in music because it has not covered the requirements of the National Curriculum nor has it provided a continuity of experience.

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TEACHING AND LEARNING

Skills of literacy and numeracy are generally well taught within English and mathematics. The development of literacy skills is more consistent across other subjects than the development of numeracy.

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TEACHING AND LEARNING

Overall, the school meets the learning needs of all students well. This is achieved by teaching students who are grouped by ability, the developing curriculum in Years 10 and 11, the good in-class support for students with special educational needs and the effective teaching of those withdrawn for focused support. This is supported by an extra-curricular programme for identified talented and gifted students and additional support for students approaching examinations.

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OTHER ASPECTS OF THE SCHOOL

The quality and range of the curriculum Good overall, particularly in Years 10 and 11 with the new subject choices available. The taught curriculum is enhanced by a good provision of extra- curricular activities. Careers education is good. The provision for students’ personal, social and health education is being developed and is satisfactory. Neither the provision for music nor the newly introduced citizenship meet the requirements of the National Curriculum.

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OTHER ASPECTS OF THE SCHOOL

Provision for students with special educational needs Good, particularly when specialist staff work with identified students, for example in the small groups withdrawn for reading support. It is variable within subjects. Most teachers plan and prepare appropriate materials for all students. A range of external services is effectively co-ordinated to support students.

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OTHER ASPECTS OF THE SCHOOL

Provision for students with English as an additional language There are few students who are identified with English as an additional language and none is at an early stage of learning English. Their progress is monitored along with all other students.

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OTHER ASPECTS OF THE SCHOOL

Provision for students’ personal, including spiritual, moral, social and cultural development Satisfactory. Students have appropriate opportunities for reflection and for thinking about others, particularly through well-planned assemblies. They learn about moral issues and choices. They have good opportunities to work together in lessons and many students take on responsibilities. Students learn about their own and other cultures in art, religious education and some other subjects, but opportunities are missed for developing appreciation of music.

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OTHER ASPECTS OF THE SCHOOL

How well the school cares for its students Well, with very good child protection procedures. The school has good systems to monitor and support students’ welfare. Students get strong support from tutors and year team leaders. Good support structures for behaviour management are not consistently used by all staff. Gathering assessment data and using it to promote students’ progress both within and across subjects is improved. It is satisfactory but with inconsistencies between subjects.

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OTHER ASPECTS OF THE SCHOOL

The school works very well to involve parents and has developed a good range of ways to provide information and links with the school. North Walsham High School - 11

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HOW WELL THE SCHOOL IS LED AND MANAGED

Leadership and management by the headteacher and other key staff The school benefits from the very good leadership of the headteacher, who works in close and effective partnership with the other members of the leadership team to provide very clear direction in a school where there is a shared commitment to school improvement. Students are taking a growing pride in their school. The school is well managed. Teaching and learning is monitored effectively and most staff with management responsibilities do a good job.

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HOW WELL THE SCHOOL IS LED AND MANAGED

How well the governors fulfil their responsibilities Governors are very supportive and committed to the school and do a good job. They visit regularly and have a clear understanding of the school’s strengths and of those areas that could be improved.

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HOW WELL THE SCHOOL IS LED AND MANAGED

The school’s evaluation of its performance Good. Analysis, evaluation, consultation and comparison over what the school does and how it might be improved, have been important factors in the recent improvements in standards. In this way, the school makes good use of the principles of best value.

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HOW WELL THE SCHOOL IS LED AND MANAGED

The strategic use of resources Spending is properly linked to a comprehensive strategic plan. Because the plan is broken down into manageable sections, it forms a useful tool in setting and managing school priorities. Grant funds are used effectively and for the proper purpose.

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HOW WELL THE SCHOOL IS LED AND MANAGED

The school has had difficulty in recruiting sufficient qualified and experienced staff. Overall, specialist staffing is adequate with strengths in art, history and physical education but some remaining weakness in mathematics, science and design and technology. Resources for teaching the curriculum are satisfactory. with strengths in history and mathematics but some gaps in design and technology, and library book stock levels are low. Accommodation is adequate. The school has made many improvements in recent years and subjects are taught in suites of rooms. The large number of demountable buildings do not provide a conducive learning environment.

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

What pleases parents most What parents would like to see improved

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

• High expectations that students will work hard and achieve their best • Friendly approachable school and staff • Their children make good progress • Students’ behaviour • Homework • Information about students’ progress • Closer involvement of parents

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

A minority of parents returned the questionnaire or attended the meeting, so the views above may not be representative of the total parent body. Parents at the meeting were generally more positive and felt more involved in the school. The inspection team agrees with the parents’ positive views but considers that the school is now working very closely with parents and that good information is provided about students’ progress. Students’ behaviour has improved, and the amount of homework set is satisfactory, although in both these areas there is room for further improvement. North Walsham High School - 12

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The school’s results and students’ achievements

1 The attainment of students when they come to the school is below national average, judged by national tests taken at the end of Year 6. Standards at the end of Year 9 were similar to those at the last inspection, but at GCSE they have risen. In 1996, 29 per cent of students gained five or more passes at grades A* to C while in 2002 the figure was 46 per cent. Similar marked improvements have taken place in the proportion of students gaining five or more GCSE passes, and at least one GCSE pass. The school has received two achievement awards for the improvement in these standards

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The school’s results and students’ achievements

2 Results in the national tests taken at the end of Year 9 in 2002 were below average overall. This was a decline from the previous year. Whilst students reached the national average in mathematics, they were below it in science and well below in English. The 2002 results were in line with those gained by students in similar schools 1 . They were well below those gained in schools with similar students 2 . These results show that students did not make enough progress and that achievement in Years 7 to 9 was, overall, unsatisfactory. This is confirmed by the recently-introduced value-added measure. The overall trend of improvement has matched the national trend, but there have been notable fluctuations in the performance of girls.

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The school’s results and students’ achievements

3 The 2002 GCSE results were the best ever achieved by the school and matched the challenging targets which had been set. The proportion of students gaining five A* to C passes, and their overall points score, have improved markedly since the last inspection. They are now at the national average and above both those for similar schools and for schools with students who had similar end of Year 9 results. When comparing the proportion of students who passed five or more subjects at GCSE, the school was well above the national average, the average for similar schools and the average for schools with similar Year 9 results. The proportion of students gaining at least one GCSE pass was above the national average and well above the other schools’ averages. The achievement for this year group of students was good. Girls did better than boys, as had been the case in the previous two years. Results are improving at a greater rate than they are nationally.

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The school’s results and students’ achievements

4 Compared to the national picture, the proportion of students gaining grades A* to C was average in both English and mathematics and below average in science. When compared with schools, nationally, which had similar Year 9 test results in 2000, English results were well above average, mathematics above average, and science in line with the average. Students, overall, made comparatively greater progress in English language, mathematics and statistics, and less in science, German, geography, physical education, sociology and design and technology.

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The school’s results and students’ achievements

5 Overall, the standards of the current students are at nationally expected levels at the end of Year 9. They are below expected levels in English, design and technology, French, German, citizenship and music. In terms of students’ starting points in different subjects, overall achievement is satisfactory. It tends to improve as students move towards the end of Year 9 national tests. Students are achieving well in mathematics, science, art, geography, history, information and communication technology, and physical education. They are underachieving in music. Where there is good achievement it is because classes are well managed by teachers who motivate students and stimulate their interest. Such

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The school’s results and students’ achievements

1 Schools in which the proportion of students known to be eligible for free school meals is between 13 and 21 per cent. 2 Schools with students who gained average points of at least 26 but less than 27 in their Year 6 tests. North Walsham High School - 13 teachers clearly communicate the standards required for success, and then teach students how to develop and demonstrate the relevant skills. Mathematics lessons have a strong focus on examination requirements. In physical education good relationships are apparent in the many extracurricular activities offered and taken up, and in the expectation of, and response to, smart kit requirements. In subjects where there is unsatisfactory achievement teachers have lower expectations of what students are capable of. In music, teaching over time is unsatisfactory and what students are taught bears no relationship to national curriculum requirements. In modern foreign languages, students’ speaking skills

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The school’s results and students’ achievements

are weaker than their listening and reading skills.

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The school’s results and students’ achievements

6 Overall, standards of the present Year 11 students are close to nationally expected levels and a little better than previous results show. This is due in no small measure to the core subjects of English, mathematics and science, in each of which standards match the expected levels. Standards in history, where teachers are enthusiastic and well qualified, are above expected levels. Students’ overall achievement in Years 10 and 11 is good. It is satisfactory in geography, design and technology and religious education and unsatisfactory in music, French and German. There is a history of underachievement in modern languages partly as a result of the number of boys who are demotivated. Students who are gifted and talented are taught in the top sets and make the similar good overall progress as their peers.

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The school’s results and students’ achievements

7 Students have satisfactory basic reading skills, though too few spontaneously use reading for pleasure or to find information. Limited writing skills, in terms of the structure, range, accuracy and appropriateness of extended writing, hold down the standards which students achieve in some subjects. This is most noticeable in the case of average-attaining students, especially boys. Most students have sound conversational English, but the skills of many in class discussion are under-developed.

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The school’s results and students’ achievements

8 Numeracy across the curriculum is satisfactory. As a result of training and guidance, teachers in subjects beyond mathematics are aware of the importance of numeracy, although both the development and use of these skills are less well advanced than literacy. For example, in design and technology and in science, students make less use of numeracy skills than is normally found, although in geography some good use of graphs was evident. The ability of students to explore and apply mathematics is a relative weakness in the subject.

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The school’s results and students’ achievements

9 Students with special educational needs learn, for the most part, in mainstream lessons. There, overall, they make similar progress to other students. Progress was unsatisfactory, in modern foreign languages and music, where teachers’ planning did not always take account of students’ identified needs. Occasionally teachers missed opportunities to adapt their materials for the wider range of student attainment in the class. In the small teaching groups, withdrawn for reading and taught by specialist teachers for special needs, students make good progress overall.

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The school’s results and students’ achievements

10 The school has very few students identified with English as an additional language. None is at an early stage of language acquisition. All are readily accommodated within mainstream classes and make progress in line with their peers.

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The school’s results and students’ achievements

11 Students information and communication technology (ICT) skills are broadly as expected for their age. They use their skills effectively to support their learning in many subjects.

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Students’ attitudes, values and personal development

12 Students’ attitudes are satisfactory, overall. A significant minority of students join North Walsham High School with a negative attitude to learning, and this adversely affects the progress they make initially. Attitudes are improving, however, and most students are beginning to take a growing pride in North Walsham High School - 14 their school. Attitudes, overall, are notably better in Key Stage 4 than Key Stage 3, with the older students generally showing better motivation. Even in the Year 10 and 11 classes, however, students are rather passive learners. They readily comply with instructions from teachers but they show little enthusiasm for learning and most students do not develop strong independent learning skills.

p.13

Students’ attitudes, values and personal development

13 The behaviour of students is satisfactory. Around the school, including at break and during the short lunch period, behaviour is good. Inspectors found no evidence of aggressive or oppressive behaviour. In lessons, however, students’ behaviour is sometimes less than satisfactory. Where students are not well managed either by the teacher or by support staff, a small but significant minority can be disruptive, distracting others and interrupting their learning, for example by taking equipment from other students during science experiments or by sullenly ignoring the teachers’ instructions. There have been 23 fixed-term exclusions over the past school year and two permanent exclusions. This is a relatively low number for the size of school. The sanction of exclusion has been used appropriately and there is evidence that it has been effective as only two of the students excluded last year were excluded more

p.14

Students’ attitudes, values and personal development

than once. The frequency of unsatisfactory attitudes and behaviour in some lessons is similar to the position reported in the last inspection.

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Students’ attitudes, values and personal development

14 Relationships throughout the school are good. Students get on well with one another and with the teachers and other adults in the school. When given the opportunity in lessons, students generally collaborate well together, sharing tasks fairly, although mostly they choose to do so in single gender groups. Many students benefit from the opportunities available to them. Older students are able to take on responsibilities as prefects, for example, and students in each year group are able to join the Student Council or take part in overseeing welfare issues through membership of the school’s junior health and safety committee. Reports given by the head boy, head girl and chair of the school council are now a regular feature of a governors’ committee. Although these opportunities enable students to develop and mature, and contribute to their understanding of their rights and responsibilities as young citizens,

p.14

Students’ attitudes, values and personal development

students’ personal development, overall, is only satisfactory as too many students take little part in such activities.

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Students’ attitudes, values and personal development

15 Attendance is broadly similar to the level reported in the last inspection. It is a little below average and this is unsatisfactory. There is a particularly high proportion of parentally-condoned absence, with a number of students taking days off, for example for birthdays and shopping trips. Punctuality could be improved. Too many students amble into school, with no sense of urgency, well after the time they should be in their year group assemblies or class registrations. In the main, however, students move to lessons quickly and without fuss, particularly in the mornings. Some lessons have a late start not because students are tardy in getting from one lesson to another but because, with no ‘bell’ system to signal the end of each lesson, some teachers allow lessons to overrun the allocated time.

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HOW WELL ARE STUDENTS TAUGHT?

16 Overall, the observed teaching was sound. More than half the lessons observed were good or better. Nearly one lesson in five was very good or excellent. This is a significant improvement since the last inspection and from the situation that existed when the current headteacher took up post nearly four years ago. Teaching was better in Years 10 and 11 than it was in Years 7 to 9. Overall, about one lesson in fourteen was less than satisfactory. Most of these lessons were in Years 7 to 9.

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HOW WELL ARE STUDENTS TAUGHT?

17 Teaching over time is better than this as it leads, particularly in Years 10 and 11, to students achieving well. Senior staff operate an on-call system. Monitoring records show that it may be used, on average, about five times a day. During the first two days of the inspection the system was used more than three times the weekly average. The majority of the unsatisfactory teaching occurred on these two days and the inspection evidence shows that the unsatisfactory behaviour of groups of students, North Walsham High School - 15 particularly in the first three years, led to some of the unsatisfactory lessons and reduced the learning in others. The first two days were not typical and the second two days were much calmer.

p.14

HOW WELL ARE STUDENTS TAUGHT?

18 In most subjects teaching was satisfactory overall. It was good throughout the school in history, physical education and information and communication technology (ICT). It was good in Years 10 and 11 in English, art and design and technology. It was unsatisfactory in Years 10 and 11 in modern foreign languages. Teaching in music is unsatisfactory because it does not cover the requirements of the National Curriculum and, because of staffing problems, students have not had a consistent experience or made nearly enough progress.

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HOW WELL ARE STUDENTS TAUGHT?

19 Teachers generally have a good knowledge of their subject and understand well the requirements of examinations. The exception to this is where, because of recruiting difficulties, one or two teachers are teaching subjects for which they were not primarily trained. Teachers put their knowledge to good effect in providing clear explanations and, in Years 10 and 11, providing work which is designed to help students gain the highest grade they can in examinations. Planning is a strength. The three-part lesson recommended by the National Key Stage 3 Strategy is used fairly consistently. Nearly all lessons begin with teachers sharing with students what they expect them to learn or to be able do by the end of the lesson. This introduction to the lesson is also used to remind students of their previous learning so that new work develops and builds on what they can already do. Following the main learning activities in

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HOW WELL ARE STUDENTS TAUGHT?

the lesson, a final short period of time is used effectively to draw together what has been learnt and to relate it to the planned outcomes. This structure supports students’ learning well and its regular use helps them get into a routine.

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HOW WELL ARE STUDENTS TAUGHT?

20 The strength in planning leads to lessons which make good use of the time available. Learning resources have been developed and are well used. When learning support assistants are available they work well in support of the students and the teaching. The lower-attaining students and those with special educational needs are therefore well supported in their learning and generally make good progress or, at least, similar progress to their peers. The particular support provided for identified talented and gifted students is currently outside the taught curriculum. Students are grouped in sets according to their ability in most subjects and this helps teachers to match work and activities more closely to students’ needs. In most subjects, students in all sets make similar progress. The higher- attaining students generally make good progress with the work in the top sets in English and the additional course in statistics being particularly challenging. In modern languages, higher-attaining

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HOW WELL ARE STUDENTS TAUGHT?

students in Years 10 and 11 do not make enough progress when teaching does not provide sufficient challenge. Lower-attaining students also make insufficient progress because the work is too challenging and not well-matched to their needs.

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HOW WELL ARE STUDENTS TAUGHT?

21 Students’ learning is sound. They work steadily as they gain new knowledge and understanding. Generally, they learn better in Years 10 and 11 because they are more mature, their attitudes to learning are better and they have greater independence in their work. They show an increasing pride in their work as they grow older. On his arrival, the new headteacher determined to improve students’ attainment and focused on the GCSE examination success rate. The effect of this focus, and the professional development which accompanied it, shows in the higher expectation that teachers have of what students in Years 10 and 11 can and should be able to do. It has led to the overall improvement in teaching, the better teaching in these years and the greater learning and achievement of these students. Students are compliant in their response to teaching rather than showing a great desire and interest in learning. The school is working hard to change this response.

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HOW WELL ARE STUDENTS TAUGHT?

22 There is still variation in teaching across and within subjects. Students’ work is marked but teachers do not always follow the school policy. In the best marking, students are very clear about the National Curriculum level or GCSE grade at which they are working and annotations on their work give clear North Walsham High School - 16 guidance as to how this might be improved. In poorer marking, either or both of these strengths may be missing. Students, therefore, are not always sure of how well they are doing or how they can improve. Homework which usefully extends or supports the work being done in class helps students to learn.

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HOW WELL ARE STUDENTS TAUGHT?

23 Students with special educational needs have most of their learning experiences in mainstream classes, in line with the school’s policy of inclusion. Overall, teachers provide appropriately planned materials and activities to meet the students’ range of need and, as a result, they often learn well. Learning support assistants work in supporting students on the special educational needs register with the emphasis on the core subjects of mathematics, English and science.

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HOW WELL ARE STUDENTS TAUGHT?

24 An experienced team of teachers works with small groups of students, withdrawn from their normal lessons, to improve their reading ages. These groups have their needs precisely identified, and strategies are entirely appropriate and effective. When observed during the inspection, students were seen to make good progress in these sessions as a result of teachers’ planning and expertise.

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HOW WELL ARE STUDENTS TAUGHT?

25 In addition to these planned learning activities, the learning centre (TLC) works with students whose behaviour is challenging or who need a respite from the pressures of mainstream classes. On these occasions, teachers and learning support assistants provide appropriate learning materials to ensure that students continue to make progress.

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HOW WELL ARE STUDENTS TAUGHT?

26 The very few students with English as an additional language learn as well as other students in their mainstream classes. None of these students is at an early stage of language acquisition.

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STUDENTS?

27 The curriculum is satisfactory in Years 7 to 9 and good in Years 10 and 11. Overall, the curriculum provides students with a suitable range of courses. Areas of weakness have been addressed and as a result the curriculum is now considerably improved. This is helping the school to raise standards. Since the last inspection, there is a greater focus on the core subjects of English, mathematics and science, and the new ICT strategy is being fully supported with specialist lessons. In Years 10 and 11, almost all students follow a dual award science course, a significant improvement since the last inspection, and higher-attaining students are achieving notable successes in statistics. Almost all students now take a short course in GCSE religious studies. The curriculum in Years 10 and 11 has recently been enhanced by more vocational opportunities in addition to the traditional subjects at GCSE. Students

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STUDENTS?

may choose to follow an intermediate GNVQ (general national vocational qualification) art course, a themed theatre course involving design and technology, drama and media studies, or an engineering course. A carefully selected group of students follows an alternative, work-related programme. The two new curriculum routes were designed to increase motivation and provide a better match to the aptitudes of students. Early indications are that students are responding very positively to these new courses and the school’s aims are being successfully met.

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STUDENTS?

28 In music, the planned teaching has not ensured that the requirements of the National Curriculum have been met. Difficulties in staffing have meant that students’ musical experience has been inconsistent. Students choosing music as an option in Years 10 and 11 have not had the teaching programme that they need to be successful. Citizenship has been recently introduced but, as yet, the coverage of the required content is not secure and the contribution made by the teaching in other subjects has yet to be identified.

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STUDENTS?

29 The time allowed for teaching the different subjects broadly follows national guidelines. The organisation for teaching two modern foreign languages in Year 9 has improved since the last North Walsham High School - 17 inspection, but at the loss of physical education time for these students. A single 50 minute period, which includes changing time, is insufficient to meet the subject requirements for these students or for those in Years 10 and 11 who do not choose the examination option. A similar time allocation for art and religious education makes it very difficult to teach all requirements in these subjects.

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STUDENTS?

30 The provision of extra-curricular activities is good. A very broad span of activities, grouped under the heading of ‘study support’, is increasingly being linked to the drive to raise standards. For example, booster clubs to sharpen revision skills. Breakfast clubs to improve literacy and numeracy skills are due for significant expansion in September 2003 as a result of substantial new funding. School drama productions, which support the school’s bid for specialist status, are effective in motivating students and providing opportunity for them to display their many talents. Each year group benefits from a separate activities week. Year 7 and 8 students travel to battlefield sites across the Channel, while the school link with its German exchange partner is being renewed in June 2003. The energetic physical education department enables students to participate fully in a variety of sports, with several students

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STUDENTS?

achieving exceptional standards. Parents appreciate the school providing additional transport to allow more students to benefit from these activities.

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STUDENTS?

31 Overall, careers education is good. Although there is a certain lack of clarity in its management and organisation through the life skills programme, actual delivery is better. The programme of careers education is started in Year 9 as part of the options selection process, continues in Year 10 as part of a highly effective work experience programme and in Year 11, students get good careers advice from school staff and the local careers service. The work is supported by the Connexions service. A careers officer provides weekly opportunities, through drop-in sessions or scheduled interviews, for students to discuss issues of concern or guidance. The library contains a good range of up-to-date booklets, guides and magazines which are freely available to students.

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STUDENTS?

32 The provision for students’ personal, social and health education (PSHE) is satisfactory. It is taught as part of the life skills programme, in combination with citizenship and careers education. Assemblies and tutor periods offer many effective opportunities for PSHE. Drugs and sex education are included in the programme, where they are dealt with effectively and sensitively, appropriate to the age and maturity of the students. Some areas of the PSHE programme are less effective mainly because the school has not yet fully revised the life skills programme.

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STUDENTS?

33 The school works closely with its partner schools in the primary sector. Parents speak highly of the effective and easy way in which their children transferred to the school. Three-quarters of students continue in education at the age of 16. In Years 10 and 11, the increased emphasis on courses with a vocational emphasis has helped the school strengthen its relationships with Paston Sixth Form and Community College and the local community. The college contributes funding, training and accreditation for the work-related courses. The school has close links with local employers who not only provide an effective range of work experience placements in Year 10, but also the opportunity for Year 11 students to have an industry day and benefit from mentoring. A physical education project, jointly organised with the college, is assisting a group of potentially disaffected students to improve their social skills, gain a practical qualification and coach students in a linked primary school.

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STUDENTS?

34 The ‘Widening Horizons’ programme effectively provides additional challenge and experiences for identified gifted and talented students in Years 9 and 10. Such students, moving into Year 11, may continue to be involved if they wish. The scheme is already having success in raising students’ aspirations and in involving parents in the broader aspects of the education of their children. A successful summer school for gifted and talented Year 6 students was run in 2002 and is to be repeated this summer. The school is planning to extend its work with these students by developing classroom practice and additional teaching strategies. North Walsham High School - 18 35 For the most part, curricular opportunities for students with special educational needs occur within timetabled lessons and so their opportunities are similar to their peers. For some students withdrawn from lessons, for example those with reading ages significantly below expectations, the specialist

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STUDENTS?

teachers provide good, well-planned activities, using tried and tested reading schemes. In mainstream lessons, most teachers ensure appropriate planned activities for students that enable them to make progress along with their peers. However, there is still insufficient direct planning for groups which have a number of students identified on the special needs register, for example in music and modern foreign languages.

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STUDENTS?

36 The school makes satisfactory provision for students’ spiritual, moral, social and cultural education, and this represents good improvement since the last inspection when provision overall was unsatisfactory, with elements that were poor. This provision for students’ personal development contributes to their generally satisfactory attitudes and behaviour.

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STUDENTS?

37 The school has tackled well the weaknesses identified in the last inspection in the organisation of assemblies and in the provision of a daily act of collective worship. Legal requirements for this are now fully met for all students. For every year group there is a daily assembly, either at the start or the end of the day. Apart from dealing with announcements and celebrating students’ achievements, these all include a prayer or moment of reflection and offer a calming start or finish to the day. In a notable example, in an assembly which featured a talented student performing a Britney Spears song, students were encouraged to reflect upon the thought expressed in a line from the song. This helped give an uplifting start to the day.

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STUDENTS?

38 Although teachers are encouraged to identify opportunities for spiritual, moral, social and cultural development in their planning of lessons, this does not come through as a particularly strong feature of teaching or of students’ experience of learning. There are appropriate opportunities to empathise with others when, in English, geography and history amongst others, writing from the viewpoint of another person, and art provides good opportunities for spiritual development, where students explore the evocation of mood through their own and other artists’ work.

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STUDENTS?

39 Moral issues are explored satisfactorily both through themes in assemblies, such as ‘helping others’, and through lessons. For example, students examine environmental considerations in geography, and their discussion of issues arising from Third World poverty has resulted in students getting involved in charity fundraising for relevant causes. The school’s own rules and moral codes are clear, as are expectations of behaviour, although there is some inconsistency between teachers in the way in which the school’s policies and procedures are implemented. Although students value the rewards system, which involves them collecting gold stars as merits, they view as unfair the fact that some teachers are rather more generous than others in recognising good behaviour, effort and attainment.

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STUDENTS?

40 Students have a good range of opportunities to take on responsibilities within the school. For older students this includes work as prefects, and for students in all year groups, there is a chance to get involved in working together with others on the Student Council. Membership is also open to students to join a junior health and safety committee overseeing welfare issues within the school. These and other opportunities help the social development of a number of students, raise their confidence and contribute to the good relationships found throughout the school. Provision overall for students’ social development is only satisfactory because not enough is done actively to ensure that all students take advantage of the opportunities on offer. Steps have been taken to reduce the impediments to students, who live in relatively remote rural locations, taking part in after-school activities through the

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STUDENTS?

introduction of a late coach once a week. Nevertheless, too many students fail to take advantage of the school’s provision for their social and personal development. North Walsham High School - 19 41 The school is conscious of the need to introduce students to a broader range of cultures to ensure that they are prepared for life in multi-cultural Britain. Subjects such as religious education offer good opportunities for students to learn about their own and other cultures through learning about each of the major world religions. In art, students study aborigine art as well as work by well-known western artists. The weakness in the school’s provision for music means that this subject makes little contribution to students’ cultural development. Although music is used well in some assemblies, students do not currently have enough opportunities to listen to and appreciate music.

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HOW WELL DOES THE SCHOOL CARE FOR ITS STUDENTS?

42 Procedures for ensuring the health, safety and protection of students are good. The school has very good health and safety procedures which leave very little to chance. Premises are checked regularly and identified faults are dealt with quickly and effectively. Risk assessments are regularly carried out and off-site activities are thoroughly assessed before permission is given for the activity to go ahead. Overall, the school is a very safe environment with an appropriate number of staff trained in first-aid. Students are aware of heath and safety issues through the junior health and safety committee. This is a highly effective group who take a real interest in the care and maintenance of the building and school environment. The school takes positive action as a result of the recommendations of these students. A recent development is the creation of the ‘waste warriors’, a group of Year 8 students who are

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HOW WELL DOES THE SCHOOL CARE FOR ITS STUDENTS?

actively participating in schemes to improve the school environment through recycling.

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HOW WELL DOES THE SCHOOL CARE FOR ITS STUDENTS?

43 Child protection procedures are very good. The school has a well-established procedure applied by an effective child protection officer who has undergone all necessary training. The systems are well known to all teaching and non-teaching staff. All have undergone appropriate training and an induction programme ensures that all new staff are fully aware of the procedures.

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HOW WELL DOES THE SCHOOL CARE FOR ITS STUDENTS?

44 The tutoring system is a powerful and supportive aid to student development and improvement. Form tutors and year team leaders move through the school with the students, so they know their students well and provide a positive support for their welfare and development. They are the main link with parents and provide detailed progress information during the routine academic review days. They keep records of progress and play an important role in target setting and counselling students to improve.

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HOW WELL DOES THE SCHOOL CARE FOR ITS STUDENTS?

45 The school has good procedures in place to monitor attendance. Attendance has remained fairly static for three years and the school’s best efforts have had little impact in improving it. If students are absent without the school receiving an explanation on the day of the absence, a parent is immediately phoned. The EWO (educational welfare officer) and senior staff work well together. They meet regularly and arrange for suitable support to be provided for students whose attendance is poor. The EWO has considerable knowledge of families in the local area and the local education authority (LEA) will often prosecute the parents of persistent non-attenders. Registers taken during the assembly periods are prone to error and this reduces the effectiveness of an otherwise potentially very good system. The school is aware of these problems and is planning to upgrade the system to ensure a higher degree of accuracy in the initial completion of attendance information.

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HOW WELL DOES THE SCHOOL CARE FOR ITS STUDENTS?

46 Procedures to support positive behaviour and to deal with the occasional incidents of poor behaviour are good. Younger students generally welcome the reward system for positive behaviour, including good work, although they say that it is not used consistently by all teachers. The effective ‘on call’ system, which has the potential to remove a particularly difficult student, is generally seen by staff as being very supportive and provides a powerful incentive to positive behaviour from the class. The system is not yet being used consistently, in that some teachers will use it too early in the disciplinary process and others will not use it soon enough. North Walsham High School - 20 47 The school has good procedures for responding to identified incidents of oppressive behaviour, including harassment and bullying. Students are generally confident that tutors will support them and they confirm that the school takes firm and effective action to counter this behaviour. The use of a

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HOW WELL DOES THE SCHOOL CARE FOR ITS STUDENTS?

peer counselling system, where older students provide support to younger ones, is a positive factor in promoting a safe and secure environment for all students.

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HOW WELL DOES THE SCHOOL CARE FOR ITS STUDENTS?

48 Provision for students with statements of special educational needs is good. The annual review process is fully in place, and records of these are readily available. The special educational needs department ensures that students, parents and outside agencies are all fully involved in decisions. Considerable efforts are made to ensure parental involvement for all students. Individual education plans are detailed, helpful for staff, regularly reviewed, and stored electronically.

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HOW WELL DOES THE SCHOOL CARE FOR ITS STUDENTS?

49 The special educational needs team provides support for students who become upset through the school day. For students who have known emotional and other difficulties, the team seeks and receives support from a number of outside agencies, in addition to the opportunities they provide in school. Members of the Leapfrog and Rural Advice Project teams work with individual students and are available, at set times, for students who feel in need of additional support.

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HOW WELL DOES THE SCHOOL CARE FOR ITS STUDENTS?

50 The school’s use of assessment is satisfactory overall. It contains a number of strengths, but is not yet consistent across all departments. The previous inspection was highly critical of the school’s assessment system and the school has made a big effort to improve it. Information systems have been put in place and data on prior attainment, national test results (including nationally standardised testing), predictions of future performance and information on added value, are available to all departments. These allow careful monitoring of students’ achievement and effective target setting, by those departments that thoroughly understand the system and make use of its potential. The improvements in the system are good at the level of policy, information and potential.

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HOW WELL DOES THE SCHOOL CARE FOR ITS STUDENTS?

51 The core subjects of mathematics and science make best use of this data. They have the advantage of nationally validated data from Years 6 and 9. Some departments, such as science, supplement the targets by setting individual targets for GCSE module tests. This aspect of the system is good, but effective target setting needs to be extended across all departments and clearly related to National Curriculum levels and GCSE grades as appropriate.

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HOW WELL DOES THE SCHOOL CARE FOR ITS STUDENTS?

52 Departmental assessment is satisfactory overall. However, there are both strengths and weaknesses in this. The aim is to communicate to students the steps that they need to take in order to improve their performance. These formative targets are a more effective contribution to learning than simple numbers or grades. Currently, there are inconsistencies between and within departments. Assessment procedures are good in English, art, physical education and history, and are improving in ICT, design and technology and geography. Other departments make less effective use. Assessment is poor in music, unsatisfactory in modern foreign languages and has not yet been tackled in citizenship. Some departments assess well but do not use National Curriculum levels, as anticipated in the school’s policy or students do not understand what is required for each level; these include art, ICT and design and technology. The school plans to focus on the most effective indicators of future attainment to make it

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HOW WELL DOES THE SCHOOL CARE FOR ITS STUDENTS?

easier for the system to be fully implemented. Departmental assessment is stronger when there are clear criteria, which means that in general the assessment system for GCSE works better, because of the structure of module tests and coursework and the relative clarity of examination board specifications.

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HOW WELL DOES THE SCHOOL CARE FOR ITS STUDENTS?

53 The school makes satisfactory use of its data to guide planning. Assessment is used to group students into teaching sets, from the beginning of Year 7. This process will be refined in future years when the North Walsham High School - 21 school will have access to Year 6 test percentages, which convey more information than a simple level judgement of 3,4 or 5. However, the division of each year group into two bands does not result in an equal ability spread, so that the sets contain a very wide range. In some departments, such as mathematics and science, assessment information is well used to target extra support for students who need it, through after school clubs, booster classes and summer sessions for the higher-attaining students. North Walsham High School - 22

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

54 The views expressed by the parents who completed questionnaires or attended the parents’ meeting indicate they feel the school provides their children with a satisfactory education. At the meeting, they were more positive than in the questionnaire responses. In particular, parents appreciate the high expectations teachers have, the approachability of the staff and the progress their children make. They would like to see students’ behaviour and homework improved, better information about their children’s progress and closer involvement of parents. The inspection team agrees with the parents’ positive views and found that the school is now working very closely with parents and that good information is provided about students’ progress. Students’ behaviour has improved, and the amount of homework set is satisfactory, although in both these areas there is room for further improvement.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

55 The school has developed effective links with parents that have a very good effect on its work. The parents’ forum is an active body that meets regularly and enables parents to contribute their views on developments in the school. For example, it influenced the choice of focus for the proposed specialist school status, and through this body, parents’ views have influenced the timing of reports and student access to the school site. Parent working groups are developing an information booklet for parents, and creating a school website. The school provides a range of subject information evenings, for example a mathematics evening for Year 7 parents. Parents are involved more directly in school life and make a very good contribution to students’ learning by providing help at such events as school productions, discos, sponsored events, sports fixtures, Widening Horizons visits, foreign exchange visits, and school

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

56 Much information is made available to all teachers to assist in report writing. This information is well communicated to parents and students, using a system that has been developed in consultation with parents and is responsive to their opinions. Interim reports give clear guidance on progress and form tutors explain this to parents. Summative reports and the associated parents’ evening allow subject teachers to explain performance and set targets for the subsequent year. Detailed information about attendance is also sent to parents. Reports are less consistent in the nature and quality of information about what students need to do next to improve. Parents are given the opportunity to attend an academic review day with their child’s form tutor. Taken together, these events inform parents about their children’s progress on a very regular basis.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

57 Other communications to parents, such as the prospectus, are of a good quality and provides them with useful information. Two regular newsletters, the Flyer and The High Flyer, provide a very good source of information. Parental contact is seen as very important in the school and is undertaken for both positive and negative information. In science, parents are contacted swiftly when students’ work or attitudes give cause for concern. Every half term, letters are sent to the parents of the two highest- attaining and the two most improved students in each mathematics class, detailing their achievements. The school contacts parents well when there are incidents that are a cause for concern, for example bullying, and ensures that telephone calls are made within a day. Homework diaries are regularly monitored and signed by parents and form tutors, but often they show that homework has not been set in several subjects.

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