Great Barr SchoolOfsted inspection, 9 Feb 2006

103550 Unique Reference Number Birmingham LEA 276949 Inspection number 8 February 2006 to 9 February 2006 Inspection dates Davinder Dosanjh HMI Reporting inspector

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This inspection was carried out under section 5 of the Education Act 2005.

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Aldridge Road School address Secondary Type of school Birmingham Foundation School category West Midlands B44 8NU 11 to 18 Age range of pupils 0121 3666611 Telephone number Mixed Gender of pupils 0121 3666007 Fax number 2428 Number on roll Mrs Judy Watts-Janef Chair of governors The governing body Appropriate authority Mrs Catherine Mary Abbott Headteacher 13 March 2000 Date of previous inspection

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Inspection number Inspection dates Age group 276949 8 February 2006 - 11 to 18 9 February 2006 Website: www.ofsted.gov.uk

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This document may be reproduced in whole or in part for non-commercial educational purposes, provided that the information quoted is reproduced without adaptation and the source and date of publication are stated.

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Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report 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.

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Introduction

The inspection was carried out by one of Her Majesty’s Inspectors and four Additional Inspectors.

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Description of the school

Great Barr is the largest school in the country and is a popular and oversubscribed school. It is a mixed 11–18 comprehensive school. There are 2,453 pupils on roll of whom 355 are in the sixth form. The proportion of pupils from minority ethnic groups is 27%. The proportion of pupils who have special educational needs is below the national average and the proportion eligible for free school meals is in line with the national average. It became a specialist science college in September 2005.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Great Barr School, 8 February 2006 to 9 February 2006

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Grade: 3

The school evaluates its overall effectiveness as satisfactory and the evidence from this inspection supports this view. Since the last inspection, improvements have been made in most of the areas identified, the new music accommodation is impressive but French results are still low. Parents are concerned about behaviour and the steady decline in discipline. This is supported by the inspectors’ observations. Leadership and management are satisfactory. The headteacher who has only been at the school for a term is focused on making further improvements. The senior leadership team is a committed group that ensures efficient daily management of a very large school. Achievements and standards are satisfactory. At Key Stage 4, GCSE results have been rising and in 2005 the school achieved its best ever results. Teaching and learning are satisfactory. There are some very enthusiastic and outstanding teachers who motivate

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Grade: 3

and engage pupils well. However, too much teaching is lacking in challenge. Pupils receive good care and support and the house system is a particular strength of the school. The curriculum is appropriate, with an increasing choice and flexibility at Key Stage 4. The current timetable limits teaching time and results in lateness to lessons. The school gained specialist science status in September 2005 and has progressed quickly by putting a range of initiatives in place. It is too early to judge the impact of these initiatives on achievement and the curriculum. The school’s self-evaluation accurately identifies the areas it needs to improve and the key priorities have been addressed in the school development plan. However, actions need to be taken more quickly to address areas of concern. The school has the capacity to improve further and provides satisfactory value for money.

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Grade: 3

The sixth form is satisfactory. Standards are improving. Attendance, an issue in the last inspection, is now improved. Students are offered a wide range of AS/A level subjects. The new study facilities in the sixth form are providing opportunities for students to develop their capacity for independent learning. Teaching and learning are satisfactory and improving. Some teaching is outstanding and this accounts for the better progress in some subjects. All students are set challenging examination targets and the school monitors individuals’ progress well. When progress falters there are clear procedures to rectify matters but these are not always fully effective. Steps to make departments accountable for results are beginning to raise standards.

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What the school should do to improve further

• Improve achievement and raise standards of attainment by strengthening the quality of teaching and learning. • Improve the behaviour of a significant minority of pupils by consistently applying the behaviour management strategies. • Review the school day to address issues of punctuality to lessons and the actual amount of time spent teaching. 2 Inspection Report: Great Barr School, 8 February 2006 to 9 February 2006

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Grade: 3

The achievement of pupils is satisfactory. Pupils enter the school in Year 7 with attainment which is average and reach standards that are broadly average by Year 11. In Key Stage 3, standards are line with national expectations for English and science. However, progress in mathematics and English is weaker than in science. At Key Stage 4, the school’s results have been rising at a good rate since 2001. The percentage of pupils achieving five or more A*–C grades improved by 10% in 2005. Progress in English is weaker than in mathematics. However, overall progress is uneven at Key Stage 4 with boys doing less well than girls. The proportion of pupils gaining the top levels and grades at Key Stages 3 and 4 is below average. The achievement of pupils from minority ethnic backgrounds is often higher than those from White British backgrounds. Pupils with learning difficulties and disabilities make satisfactory progress.

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Grade: 3

In the sixth form, attainment in GCE AS/A level is below the national average but is improving. Attainment in vocational courses is better. Retention is good. Targets that were set last year for performance were exceeded in 2005 for Key Stage 4.

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Grade: 3

Pupils’ personal development is satisfactory. Most enjoy school and have good attitudes to learning but a small minority do not, causing some disruption to lessons, particularly when the work lacks challenge and the pace is slow. Behaviour in the dining halls and when pupils are moving between lessons is generally good. The number of exclusions is higher than average. Bullying is rare and effectively dealt with. Attendance is satisfactory but punctuality to lessons is not. The site is large and no time is allowed for pupils to travel between lessons so learning time is lost. Pupils appreciate the good care given to them by the dedicated house staff and the opportunities they are given to contribute their views through the House Forum system, particularly to the Healthy Schools initiative and the use of MP3 players. Pupils’ spiritual, moral, social and cultural development is satisfactory. Local and global citizenship is promoted effectively

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Grade: 3

through, for example, links with an African village, the Eco-school activities and the Young Person’s Parliament. There is an effective behaviour management system of rewards and sanctions but it is not always managed consistently by teachers. The religious education programme effectively promotes understanding and tolerance of religious and cultural differences which are evident in the school community. Pupils gain a good understanding of the workplace through citizenship and careers. The school makes a satisfactory contribution to the local community. 3 Inspection Report: Great Barr School, 8 February 2006 to 9 February 2006

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Grade: 3

Teaching is satisfactory overall and accords with the school’s own view. This contributes to the satisfactory progress pupils make throughout the school. In the good lessons, teachers use their close knowledge of pupils’ progress to plan challenging lessons. As a result, pupils make fast progress, working persistently and with enthusiasm. Where teaching is outstanding, for example in drama, pupils understand clearly what they need to do to improve. They appraise each other’s work with tact and sensitivity. In the satisfactory lessons, good relationships and teachers’ expertise in their subjects ensure that pupils make steady progress. Pupils are made aware of the purpose of lessons. However, they rarely have the opportunity to measure their progress at the end of lessons. Pupils work at a fairly relaxed pace. Less successful lessons are characterised by teaching which pays insufficient attention to pupils’ individual learning

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Grade: 3

needs. For example, in some English lessons, the most able pupils are insufficiently challenged and this results in too few pupils achieving the highest grades in national tests. Occasionally, perceptive feedback from teachers and helpful marking enable pupils to improve the quality of their work, but this is not consistent. In inadequate lessons, poor management of pupils results in time wasting and behaviour which occasionally disrupts the learning of others.

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Grade: 3

The curriculum is satisfactory overall. The curriculum is varied and interesting and enables pupils to make sound progress over time. The amount of time spent teaching is below recommendations and is further eroded by lateness to lessons. The curriculum for 11- to 13-year-olds is satisfactory. It is broad and balanced and meets the requirements of the National Curriculum. The provision for 14- to 16-year-olds is improving. The number of vocational subjects on offer is growing but limited. There is a successful course, partly based at a local college, which provides well for less academic pupils. The school has a flexible arrangement to ensure continuing education for a small minority who might otherwise opt out of education. The school has a sufficient range of sports clubs that are well attended and broaden pupils’ horizons and sporting aspirations. Currently, many pupils are enthusiastically rehearsing for a

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Grade: 3

school production of ‘Grease’. A wide range of subjects is offered to sixth form students. Many interesting visits and activities enrich the curriculum.

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Grade: 2

Pupils receive good care and support by committed staff. The house system is a particular strength, ensuring that all pupils in this very large school feel safe and say they have adults who know them well. Child protection and health and safety 4 Inspection Report: Great Barr School, 8 February 2006 to 9 February 2006 procedures are all fully in place and effective. The school supports its vulnerable pupils particularly well; those with learning difficulties and disabilities are fully integrated in all the school’s activities and make satisfactory progress. Pupils particularly praise the twice yearly academic review days with their form tutors and parents, which they see as most useful in helping them improve. They also like the ‘Sleuth’ system which enables rewards and sanctions to be accurately recorded. Careers education is particularly good. Pupils are given good opportunities to gain awareness of job

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Grade: 2

opportunities through work experience placements, role play, such as that done by Year 10 in the College of Law, and opportunities to quiz visitors about their jobs in ‘What’s my line?’ in Year 9.

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Grade: 3

Leadership and management are satisfactory. Effective action has been taken to bring about improvements in most of the areas highlighted in the last inspection. Some areas of the school’s performance have improved significantly, such as performance at GCSE. However, behaviour as shown a decline. The headteacher has only been at the school since September 2005 but has a clear overview of the issues the school needs to address. The senior leadership team is a committed group that manages a very large school efficiently. Managers also have a clear idea of the priorities for improvement. However, some actions need to be taken more urgently to ensure that emerging patterns of concern can be reversed as quickly as possible. The school asks parents and pupils for their views on its work, but a relatively high proportion of parents do not feel that their concerns are listened to. In many respects, the school’s

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Grade: 3

managers, including governors, have a clear idea of its strengths and weaknesses. However, there are inconsistencies in the way that policies, such as dealing with behaviour or ensuring all pupils receive work that is hard enough, are put into practice. One great strength in management is the way that the school’s specialist status has been organised. The school has got off to a flying start. It is already much further on than would usually be expected after only six months. 5 Inspection Report: Great Barr School, 8 February 2006 to 9 February 2006 .

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set out in the guidance 'Complaints about school inspection', which is available from Ofsted’s

website: www.ofsted.gov.uk. 6 Inspection Report: Great Barr School, 8 February 2006 to 9 February 2006

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Overall

Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate

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learners?

3 3 How well does the school work in partnership with others to promote learners' well-being? NA NA The quality and standards in foundation stage 3 3 The effectiveness of the school's self-evaluation Yes Yes The capacity to make any necessary improvements Yes Yes Effective steps have been taken to promote improvement since the last inspection

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Achievement and standards

3 3 How well do learners achieve? 3 3 The standards 1 reached by learners

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Achievement and standards

3 3 How well learners make progress, taking account of any significant variations between groups of learners 3 How well learners with learning difficulties and disabilities make progress

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learners?

3 The extent of learners' spiritual, moral, social and cultural development 3 The behaviour of learners 3 The attendance of learners 3 How well learners enjoy their education 3 The extent to which learners adopt safe practices 3 The extent to which learners adopt healthy lifestyles 3 The extent to which learners make a positive contribution to the community How well learners develop workplace and other skills that will contribute to their future economic well-being

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needs and interests of learners?

2 2 How well are learners cared for, guided and supported?

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needs and interests of learners?

Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average; Grade 4 - Exceptionally low.

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and supporting all learners?

How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education How effectively performance is monitored, evaluated and improved to meet challenging targets, through quality assurance and self-review How well equality of opportunity is promoted and discrimination tackled so that all learners achieve as well as they can How effectively and efficiently resources are deployed to achieve value for money The extent to which governors and other supervisory boards discharge their responsibilities insufficient evidence Yes The adequacy and suitability of staff to ensure that learners are protected

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The extent to which schools enable learners to be healthy

Yes Learners are encouraged and enabled to eat and drink healthily Yes Learners are encouraged and enabled to take regular exercise Yes Learners are discouraged from smoking and substance abuse Yes Learners are educated about sexual health

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The extent to which providers ensure that learners stay safe

Yes Procedures for safeguarding learners meet current government requirements Yes Risk assessment procedures and related staff training are in place Yes Action is taken to reduce anti-social behaviour, such as bullying and racism Yes Learners are taught about key risks and how to deal with them

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The extent to which learners make a positive contribution

Yes Learners are helped to develop stable, positive relationships Yes Learners, individually and collectively, participate in making decisions that affect them Yes Learners are encouraged to initiate, participate in and manage activities in school and the wider community

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The extent to which schools enable learners to achieve economic well-being

Yes There is provision to promote learners’ basic skills Yes Learners have opportunities to develop enterprise skills and work in teams Yes Careers education and guidance is provided to all learners in key stage 3 and 4 and the sixth form Yes Education for all learners aged 14–19 provides an understanding of employment and the economy

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Text from letter to pupils explaining the findings of the inspection

Dear Pupils and Students As you know we visited your school recently to check on how well it was doing. We would like to thank you very much for making us feel so welcome, especially those of you who gave up your time to talk to us at length. What we liked most about your school • You enjoy school and make satisfactory progress. • Most of you work hard and have positive attitudes to your work. • Attendance in the sixth form has improved since the last inspection. • You enjoy taking on responsibilities and treat them seriously. • The house system ensures you are cared for well and helped to make sensible decisions about your future. In addition, we enjoyed watching a large number of you rehearse for ‘Grease’! What we have asked your school, with your help, to do now • Improve the standards you achieve and the progress you make. • Ensure that you all behave well and get to lessons on time. • Improve the teaching

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Text from letter to pupils explaining the findings of the inspection

in some lessons. The headteacher, teachers and support staff are very committed and are working hard to improve your school. We wish you all the very best in the future and thank you for being so helpful. Yours faithfully Davinder Dosanjh Her Majesty’s Inspector of Schools

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