Parkside Middle School

Inspection Report Bromsgrove, Parkside Middle School

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116959 Unique Reference Number Worcestershire LEA 279964 Inspection number 30 November 2005 to 1 December 2005 Inspection dates Paul Brooker HMI Reporting inspector

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

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Stourbridge Road School address Middle deemed secondary Type of school

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Bromsgrove Community School category Worcestershire B61 0AD 9 to 13 Age range of pupils 01527 873660 Telephone number Mixed Gender of pupils 01527 836574 Fax number 462 Number on roll Mr Bill Newnes Chair of governors The governing body Appropriate authority Mr John Graham Headteacher 27 April 1998 Date of previous inspection

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Inspection number Inspection dates Age group 279964 30 November 2005 - 9 to 13 1 December 2005 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 two Additional Inspectors.

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Description of the school

Parkside is a larger than average middle school. It is located near the centre of Bromsgrove and draws its pupils from the north of the town. Almost all pupils are from white British heritage. The proportion of pupils who have learning difficulties and disabilities is broadly average; nine pupils have a statement of special educational need. The proportion of pupils entitled to free school meals has increased and is broadly average. Parkside is one of seven schools in Bromsgrove that are to be rebuilt. The new school is due to be completed by Easter 2008.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Bromsgrove, Parkside Middle School, 30 November 2005 to 1 December 2005

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Grade: 3

At the time of the last inspection the school was judged to have serious weaknesses. However, this designation no longer applies. Over the last two years, staff at all levels have worked hard to address the issues raised and the school has improved: the quality of teaching is better; the pupils now make better rates of progress in lessons and over time; and standards have risen. Results in national tests at the end of Key Stage 2 in 2005 were broadly in line with those seen nationally. Achievement is satisfactory overall, although standards in English are lower than they should be, mainly because of weaknesses in pupils’ writing. The school judges that its overall effectiveness is satisfactory. Inspectors agree with this view, although there are pockets of good and outstanding practice in aspects of its provision. The pupils’ personal development and well-being are good. The quality of teaching is satisfactory overall, with much that is good or outstanding. However,

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Grade: 3

assessment information is not consistently used to ensure that all pupils are sufficiently challenged. Leadership and management are satisfactory, but there remain areas that need strengthening. In general, weaknesses have been accurately identified and are included in the school’s development plans. However, whole-school initiatives are not driven through rapidly or effectively and the school lacks a transparent system for line management by which middle managers can be properly held to account. The school has made satisfactory progress since the last inspection. Senior managers and staff at all levels have worked hard to improve teaching and raise standards. The quality of staff and their determination to strengthen provision indicate that the school has the capacity for further improvement. It provides satisfactory value for money.

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What the school should do to improve further

•Continue to raise standards of attainment. •Strengthen the quality of pupils’ writing by developing a whole-school approach to improving literacy. •Make better use of assessment information and marking to provide a more appropriate level of challenge for pupils of all abilities in lessons. •Take a more strategic and rigorous approach to whole-school improvement through systematic planning and effective evaluation to inform subsequent actions.

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Grade: 3

The pupils’ results in national tests before they join the school are broadly average. However, the pupils start middle school half way through Key Stage 2, and assessment of their standards on entry highlights weaknesses in key aspects of numeracy and literacy. By the time that they sit the national tests at the age of 11, the standard of their work is broadly in line with that seen nationally. In Years 7 and 8 the standard of work is generally in line with age-related expectations. This indicates that the pupils, 2 Inspection Report: Bromsgrove, Parkside Middle School, 30 November 2005 to 1 December 2005 including those who have learning difficulties and disabilities, make satisfactory progress as they move through the school and that achievement is satisfactory overall. The pupils sit national tests at the age of 11, half way through their time at middle school. Results in these tests have previously been below average, but have improved

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Grade: 3

steadily in recent years. There was significant improvement in the results in the most recent tests in 2005, particularly in mathematics and science. However, standards in English, particularly in writing, remain too low, with too few pupils achieving the expected Level 4 or higher Level 5. Although many pupils write fluently and accurately, weaknesses in literacy constrain the progress and attainment of a significant number of pupils. Although there is some very effective teaching in English, there is no whole-school strategy to improve the quality of pupils’ writing. The school makes use of assessment data to identify particular strengths and weaknesses in different subjects, and assessment information is effectively used to ease the transition from Year 4 to Year 5 when the pupils start at the school. In addition, good use was made of assessment data to target support for specific groups of pupils

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Grade: 3

and to boost attainment in the most recent national tests. The pupils are aware of their current and expected levels of attainment.

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Grade: 2

Pupils enjoy learning and behave very well in lessons and around the school. Reflective, thoughtful and polite, they are excellent ambassadors for their school. They readily engage visitors in conversation and comment perceptively on what helps or hinders their learning. They report that the school seeks, values and where possible acts on their views. Pupils are fully aware of how to keep themselves safe and how to maintain a healthy lifestyle, for example, through the wide range of sports activities available to them. While praising the improvements in school dinners, however, they lament the lack of healthy snacks, such as fruit, at break times. They greatly appreciate the various awards they receive for effort and achievement in and out of school. Their attendance is satisfactory. Pupils acknowledge that bullying occurs occasionally but that, when reported, it is dealt with quickly and effectively. They develop a good understanding

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Grade: 2

of citizenship through fund raising for charities, the school council and a strong commitment to the ECO project. Pupils are very conscious of the evils of racism and prejudice and of how to avoid them. Teamwork and respect for others feature strongly in their thinking and their spiritual, moral, social and cultural development is good. Although literacy skills are sometimes underdeveloped, the pupils’ broader education ensures that they are well prepared for the next stage of their education and for their life beyond school. 3 Inspection Report: Bromsgrove, Parkside Middle School, 30 November 2005 to 1 December 2005

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Grade: 3

Inspectors agree with the school’s judgement that teaching and learning are satisfactory overall. Nonetheless, there is a core of teaching that is consistently good and some that is outstanding. Good teaching planned a range of varied activities for the pupils which were underpinned by skilled presentations and questioning that enabled pupils to understand the work and think things out for themselves. A good feature in many lessons was the way in which teachers clearly set out their expectations of what pupils should learn. Teachers made good use of information and communication technology (ICT) both to present work and to give pupils a creative outlet. The outstanding lessons in science and English were very well focused and sustained a brisk pace through clever questioning and challenging activities. In these lessons the detailed planning and skilful management ensured that pupils of all abilities were able to make clear gains

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Grade: 3

in knowledge, understanding and skills. Lessons judged to be satisfactory gave fewer opportunities for pupils to respond actively. In these lessons teachers were more willing to accept routine responses. Less challenging work was expected, particularly from more able pupils, and less attention was given to planning work to meet pupils’ individual learning needs. In some subjects pupils know the level that they should be trying to achieve, but assessment of pupils’ standards and progress requires further improvement. Work is marked regularly but pupils do not yet consistently receive good feedback on what they have done well or what they need to do to improve. Work is well planned for pupils who have learning difficulties and disabilities. Their needs are well mapped out and reviewed through individual education plans. Teaching assistants provide good support in lessons.

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Grade: 2

The curriculum provided is good. Pupils are taught all the required range of subjects. The advantage of being a middle school is used to gradually introduce pupils to specialist subject teachers as they move through the school. The school offers a wide range of extra-curricular activities, which are very popular with pupils. In particular there are many ways in which pupils can undertake additional sporting activities; the school fully merits its ‘Sportsmark’ award. All pupils have the opportunity to participate in a residential education experience each year, including the possibility of visiting France in Year 8. The school involves a number of external agencies to support its curriculum, including community police officers, the local further education college and the local supermarket on aspects of healthy lifestyles and safety. Pupils have good provision to develop skills for their future employment and economic well-being,

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Grade: 2

including many opportunities to work with computers. 4 Inspection Report: Bromsgrove, Parkside Middle School, 30 November 2005 to 1 December 2005

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Grade: 2

The school works tirelessly and successfully to promote good behaviour. The consistently effective approach in all year groups is very carefully checked by the heads of year who, together with the form tutors, rigorously track pupils’ personal development. The outstanding personal guidance offered to all pupils results in their developing good levels of maturity by the time they move on to high school. The very effective use of external agencies provides additional support for pupils who have learning difficulties, vulnerable pupils or those suffering trauma in their personal lives. Parents are fully and effectively involved in these processes and the vast majority are very positive about what the school does for their children. Child protection procedures are good and all health and safety checks are in place. As a result, pupils work and play in a safe and secure environment. Transition arrangements from first schools and

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Grade: 2

on to high school are very good. Effective links with the high school and the community benefit pupils’ learning. Academic guidance is satisfactory. However, the information gained from assessment is not used well enough to support pupils fully in improving their learning.

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Grade: 3

The inspectors agree with the school's judgement that leadership and management are satisfactory. The headteacher and senior managers have responded to the criticisms in leadership and management raised in the last inspection. Planning for school improvement is satisfactory and is soundly based on a clear vision, and procedures have been developed to check the school’s work. The recent improvements in the quality of teaching and in standards of attainment demonstrate that the school has the capacity to improve. The headteacher provides effective day-to-day management for the school and supports staff very well. He has realised the vision for a ‘safe and happy centre for learning’. The school has a positive ethos; the pupils enjoy coming to school and are part of a caring community. The vast majority of parents recognise these strengths. As one parent said: ‘the fact that this is a happy school is reflected when we as parents attend

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Grade: 3

any event’. However, the leadership is not as strong or dynamic as it should be in guiding improvement. This is because leadership roles are rather muddled and tasks are not properly delegated. These are weaknesses because priorities for improvement are not driven through across the whole school, and some work is unnecessarily duplicated. The school’s self-evaluation is accurate and honest, but procedures for gathering and analysing information are not sufficiently rigorous or robust, and the findings are not always acted upon swiftly. Although the headteacher knows his school well, the good and outstanding practice is not shared effectively, and strengths are not developed as quickly as they might be. Middle managers take responsibility for their respective subject areas, but there is too much variability in the way that actions are implemented 5 Inspection Report: Bromsgrove, Parkside Middle School, 30 November 2005 to 1 December 2005

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Grade: 3

and work is checked. This is partly because line management arrangements are underdeveloped. Judgements made by school managers on the quality of teaching are accurate. Lesson observations are used to evaluate the impact of the school’s initiatives and to identify the professional development needs of individual staff and whole-school development. This has helped to strengthen the quality of teaching and to improve pupil achievement. Since the last inspection the governing body has been strengthened by new appointments. It is well informed and provides sound support for the school. Effective procedures are in place to enable governors to hold the school to account. The school takes suitable steps to consult parents and pupils. 6 Inspection Report: Bromsgrove, Parkside Middle School, 30 November 2005 to 1 December 2005 .

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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: Bromsgrove, Parkside Middle School, 30 November 2005 to 1 December 2005

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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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Overall effectiveness

NA 3 How effective, efficient and inclusive is the provision of education, integrated care and any extended services in meeting the needs of learners? NA 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 NA 3 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 3 How well do learners achieve? NA 3 The standards 1 reached by learners

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Achievement and standards

NA 3 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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Personal development and well-being

NA 2 How good is the overall personal development and well-being of the learners? NA 2 The extent of learners' spiritual, moral, social and cultural development NA 2 The behaviour of learners NA 3 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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The quality of provision

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

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The quality of provision

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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Leadership and management

NA 3 How effective are leadership and management in raising achievement and supporting all learners? NA 3 How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education NA 3 How effectively performance is monitored, evaluated and improved to meet challenging targets, through quality assurance and self-review NA 3 How well equality of opportunity is promoted and discrimination tackled so that all learners achieve as well as they can NA 3 How effectively and efficiently resources are deployed to achieve value for money NA 3 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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Leadership and management

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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Leadership and management

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 NA Careers education and guidance is provided to all learners in key stage 3 and 4 and the sixth form NA 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

The Pupils Parkside Middle School Stourbridge Road Bromsgrove Worcestershire B61 0AD December 2005 Dear Pupils Thank you for the contribution that you made to our recent inspection. You made the three of us feel very welcome by being so friendly and helpful and were sensible in the way that you spoke with each of us. Your opinions were important in confirming what staff, parents and governors told us about the school. We agree with your assessment. We were particularly impressed with the following: •how well you behave, how you cooperate sensibly and work hard in lessons •how smartly you present yourselves •how well you are cared for and supported at Parkside. This shows that you are rightly proud of your school and what it does for you. Many of you have taken on board the messages about healthy lifestyles and join in the wide range of sporting activities available after school. We noted what you said about the improving food options,

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Text from letter to pupils explaining the findings of the inspection

but also the lack of healthy snacks at break! The fact that so many of you participate in out-of-school activities is excellent. The school deserves its Sportsmark status. Most of you work hard and make progress in lessons. The school’s results in national tests have improved steadily over recent years. The standard of most work is what we would expect to see. However, there is always room for improvement and we have asked your teachers to work on a few areas: •The school needs to be more careful to improve levels of literacy, particularly writing, because this is so vital for high achievement. •Although standards are rising, teachers need to ensure that your work in lessons always challenges you properly. •The school needs to plan, organise and check its work more carefully. Parkside was judged to have ‘serious weaknesses’ at the time of the last inspection in November 2003. However, it has improved a lot since then: teaching is better and results have improved.

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Text from letter to pupils explaining the findings of the inspection

We are confident that you have the potential to do even better and wish you every success in future. Yours faithfully Paul Brooker HMI Lead inspector

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