Blythe Bridge High School

Inspection Report Blythe Bridge High School

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124396 Unique Reference Number Staffordshire LEA 281712 Inspection number 17 May 2006 to 18 May 2006 Inspection dates David Anstead HMI Reporting inspector

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

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Cheadle Road School address Comprehensive Type of school Blythe Bridge Community School category Stoke-on-Trent, Staffordshire ST11 9PW 11 to 18 Age range of pupils

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01782 392519 Telephone number Mixed Gender of pupils 01782 388261 Fax number 1034 Number on roll Chair of governors The governing body Appropriate authority Mrs S Schanda Headteacher 6 December 1999 Date of previous inspection

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Inspection number Inspection dates Age group 281712 17 May 2006 - 11 to 18 18 May 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 three Additional Inspectors.

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Description of the school

Blythe Bridge High School is an 11–18 school of average size. The proportion of students eligible for free school meals and the proportion with learning difficulties or disabilities are both well below average. Students from minority ethnic backgrounds represent a much lower proportion than the national average. A recovery plan has been agreed with the Local Authority to pay off a budget deficit of around £120,000. The headteacher took up post recently.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Blythe Bridge High School, 17 May 2006 to 18 May 2006

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Grade: 3

Students enjoy coming to this school. It is a friendly community where behaviour and relationships are good. The curriculum provides choice and flexibility and meets students’ needs. Students appreciate the good range of lunch-time and after-school activities. Students are well cared for and the support for students with learning difficulties or disabilities is outstanding. However, until recently, the school’s results were not keeping pace with the national trend. The recently appointed headteacher is dealing with a backlog of issues requiring urgent attention. Since taking up post, she, with good support from the Local Authority, has implemented a short-term plan which has brought about rapid improvement. Her strong, dynamic and effective leadership is, after only two terms, having an impact on the school. There are noticeable improvements in the quality of leadership and management. The school now has a

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Grade: 3

clear purpose and better understands what it needs to do to improve. However, there is still much to do. Too many lessons fail to stimulate students’ interest. The level of difficulty in many lessons is not sufficiently matched to individuals’ capabilities. Guidance to students on how to improve is inconsistent. The monitoring and evaluation of teaching and learning is not sufficiently rigorous. Satisfactory progress has been made on issues from the last inspection. The school has a good capacity to continue to improve. Its own evaluation of its overall effectiveness as satisfactory is accurate. The school gives satisfactory value for money.

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Grade: 3

The overall effectiveness of the sixth form is now satisfactory. Measures introduced by the recently appointed head of the sixth form, requiring more rigorous and demanding study, have substantially improved the ethos for learning and achievement. Leadership of the sixth form is good. Students value their opportunity to study at the school. Their progress and standards are monitored against challenging personal targets, with their general development nurtured through a system of tutorials offering individual advice and supervision. Students are involved in study and other activities outside their specialist subjects, taking advantage of the school enrichment programme and contributing to their wider community through voluntary activities and charity functions. Teaching is satisfactory and students receive good advice and encouragement. Inspectors agree with the school’s own evaluation of the effectiveness

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Grade: 3

and efficiency of the sixth form as being satisfactory.

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What the school should do to improve further

• Make lessons more interesting by providing guidance to students on how they can improve and matching work more closely to individual students’ capabilities. • Ensure greater rigour and accuracy in the judgements made when monitoring and evaluating lessons. 2 Inspection Report: Blythe Bridge High School, 17 May 2006 to 18 May 2006

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Grade: 3

Achievement and standards are satisfactory. The attainment of students joining the school in Year 7 varies between above average and broadly average. Students make satisfactory progress during Key Stage 3 to achieve standards which are generally above average by the end of Year 9. Progress is best in mathematics but weaker in English and science. During Key Stage 4, students continue to make satisfactory progress. Standards in GCSE examinations are generally above average, with nothing significantly below average. Standards in art and design, business and communication technology and music are particular strengths. Girls and boys make similar progress and no particular groups of students underachieve. All Year 11 students achieved at least five graded GCSE subjects last year. This is substantially better than the national average and reflects the excellent support that less able students receive. Students with learning

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Grade: 3

difficulties or disabilities make outstanding progress at Key Stage 4. Progress made by sixth form students is satisfactory and standards are broadly average. However, the previous policy of allowing Year 13 students to drop A-level courses has meant that sixth form students have had a below average number of points which count towards university entrance. The policy has now been changed. The school follows national guidance in setting performance targets derived from prior attainment. The target for last year was not met, nevertheless, the school has set a similarly challenging target for this year.

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Grade: 2

The personal development of students is good. Students enjoy coming to school. They particularly appreciate the good support they receive and the variety of extra-curricular activities available. Attendance is good, being above the national average, and unauthorised absence is well below average. Students are polite and well behaved in most lessons and about the school. Attitudes to learning are good. Any minor disruptions are dealt with quickly and effectively. Students feel safe in school and are confident that any bullying will be well dealt with. Encouraged by the school, most students adopt a healthy lifestyle, choosing the healthier options now available in the canteen. A high proportion of students participate in additional sporting activities at lunchtime and after lessons. The services provided by the school nurse are extensive, varied and much valued and have a very positive effect on the good health of students. Opportunities for students to take responsibility

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Grade: 2

are good. Their views are heard and acted upon through a very active school council. Form representatives have a variety of duties and all year groups are involved in fundraising for a variety of charities. The jazz orchestra is regularly invited to play for community groups. Students develop good skills that contribute to their economic well-being. Younger students are introduced to the world of work through the 3 Inspection Report: Blythe Bridge High School, 17 May 2006 to 18 May 2006 citizenship programme of study. Year 10 students take part in work placements and develop business skills in an organised enterprise week. Satisfactory spiritual development is promoted through religious education and a variety of other subjects across the curriculum. Students have a mature approach to moral and cultural issues but their understanding of the multicultural nature of Britain is less well developed.

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Grade: 3

Teaching is satisfactory both in the main school and in the sixth form. Some good lessons were observed and many lessons have some good features. However, the school recognises that the quality of teaching and learning is inconsistent. Monitoring of lessons by the leadership team is not sufficiently focused on the ways in which teaching influences learning. Inspectors agree with the school’s overall evaluation of teaching and learning as being satisfactory. The school’s teaching and learning forum is addressing the need to improve the quality of teaching. In the best lessons seen, teachers use their good knowledge of their subjects well to support learners. Lessons are well planned, with tasks matched to individual ability. In these lessons, students enjoy and take a pride in the work they produce. Relationships are based on respect and students are enthusiastic and attentive. They work well together and help each

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Grade: 3

other in group activities. Where teaching is weaker, planning is less effective and often the purpose of a task is not well explained. Some lessons lack challenge and tasks are uninteresting and not well matched to students’ abilities. This results in them not being engaged in their work and then standards of behaviour fall. Assessment is satisfactory. Although pupils are aware of their levels or target grades, this is not always backed up by clear guidance to students on how they can improve.

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Grade: 2

The school has identified weaknesses in the current curriculum and has introduced a good curriculum for the coming academic year. At the moment at Key Stage 3, the school provides a broad and balanced range of activities that meet the requirements of the National Curriculum. For next year, the time allocation for English and mathematics has been increased to improve standards in literacy and numeracy. The curriculum for 14 to 19 year olds offers good choice and flexibility in meeting all students’ needs. There is a good range of vocational options and some exceptional opportunities offered through a partnership with a local college. It also offers extra support for students with the potential to achieve grade C in their chosen GCSE subjects. A good variety of enrichment activities, including music, sport, visits and opportunities to contribute to community events, enhances the formal curriculum. 4 Inspection Report: Blythe Bridge High School, 17 May 2006 to 18 May 2006

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Grade: 2

The school provides good care, guidance and support. An excellent programme for new students introduces them to Year 7 and provides a very sound preparation for all aspects of secondary school life. Monitoring and tracking of academic progress are especially good in Key Stage 4 and a similarly rigorous system is being developed for Key Stage 3. Students are set challenging individual targets and have a clear understanding of how well they are doing. However, they do not receive sufficient guidance in some subjects on how to improve to achieve their targets. Underachieving students are identified in each year group. Their weaknesses are diagnosed and specific targets agreed to bring about improvement. Extensive additional support is provided through the “Spotlight” initiative. Evaluation indicates this is having a positive effect on progress. There is satisfactory careers guidance and much use is made of Connexions.

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Grade: 2

Support for pupils with learning difficulties is excellent. There is a good programme of events and projects for gifted and talented students. Arrangements for child protection are well organised and reviewed appropriately. Good procedures are in place to support vulnerable children. The arrangements for ensuring health and safety are good and students work safely in practical lessons. Care, guidance and support in the sixth form are good.

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Grade for sixth form: 2

Leadership and management are satisfactory. Within a very short period, the recently appointed headteacher has brought about urgently needed improvement to many aspects of the school’s management. Using effective advice and support from the Local Authority, an interim improvement plan has been swiftly implemented. This has concentrated attention on raising standards, with underachieving students being identified for additional support. Expectations of senior managers’ performance have been strengthened, with a focus on improving all aspects of teaching and learning. Action has been taken to eliminate a budget deficit without damage to staffing or to curricular provision. The school is now predicting a significant improvement in overall standards at GCSE and a subsequent increase in sixth form admissions. The leadership and management of subjects are now conforming more closely to the school’s priorities for improvement. Clear line management from senior staff is securing

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Grade for sixth form: 2

greater consistency in promoting higher teaching standards, in improving the assessment of students’ progress, and the curriculum. The school runs smoothly on a daily basis. Governance is good. Challenging interventions by the chair of governors on behalf of the governing body has demanded improvement to the school’s leadership and management. The chair has a detailed working knowledge of the school and has secured progress through an interim plan to bring about the changes needed. The interim plan 5 Inspection Report: Blythe Bridge High School, 17 May 2006 to 18 May 2006 has ensured that the improvements required from the last inspection have been made. Good forward planning for the next twelve months identifies clear goals and responsibilities and is replacing the short-term strategies. Self-evaluation is satisfactory. The school seeks the views of parents and students through questionnaires and addresses the main messages through its forward planning. Self-evaluation is broadly

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Grade for sixth form: 2

accurate. Inspectors agree with the school’s evaluation of leadership and management as being satisfactory overall. That so much change has been accomplished in a short time under new leadership demonstrates clearly that there is a good capacity to improve. 6 Inspection Report: Blythe Bridge High School, 17 May 2006 to 18 May 2006 .

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Grade for sixth form: 2

set out in the guidance 'Complaints about school inspection', which is available from Ofsted’s website: www.ofsted.gov.uk. 7 Inspection Report: Blythe Bridge High School, 17 May 2006 to 18 May 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 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 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? 3 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 2 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 2 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

Following our visit to inspect your school, I am writing to tell you about our findings. I would like to thank you for the friendly welcome you gave us and your honest responses to our questions. We found this helpful in deciding what is good about your school and what needs to be improved. We think the education you receive at your school is satisfactory. These are the strengths of your school: You told us you enjoy coming to school because it is a friendly place. You feel safe at school and appreciate the good range of lunchtime and after-school activities provided for you. Behaviour and relationships are good. Even when Year 11 were signing each others’ shirts on their last day in school, behaviour was never less than good. The choice of subjects available to you is good. The extra help and support some of you receive is good. Your headteacher is rapidly making the school better. There are some aspects of the school’s work which we think can be better. In some lessons,

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Text from letter to pupils explaining the findings of the inspection

the introductions are too long and you are all set the same tasks. You told us that these lessons were uninteresting and that you didn’t learn as much as you would like to. We have asked your headteacher to help to ensure that all lessons are interesting for you and to check regularly on how it is going. We have also asked that you receive better guidance on what you need to do to improve to achieve your target grades. You can help by acting on the advice you are given. I wish you every success in the future.

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