Cantell School

Inspection Report Cantell Maths and Computing College

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116469 Unique Reference Number Southampton LEA LEA 285266 Inspection number 7 June 2006 to 8 June 2006 Inspection dates Pauline Robins HMI Reporting inspector

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This inspection was carried out under section 8 of the Education Act 2005 which gives Her Majesty's Chief Inspector of Schools the authority to cause any school to be inspected. The inspection was also deemed a section 5 inspection under the same Act.

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Violet Road School address Comprehensive Type of school Bassett Community School category Southampton SO16 3GJ 11 to 16 Age range of pupils 02380 323111 Telephone number Mixed Gender of pupils 02380 322433 Fax number 1183 Number on roll Mr John Samuels Chair of governors The governing body Appropriate authority Mrs Ruth Johnson Headteacher 27 September 2004 Date of previous inspection

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Inspection number Inspection dates Age group 285266 7 June 2006 - 11 to 16 8 June 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

When Cantell was inspected in 2004 it was judged to require special measures because it was failing to give its students an acceptable standard of education. Her Majesty's Inspectors of schools (HMI) visited the school on four occasions to monitor its progress, and reinspected the school in June 2006. The inspection was carried out by one HMI and four additional inspectors.

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Description of the school

Cantell is situated to the north east of Southampton, close to the city centre and the University of Southampton. It gained specialist school status in September 2003, for mathematics and information and communication technology (ICT). This coincided with the opening of new accommodation built on the same site as the original school. It is slightly larger than other secondary schools of its type. It serves a socially mixed area, including some districts with high levels of social deprivation. Although the students have a wide range of ability, their standards on entry to the school are marginally below those found nationally. The proportion of students for whom English is an additional language is approximately 23% and increasing. In addition to a higher than average proportion of students from ethnic minority backgrounds there are a number of students who are refugees or asylum seekers. Approximately

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Description of the school

25 % of all the students have learning difficulties, which is above the national average. However, only four students have a statement of special educational need which is low. The school includes a specialist 24 place unit for students with specific learning difficulties. In addition the school offers its own provision off-site for more challenging students and on-site provision for vulnerable students. The proportion of students entitled to free school meals is 25% which is above average.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Cantell Maths and Computing College, 7 June 2006 to 8 June 2006

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Grade: 3

In accordance with section 13 (4) of the Education Act 2005, HMCI is of the opinion that the school no longer requires special measures. This is a satisfactory yet rapidly improving school which already has some good elements. It now offers good value for money and has very good capacity to improve. This is as a result of the outstanding leadership and management of the headteacher and the good senior managers who are turning the school around. The processes for self evaluation within the school are rigorous and they know their strengths and weaknesses. Understandably, when making some of their own judgements about their performance, the school has been overly cautious. Although there is still room for improvement, all the areas for development identified during the inspection are already in the process of being addressed by the school. Standards are improving but remain below average and girls are not performing as

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Grade: 3

well as the boys. The poor attendance of a minority of students is having a significant detrimental effect on both their attainment and achievement. The quality of teaching has improved but it is not yet consistently good because it does not always involve students enough in their own learning. However, the classroom management strategies used by teachers are effective and consistently applied. Systems within the school are robust. The monitoring of student progress is developing rapidly, enabling teachers to target individuals or groups of students for additional support. However, the assessment of EAL students lacks rigour and the targets set for students with learning difficulties are not sufficiently clear and concise. The systems for monitoring and supporting attendance are a particular strength of the school. Relationships are good and there is good quality care for the students with a high level of staff commitment to their well-being.

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What the school should do to improve further

• raise the standard of teaching to that of the best and offer students a greater opportunity for independent learning • further develop the programme of staff professional development and accountability

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Grade: 3

Students enter the school in Year 7 with standards that are marginally below national expectations. The 2005 GCSE results were below average but the percentage of students gaining five or more GCSE passes at grade C or above continues to improve. Results in national tests for students in Year 9, in 2005, were also below average and show a small decline from the previous year. Analysis of results over time for students in Year 9 and Year 11 indicates some fluctuations but the trend is improving. Girls do not do as well as boys. There are also fluctuations in departmental results. In Year 9, in 2005, 2 Inspection Report: Cantell Maths and Computing College, 7 June 2006 to 8 June 2006 both mathematics and science came close to reaching the targets set for attainment at Level 5 and there were good results at Level 6. English results were close to their target and were an improvement on those gained in 2004. A significant minority have

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Grade: 3

poor attendance records and this depresses overall attainment. Those students who do attend regularly achieve at least satisfactorily. The school has now successfully developed detailed and robust assessment systems. School data clearly shows that examination results in 2006 for Year 9 and Year 11 students should be an improvement on those gained in 2005. The new assessment and monitoring systems have enabled the school to identify groups of students who need extra help and support to gain examination grades that more adequately reflect their ability. This support has been provided. Though issues relating to some poor attenders remain, the school is on course to meet its targets and most students are achieving at least satisfactorily.

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Grade: 3

The students' personal development is satisfactory. Relationships are good. Most students get on well with each other and their teachers. They enjoy school life. A Year 8 student commented, 'Because it is a calm and friendly place and you can hang out with your friends, there is less bunking off now because adults are always checking and this helps stop intimidation.' Students are well aware of reasons for adopting a healthy life style but need to take more responsibility for doing so. Many attend clubs, though younger students asked for more regular and formal School Council meetings. Spiritual, moral, social and cultural education is sound. Students have good social skills and are keen to talk about their work. Most treat the code of behaviour with respect; few are removed from lessons because of disruptive behaviour. These incidents are meticulously recorded and analysed, and appropriate action is taken.

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Grade: 3

Though figures remain well below average, attendance is improving slowly, particularly in the older year groups. This is because of several strong and creative initiatives. Staff track where each child is at any particular time in school using careful checking procedures. The school has worked diligently on trying to improve attendance, but the impact of this is slow to have an effect. Aware of those less fortunate than themselves, students take part in fund raising activities like the Tsunami appeal which supported the rebuilding of some schools and help the local community in several ways working, for instance, with the Neighbourhood Wardens Scheme. Sound business links help them prepare for the world of work through enterprise projects. 3 Inspection Report: Cantell Maths and Computing College, 7 June 2006 to 8 June 2006

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Grade: 3

Teaching and learning are satisfactory. The school is fully aware of what the strengths and weaknesses are in teaching because it monitors and evaluates lessons rigorously. Though satisfactory overall, the quality of teaching and learning has continued to improve since the school was placed in special measures. In the best lessons, learning is closely linked to assessment criteria. Students know exactly what is expected of them and what they need to do to improve. In an outstanding Year 9 English lesson, students had a mature grasp of language and the work was pitched at an appropriate level for all. Students were involved in learning throughout and, as a result, made very good progress. Lessons are well planned and teachers manage their students well. However, in some lessons, teacher introductions and whole class activities mean that some students are not involved quickly enough in individual learning activities. In one lesson, the long

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Grade: 3

introduction about coursework requirements meant that some students started to lose interest because they were not involved quickly enough in individual learning activities. In some subjects the use of ICT to enliven lessons and stimulate students is underdeveloped. The quality of marking is inconsistent between subjects and students are not always being told what they need to do to improve the quality of their work.

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Grade: 3

The school provides a satisfactory curriculum. Based on an accurate process of self-evaluation, the school has made changes to the curriculum. As a result, the curriculum is playing a major role in enabling the school to raise standards. The school has widened the choice of vocational options in Years 10 and 11. Working in partnership with training providers, the school will be able to offer courses, on site, which are of greater appeal to girls. The school has rightly identified a large proportion of this group as being at risk of disaffection. The curriculum allows groups of students to focus on areas of learning, which are restricting progress. Additional lessons for literacy and numeracy are provided, while Latin is now offered as part of some student's literacy development. This has led to improvements in students' learning. A few students, who are not fully engaged with their learning, take part in a successful alternative curriculum, which is delivered

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Grade: 3

through off site provision and includes developing their work related learning skills. Satisfactory improvements have been made to the provision for the school's personal social health and citizenship education (PSHCE) programme. The school recognises the importance of this area in helping students to develop their attitudes to learning and is making appropriate plans for significant improvements. 4 Inspection Report: Cantell Maths and Computing College, 7 June 2006 to 8 June 2006

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Grade: 2

The quality of care, guidance and support is good. Staff demonstrate a high level of commitment to the care of students. Child protection arrangements are strong and careful attention is paid to health and safety within the school environment and on educational visits. Arrangements for safeguarding students are regularly reviewed. Teachers are now more available to support students during lesson changes, break and lunch times. This has helped students to feel more secure. One student said that while three years ago she was afraid to come to school she now feels totally safe. The school has good systems for the guidance and support of students through option choices and career decisions. Students agree with this judgement and feel that this aspect of PSHCE and tutor time is useful. There are good arrangements for the academic guidance and support of students. The annual academic review gives students an

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Grade: 2

opportunity to discuss targets, which are then reviewed on a regular basis. This enables them to keep a clear focus on what they need to do to improve. However, students with learning difficulties and disabilities do not work to targets, which are clear and concise. Also the assessment of progress for students with English as an additional language lacks rigour.

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Grade: 2

Leadership and management are good. The headteacher's outstanding leadership and drive for improvement have been instrumental in bringing about the major changes which are in progress within the school. She is well supported by a new and very able Headteachers Leadership Team (HTLT). Together they provide a clear direction for the school. They have an accurate picture of the strengths and areas for further development which have been arrived at through close monitoring and a rigorous programme of lesson observations. The staff and students have confidence in the HTLT, especially in the headteacher, to take the school forward. One of the strengths of the headteacher is her ability to recognise and make best use of the strengths of her staff. The quality of middle managers is improving and becoming more consistent. This is the result of a rigorous and well documented process of departmental review, supported

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Grade: 2

by good senior team line management. Staff who are new to the school, at all levels, are well supported. The staff report that they feel empowered to carry out their duties and are clear about what is expected of them. They successfully use a training model which takes existing good practice and share this throughout the school. An Interim Executive Board (IEB) is now in place which is very successfully supporting and holding the school to account. The chair of the IEB knows the school well and his breadth of educational understanding gives the board a clear direction and purpose. Very good working practice has been established between the IEB and the HTLT which 5 Inspection Report: Cantell Maths and Computing College, 7 June 2006 to 8 June 2006 has resulted in innovative, yet appropriate, strategic plans for at least the next three years. The strength in leadership and management and the rapid progress made by the school

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Grade: 2

since being placed in special measures, indicate that the school now provides good value for money and has a very good capacity to improve. 6 Inspection Report: Cantell Maths and Computing College, 7 June 2006 to 8 June 2006 .

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Grade: 2

set out in the guidance 'Complaints about school inspection', which is available from Ofsted’s website: www.ofsted.gov.uk. 7 Inspection Report: Cantell Maths and Computing College, 7 June 2006 to 8 June 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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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 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 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 3 How good is the overall personal development and well-being of the learners? NA 3 The extent of learners' spiritual, moral, social and cultural development NA 2 The behaviour of learners NA 4 The attendance of learners NA 2 How well learners enjoy their education NA 2 The extent to which learners adopt safe practices NA 3 The extent to which learners adopt healthy lifestyles NA 3 The extent to which learners make a positive contribution to the community NA 3 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 3 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 2 How effective are leadership and management in raising achievement 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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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 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

Students As you will know by now your school no longer requires Special Measures. I would like to congratulate you all as the last two years have required a lot of hard work from everyone involved with the school.Thank you all for welcoming the inspection team, particularly during our last visit. You were very keen to tell us about all the improvements and the confidence you now have in the headteacher and the staff. One of the most important things is that you now feel safe and enjoy coming to school. Some of the things we particularly liked about Cantell:* There are clear systems for monitoring the work of the school and the students which ensure that things continue to improve.* There are good relationships between students and between staff and students.* Staff are committed to caring for and guiding students and are available at all times of the day.* Your headteacher is doing an outstanding job and is very well supported by the senior management team.

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Text from letter to pupils explaining the findings of the inspection

Some of the things where there is still work to be done:* The quality of teaching is much improved, but all teachers need to be as good as the best and give you more opportunity to be involved in your learning.* The programme of staff training and monitoring should continue to be developed.* Finally something that is down to you. Attendance for some students is way below what it should be. The school is doing everything it can to help those students, but poor attendance is having a very bad effect on their grades and on the overall results of the school. This is where you can really make a difference.At the moment we have judged Cantell to be a satisfactory school, but there are many bits that are already good. We think that with your support Cantell can be a good school in the very near future and has the potential to be outstanding. Yours sincerely Pauline Robins, on behalf of the inspection team H M Inspector

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