Penistone Grammar School

Inspection Report Penistone Grammar School

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106653 Unique Reference Number Barnsley LEA 277601 Inspection number 28 February 2006 to 1 March 2006 Inspection dates Mr Jeremy Richardson HMI Reporting inspector

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

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Huddersfield Road School address Secondary Type of school Penistone Community School category Sheffield, South Yorkshire S36 7BX 11 to 18 Age range of pupils

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01226 762114 Telephone number Mixed Gender of pupils 01226 370328 Fax number 1579 Number on roll Cllr J Unsworth Chair of governors The governing body Appropriate authority Mrs C Gower Headteacher 25 September 2000 Date of previous inspection

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Inspection number Inspection dates Age group 277601 28 February 2006 - 11 to 18 1 March 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 Her Majesty's Inspector and four additional inspectors.

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Description of the school

Penistone Grammar School, a specialist business and enterprise school, is a much larger than average mixed comprehensive situated in Penistone. There are 231 students in the sixth form. The proportion of the pupils eligible for free school meals is well below average. Very few of the pupils speak English as an additional language and the proportion of the pupils designated as having learning difficulties and/or disabilities is below average. There are major deficiencies in parts of the accommodation.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Penistone Grammar School, 28 February 2006 to 1 March 2006

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Grade: 3

Penistone Grammar is an improving school that provides a satisfactory standard of education. Standards are above the national average. The progress the pupils make has improved and is satisfactory overall. The school is tackling the inadequate progress the pupils made in Key Stage 4 in English in 2005 with some degree of success and knows that there is more to do. The higher attaining pupils do not always do as well as they should, including in English and mathematics. This is because their teachers do not always set them work which is challenging enough. Teaching is satisfactory overall and there is some good practice. However, the quality of marking is too variable. Pupils behave well in lessons and around the site. They enjoy coming to school and attendance is above the national figure. The curriculum has been revised and is now good. In particular, the school has used its specialist status well. Arrangements for

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Grade: 3

care, guidance and support are good. In particular, the school has established, and continues to develop, a good system for assessing the pupils, setting them targets and checking their progress. Leadership and management are satisfactory. The headteacher provides good leadership and has introduced a good range of new systems to the school. However, some of these, particularly line management, have not yet been implemented with enough rigour to ensure that good practice is shared across the school. The school's capacity to improve is satisfactory and developing. There is a clear picture of strengths and weaknesses on which the school has based good plans for further development. There has been a range of improvements since the last inspection, including: the behaviour of the pupils, arrangements for managing the performance of the teachers, systems for checking the work of the school, support for pupils with

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Grade: 3

learning difficulties and/or disabilities and provision for information and communication technology (ICT). Plans for building a new school are well advanced. The school provides satisfactory value for money.

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Grade: 3

The effectiveness and efficiency of the sixth form are satisfactory with good features, as the school rightly judges. Standards in 2005 were just above average, representing satisfactory achievement in relation to the students' starting points. Subject results vary considerably and middle attaining pupils make slower progress than others because the quality of teaching is inconsistent, although satisfactory overall. Students' personal development and the care, guidance and support they receive are good. Students are happy and secure and most develop into confident and articulate young adults. Nearly all who start in Year 12 continue to the end of Year 13 and the number of pupils who go on to higher education is impressive. The range of courses open to the students is good, as are the extra curricular opportunities. Senior managers know the sixth form well and manage it effectively. Established partnerships with the careers service and

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Grade: 3

higher education establishments support students in their progression routes when 2 Inspection Report: Penistone Grammar School, 28 February 2006 to 1 March 2006 they leave. Satisfactory progress has been made since the last inspection with significant improvements to the breadth of the curriculum and study facilities, for example.

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What the school should do to improve further

The school knows what needs to be done. In particular, it should focus on: • raising levels of achievement especially in English and for higher-attaining pupils • improving the proportion of good and better teaching • implementing line management systems with greater rigour so as to secure consistency and spread good practice across the school.

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Grade: 3

Pupils enter the school having achieved a little above average results in their primary schools. Results in the national tests at the end of year 9 in 2005 were similar to those achieved in 2004 and are above the national average overall. There was a marked improvement in standards in English but a decline in the science results. Although the school reached its target for English, it failed to achieve its targets for mathematics and science. The proportion of pupils gaining five or more higher grade passes in the general certificate of secondary education (GCSE) examinations in 2005 was lower than in the previous year. Standards are above the national average overall. However, too few of the pupils achieved the highest grades (A and A*) in English and mathematics. Pupils performed particularly well in French, geography, history and physical education. The school missed its targets. The progress the pupils make across the school has improved and was satisfactory

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Grade: 3

overall in 2005. Nevertheless, pupils made inadequate progress in English and below the expected rate of progress in mathematics. Changes to the curriculum and staff training have started to improve progress in English. It is now satisfactory. This overall picture masks variations between key stages. In Key Stage 3, progress was above the expected rate, particularly in English where there has been a marked improvement. Pupils made reasonable progress in Key Stage 4 but, in English and mathematics, progress was below the expected rate. Pupils with learning difficulties and/or disabilities made reasonable progress. Standards in the sixth form in 2005 were lower than in 2004 and a little above the national average. Progress was satisfactory.

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Grade: 2

Pupils are generally proud of their school, most enjoy school life and attendance is good in all year groups. Most pupils show good attitudes to work in lessons. They respond well to teachers' questions, collaborate well in pairs and small groups and do their best when working on their own. Good quality relationships with adults and 3 Inspection Report: Penistone Grammar School, 28 February 2006 to 1 March 2006 amongst pupils ensure that learning takes place in a business-like and supportive atmosphere. Pupils' behaviour is generally good in lessons and elsewhere. There is some bullying, mostly teasing and name calling primarily in Years 7 to 9, but pupils confirm that incidents are taken seriously and well handled, once reported to adults. Pupils' moral and social development is good. Spiritual and cultural development is generally satisfactory, but their preparation for life in a multicultural world is

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Grade: 2

underdeveloped. Pupils are effectively encouraged to adopt healthy lifestyles. They make a valued and growing contribution to the life of the school, through year and school councils, Year 10 peer mentors and Year 11 prefects. The school has been exceptionally effective in providing its pupils with a wide range of business and workplace skills, aided significantly by its specialist status in business and enterprise.

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Grade: 3

Inspectors' visits to lessons and discussions with students confirmed the school's judgement that the quality of teaching and learning is satisfactory. Very good classroom relationships promote good behaviour and willing learners. Pupils listen and collaborate well, and try hard to complete the tasks they are given. However, sometimes pupils comply with instructions without thinking independently why they are doing particular tasks. In the best lessons, pupils enjoy the variety and challenge. Teachers aim questions at individuals, framing them to draw out understanding. They leave space for pupils to reflect, and exploit the new interactive whiteboards to make pupils more active. Less polished teaching provides a secure grounding for basic qualifications, without stretching the most competent pupils in every lesson. Some of the higher attaining pupils in Year 11 and Year 7 said that some of their work was too easy. Questioning

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Grade: 3

does not explore pupils' understanding sufficiently. In some cases, pupils are largely observers as teachers tell or show them what they need to learn. There is too little discussion or exploration of ideas, and in some lessons, too little is asked of pupils so that although they behave well, they are not really engaged or interested. Although teachers assess specific pieces of work carefully to track pupils' progress, day-to-day marking is inconsistent. Too much work is marked superficially, so that pupils do not know what they need to do with their current task to achieve their target grade.

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Grade: 2

The good curriculum meets national requirements and is much improved from the last inspection. It is well matched to the needs of most pupils although the school is not yet systematic enough in taking account of the needs of the higher attaining pupils. 4 Inspection Report: Penistone Grammar School, 28 February 2006 to 1 March 2006 Improved and now good provision for pupils with learning difficulties and/or disabilities enables them to make satisfactory progress. Skilled learning support assistants and mentors effectively support pupils' increasing self esteem and academic achievement. The most vulnerable learn important life skills in the welcoming 'Bungalow'. The school encourages healthy and safe lifestyles through well established programmes for personal, social and health education and citizenship along with a good range of extra curricular activities that pupils praise. Impressive attention is paid to pupils' future economic well-being. The recent national

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Grade: 2

Arcadia Award for 'Outstanding Collaboration with Business' is a first class illustration of how specialist status has helped the school to become a valuable community resource.

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Grade: 2

The school takes good care of its pupils. Nearly all pupils feel safe and well cared for. Where individual pupils are experiencing personal and other difficulties, pupils confirm they are well supported, particularly by the school nurse and learning mentors. Child protection and risk assessment procedures are well established. The Student Support Centre plays a very positive part in preventing exclusions and in improving pupils' behaviour and attitudes to school. Support for pupils' learning is good. Progress is reviewed regularly and pupils are involved effectively in reviews. The quality of the targets that pupils are set is generally good because they help pupils improve their attitudes to work as well as telling them what the next steps in their learning are. Induction is handled well in Year 7, with most pupils settling quickly into school. The school has effective ways of identifying the needs of the minority who experience

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Grade: 2

some difficulties. A good programme of careers guidance is well supported by the local community and the Connexions service. Year 11 pupils rightly consider that the advice and guidance for course and career choices are appropriate.

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Grade: 3

Governance is satisfactory. There are some good features, including the close oversight of the improvement in provision for the pupils with learning difficulties and/or disabilities, and the work done on improving the health and safety of the site. The headteacher provides good leadership and management. She gives a clear sense of purpose and has made a good start on raising expectations, establishing good systems and managing the performance of the teachers. She has tackled difficult staffing issues with an appropriate balance of challenge and support. She has launched a developing professional dialogue about teaching and learning. She knows the school well and has worked hard to build links with the community, including through the school's specialist status, and to secure new buildings. 5 Inspection Report: Penistone Grammar School, 28 February 2006 to 1 March 2006 Senior managers are aware of their responsibilities and share the headteacher's vision

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Grade: 3

for the school. Nevertheless, some of the school's systems, including for line management, are not always implemented with sufficient rigour and not enough guidance is always given to middle managers. Consequently, the effectiveness of some of the school's policies, including on marking, is too variable. Middle managers are starting to make a contribution to improvements as they develop the requisite skills and understanding of their roles. Although some have yet to secure consistency in their areas, others have played their part in leading developments, especially in history, geography and physical education. The leadership has made a good start on involving all staff in the drive to raise achievement. The policy for checking the work of the school is satisfactory. It sets clear expectations and provides a well considered calendar of activities. Senior staff have started to collect systematically information about the school's performance. They have a sound picture

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Grade: 3

of the strengths and weaknesses of the school on which they have formulated good plans for further developments so that all pupils achieve as well as they can. The school spends its money wisely and is served well by its business manager. It is staffed with appropriately qualified teachers. Plans for a new building are well advanced and funding has been secured. 6 Inspection Report: Penistone Grammar School, 28 February 2006 to 1 March 2006 .

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Grade: 3

set out in the guidance 'Complaints about school inspection', which is available from Ofsted’s website: www.ofsted.gov.uk. 7 Inspection Report: Penistone Grammar School, 28 February 2006 to 1 March 2006

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Inspection judgements

16-19 School Overall Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate

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Inspection judgements

3 3 How effective, efficient and inclusive is the provision of education, integrated care and any extended services in meeting the needs of 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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Inspection judgements

Achievement and standards 3 3 How well do learners achieve? 2 2 The standards 1 reached by learners

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Inspection judgements

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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Inspection judgements

Personal development and well-being 2 2 How good is the overall personal development and well-being of the learners? 3 The extent of learners' spiritual, moral, social and cultural development 2 The behaviour of learners 2 The attendance of learners 2 How well learners enjoy their education 2 The extent to which learners adopt safe practices 2 The extent to which learners adopt healthy lifestyles 2 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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Inspection judgements

The quality of provision 3 3 How effective are teaching and learning in meeting the full range of the learners' needs? 2 2 How well do the curriculum and other activities meet the range of needs and interests of learners? 2 2 How well are learners cared for, guided and supported?

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Inspection judgements

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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Annex A

Leadership and management 3 3 How effective are leadership and management in raising achievement 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 Yes Yes The adequacy and suitability of staff to ensure that learners are protected

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Annex A

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 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 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

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Annex A

wider community 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

I am writing on behalf of the inspection team to let you know the judgements we have made about your school. Thank you for taking part in the inspection by talking to us about your work, your life in school and all you do. These are the main strengths of your school. - Your school is improving and is satisfactory. - Mrs Gower is a good headteacher and, with her team, has improved the school. - The progress you make has improved and is generally reasonable because the teaching is satisfactory. - You enjoy coming to school and behave well around the site and in lessons. - You told us you feel safe because the school dealt well with any bullying. - The specialist status of the school has had a very positive effect. Your school needs to: - improve the progress you make, especially in English and for the cleverest pupils - make more of the teaching exciting and challenging - keep a closer eye on subject departments so that everyone is singing from the same hymn

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