Aylestone School

116936 Unique Reference Number Herefordshire LEA 279954 Inspection number 22 March 2006 to 23 March 2006 Inspection dates Mark Sims HMI Reporting inspector

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

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Broadlands House School address Comprehensive Type of school Broadlands Lane Community School category Hereford, Herefordshire HR1 1HY 11 to 16 Age range of pupils

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01432 357371 Telephone number Mixed Gender of pupils 01432 263925 Fax number 1255 Number on roll Mr George Nairn Chair of governors The governing body Appropriate authority Mr Steve Byatt Headteacher 6 November 2000 Date of previous inspection

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Inspection number Inspection dates Age group 279954 22 March 2006 - 11 to 16 23 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 one of Her Majesty’s Inspectors and four Additional Inspectors.

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Description of the school

Aylestone High School is a larger than average comprehensive school set on the outskirts of Hereford. It is a popular school with a strong reputation for its additional provision for music. Standards on entry to the school are broadly average. The proportion of pupils known to be eligible for free school meals is low. There are a small number of pupils for whom English is an additional language. Overall, 95% of its pupils are from a White British background. The proportion of pupils with learning difficulties is slightly below average.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Aylestone High School, 22 March 2006 to 23 March 2006

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Grade: 2

This is a good school that gives good value for money. Pupils progress well throughout the school and reach high standards. Their attitudes and behaviour in and around the school are good. The quality of teaching is generally good, although teachers do not always plan sufficiently to meet the needs of pupils with learning difficulties. Assessment procedures are good in most subjects but this is not consistent across all departments so that pupils do not always know what they need to do to improve. The curriculum provision for different groups of pupils is extensive. The school provides a good quality of care, support and guidance for the needs of its pupils, and they respond very well to the school’s emphasis on an inclusive ethos. Tracking of pupils’ academic progress is not as consistent as it should be across the school. The school is well managed at all levels. The headteacher has a clear vision based on

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Grade: 2

the principles of inclusion which is shared by most of the school community. Parents remain to be convinced that the school is improving. Communications with parents are not as strong as they could be. The senior leadership team and governing body have a good understanding of how well the school is doing and where it needs to improve. Planning, monitoring of teaching, and professional development for subject leaders and newly qualified staff are particularly strong features. The school’s arrangements for a daily act of collective worship do not meet the statutory requirements. The school has made significant improvements since the last inspection and can go on to improve further.

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What the school should do to improve further

• Improve communications with parents in order to address their concerns. • Make sure the needs of pupils with learning difficulties are consistently met by ensuring work set is well matched to their requirements. • Develop greater consistency in assessment procedures throughout the school, particularly in relation to tracking individuals and informing pupils on how they can improve.

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Grade: 2

Standards on entry to the school are broadly average. Pupils achieve well so that by the end of Key Stage 3 they reach standards that are above average. Progress was much improved in English and science in national tests in 2005 compared to previous years. Through improved systems for collecting and analysing assessment information the school knows that some lower attaining pupils in English make less progress than in mathematics and science at Key Stage 3. Systems for tracking individuals in other subjects are less well developed. 2 Inspection Report: Aylestone High School, 22 March 2006 to 23 March 2006 Progress in Key Stage 4 is good and test results in most subjects are above average. In 2005, although fewer pupils reached the highest grades in tests, overall pupils did better than expected nationally given their starting points and much better than pupils in the previous year’s tests. All pupils gained at least one pass at GCSE in 2005 which

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Grade: 2

is a credit to the school’s commitment to inclusion. Progress in mathematics throughout the school has been exceptionally high for the last three years. Higher attaining pupils do well in lessons because they work conscientiously and are given challenging work. The progress of pupils with learning difficulties and disabilities is not as good as for other pupils in the school because teachers do not always prepare work matched to their needs.

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Grade: 2

Personal development is good. Most pupils enjoy school and attendance levels are above average. There is a high level of participation in the extra curricular activities. In lessons, pupils show positive attitudes and behave well. Behaviour throughout the school is generally good. There are few permanent exclusions, but the school’s insistence on high standards and respect for others results in a high level of fixed-term exclusions. Most involve a small number of pupils. Many parents expressed concerns about bullying, but the pupils themselves said it is not such a significant issue and that the school deals well with incidents when they occur. Pupils feel safe and have confidence in the school’s effective pastoral support system. The school’s encouragement of healthy lifestyles has been recognised by a Healthy Schools Award. Health related issues are well covered in the curriculum and the school operates a healthy eating policy. All pupils take part in physical education and many

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Grade: 2

take advantage of the opportunities for further participation. The school council provides an effective forum for pupils to express their views either directly or through their representatives. They feel their opinions are listened to and acted upon. Many pupils make a positive contribution to the local community through a programme of charity work and special events. The school effectively helps pupils to acquire the skills that they will need for their future economic well-being. Standards of literacy and numeracy are high and the older pupils have many opportunities to take work related courses and develop leadership skills. Overall, the school makes a good contribution to the pupils’ spiritual, moral, social and cultural development. However, there is insufficient emphasis across the curriculum to reflect cultural diversity. 3 Inspection Report: Aylestone High School, 22 March 2006 to 23 March 2006

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Grade: 2

The quality of teaching and learning is good throughout the school. Teachers know their subjects well. They structure lessons effectively through well chosen activities and learning materials which build on pupils’ understanding. Information and communication technology (ICT) is used well, both in the presentation of lessons and as a tool for independent learning. Teachers usually share lesson objectives with pupils and routinely review progress to reinforce learning at the end of lessons. Teachers’ expectations are usually high and pupils rise to the challenge. Relationships between pupils and teachers are positive and conducive to helping pupils realise their potential. Pupils with learning difficulties are given appropriate support and individual education plans provide focused targets for improvement but they are not always used well in planning lessons. The match of task to need is not always appropriate. Collaboration

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Grade: 2

between teachers and teaching assistants about planning is underdeveloped. Assessment procedures are good overall and the school is increasingly making use of data to set challenging targets for pupils. In many subjects, assessment is used well by teachers and pupils are encouraged to assess their own work. In other subjects, the tracking of progress and the quality of feedback on how to improve is less informative. Teachers give extra time for revision classes and prepare their pupils very well for examinations. Pupils respond well to the commitment shown by their teachers and they are motivated to succeed.

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Grade: 2

The inclusive curriculum is good. It provides pupils with a wide range of opportunities to pursue courses suited to their needs and interests. It has been strengthened through the GCSE short courses for all pupils in citizenship, ICT and religious education. Optional GCSE courses in astronomy and geology are offered after school. Able linguists can take an additional modern foreign language and talented musicians have extra lessons before school. Accelerated courses in mathematics and music allow some pupils to take GCSE examinations early. Personal, social and health education and citizenship make a strong contribution to pupils’ personal development. Statutory requirements are met in full. Vocational courses in Years 10 and 11 lead to a range of qualifications matched to pupils’ abilities. The school works well with local partners to offer courses that will engage pupils. Work related skills are developed well and pupils’ awareness of the

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Grade: 2

relevance of their studies is heightened through work experience and visits to the school by representatives of the business community. The curriculum is enriched by a full programme of extra curricular activities, particularly in sport and music, and enhanced by house competitions. There are many opportunities for educational visits, 4 Inspection Report: Aylestone High School, 22 March 2006 to 23 March 2006 such as geography fieldwork in Scotland and the history visit to the battlefields of the First World War.

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Grade: 2

Pupils feel safe and enjoy school because care and guidance arrangements are good. Child protection, risk assessment and health and safety procedures meet statutory requirements. Good cooperation with outside agencies ensures the protection of vulnerable children. Effective measures have improved the safety of the site. Changes to the role of the tutor have increased pupils’ readiness to discuss problems, and individuals’ achievements are more closely monitored. Incidents of bullying are taken seriously but many parents are unconvinced that procedures to address this are effective. Pupils understand systems for rewards and sanctions. Those with fixed-term exclusions receive guidance through the learning support centre to rejoin the school. Individual education plans identify strengths and needs to set achievable targets for pupils with learning difficulties. They are not used consistently so some pupils do not

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Grade: 2

achieve as well as they might. Pupils are encouraged to take on responsibilities within the school and they benefit from good guidance about education and training opportunities.

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Grade: 2

Leadership and management are good. The strong leadership of the headteacher is successfully changing the school’s culture to one where all pupils are valued and included. The governors, senior managers and most staff fully support his vision but there is still further work to do in communicating this vision to parents. Governors know the school well and this enables them to challenge decisions. They are well briefed about national test results, which helps them question the school’s performance more rigorously. Senior managers undertake their responsibilities with commitment and enthusiasm. They monitor and evaluate teaching and learning regularly and work hard to develop teachers’ professional expertise through in-service training. In particular, the school’s induction and guidance for newly qualified teachers are exemplary. Recent training for many subject leaders has improved their leadership. Subject improvement plans

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Grade: 2

help departments to evaluate their provision more effectively. The school is planning strategically to strengthen the leadership at middle management. Performance management of teachers has been temporarily suspended pending the outcome of a staffing review, although is to be re-introduced shortly. Communication systems are not always effective in ensuring that information is shared amongst staff or with parents. The school does not comply with the requirement to hold a daily act of collective worship. Financial management is effective. The school budget is very tight, and careful forward planning is being used to avoid a deficit. The school gives good value for money and shows good capacity for improvement. 5 Inspection Report: Aylestone High School, 22 March 2006 to 23 March 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: Aylestone High School, 22 March 2006 to 23 March 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?

NA 2 How well does the school work in partnership with others to promote learners' well-being? NA NA The quality and standards in foundation stage NA 2 The effectiveness of the school's self-evaluation NA Yes The capacity to make any necessary improvements NA Yes Effective steps have been taken to promote improvement since the last inspection

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Achievement and standards

NA 2 How well do learners achieve? NA 2 The standards 1 reached by learners

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Achievement and standards

NA 2 How well learners make progress, taking account of any significant variations between groups of learners NA 3 How well learners with learning difficulties and disabilities make progress

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learners?

NA 2 The extent of learners' spiritual, moral, social and cultural development NA 2 The behaviour of learners NA 2 The attendance of learners NA 2 How well learners enjoy their education NA 2 The extent to which learners adopt safe practices NA 2 The extent to which learners adopt healthy lifestyles NA 2 The extent to which learners make a positive contribution to the community NA 2 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?

NA 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?

NA 2 How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education NA 2 How effectively performance is monitored, evaluated and improved to meet challenging targets, through quality assurance and self-review NA 2 How well equality of opportunity is promoted and discrimination tackled so that all learners achieve as well as they can NA 2 How effectively and efficiently resources are deployed to achieve value for money NA 2 The extent to which governors and other supervisory boards discharge their responsibilities NA 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

Thank you very much for welcoming us to your school this week when we spent two days with you. We enjoyed meeting many of you and thought you would like to know what we have said about Aylestone High. We think you go to a good school where you do well in most of your subjects and make good progress during your time in school. Your teachers and other staff work hard to give you a wide range of interesting lessons and curriculum activities. We were very impressed with the additional provision in music and after school subjects some of you study. We think that those responsible for leading the school are doing a good job and they know what next steps need to be taken to make the school an even better place. Most of you behave very well in lessons and around the school. You have told us you enjoy school and that if bullying occurs it is dealt with well. Many of your parents do not feel the same way, however, and if you enjoy school and feel safe and well cared for, as many of you

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Text from letter to pupils explaining the findings of the inspection

have told us you do, you can help the school gain more of your parents’ confidence by telling them this. We have asked the staff and governors in your school to: Improve the way it speaks to parents so that they are well informed about the school. Make sure teachers always plan activities that are suitable for those of you who find your work hard. Follow more closely how well you are doing in different subjects so that they can tell you what you need to do next to make your work better. We enjoyed our visit to your school and wish you every success in your future.

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