The Ellen Wilkinson School for Girls

Inspection Report The Ellen Wilkinson School for Girls

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101941 Unique Reference Number Ealing LEA LEA 285581 Inspection number 8 March 2006 to 9 March 2006 Inspection dates Meena Wood Reporting inspector

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

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Queen's Drive School address Secondary Type of school Acton Foundation School category London W3 0HW 11 to 18 Age range of pupils 02087521525 Telephone number Girls Gender of pupils 02089936632 Fax number 1411 Number on roll Ms Alison Mountford Chair of governors The governing body Appropriate authority Ms Chris Sydenham Headteacher 15 January 2001 Date of previous inspection

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Inspection number Inspection dates Age group 285581 8 March 2006 - 11 to 18 9 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

The Ellen Wilkinson School for Girls is an 11-18 foundation school in Ealing with science specialist status. In 2005 there were 1411 pupils aged 11-19, of these 363 pupils were in the sixth form. A very high number of pupils, double the national average, are eligible for free school meals. The number of pupils with learning difficulties or disabilities, including the number with statements of special educational needs, is below the national average. Two thirds of pupils' first language is other than, or believed to be other than, English. Some 84% of pupils are from minority ethnic groups. Of these, the largest minority ethnic group in the school, over one fifth of pupils, are mostly of Arabic Middle Eastern heritage. Indian, Pakistani and White groups are the next largest, followed by pupils of Black Caribbean and African background. Languages spoken by pupils, apart from English, are mainly Arabic, Urdu and Portuguese.

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Description of the school

Attendance is at the national average as is authorised absence.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: The Ellen Wilkinson School for Girls, 8 March 2006 to 9 March 2006

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Grade: 2

This is a good school which provides satisfactory value for money. It provides a caring community and prides itself on encouraging high academic expectations amongst its pupils. Pupils enjoy being at school and contribute positively to school life. Behaviour is good. Attendance is satisfactory. A healthy lifestyle is encouraged through sport and healthy eating options. Pupils from a range of different backgrounds are taught well, particularly in Years 7 to 9. Teaching is good because teachers are enthusiastic and knowledgeable and pupils are very well motivated and want to succeed in their studies. Overall, pupils achieve well and make good progress. The care, guidance and support offered to pupils are satisfactory and are good for pupils in the sixth form. Specialist college status, which the school gained in July 2002, has been used very well to improve curriculum provision. Work is not always matched sufficiently to the needs of more able pupils and those

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Grade: 2

with specific language needs. The work of many pupils is not consistently marked so as to inform them how they can improve. Self-evaluation is mostly accurate but is insufficiently self critical in relation to the quality of the learning environment in some parts of the school, which inspectors found to be unsatisfactory, along with the effectiveness of pupils' language and literacy support. The new Headteacher and the new Chair of Governors recognise the challenges faced by the school to further improve pupils' progress and standards in Years 10 and 11 and the sixth form. They are strongly committed to an ethos of meeting pupils' academic aspirations. Inspectors broadly agreed with their overall judgements of the school. Since the last inspection the school has made notable improvements and its capacity to improve is good.

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Grade: 2

Provision for post-16 pupils is good. Retention on AS, A level and AVCE courses is high. Given the average GCSE grades of pupils on entry to these courses, they make good progress in their studies. In 2005 most pupils passed their GCE A/AS and AVCE examinations. However, numbers of pupils passing two or more examinations or gaining high grades for the last three years are below the national average. Teaching and learning are satisfactory as teachers are not helping less able pupils in Year 12 sufficiently to develop their independent learning and critical thinking skills, so that they can make a satisfactory transition from GCSE to GCE and VCE courses. Guidance and support for pupils are good. Pupils greatly value the high levels of personal and academic support they receive from teachers as part of a one-to-one review process. The leadership of the sixth form has been proactive in changing the curriculum of the sixth form in response to the interests of the pupils. In the last three

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Grade: 2

years, the school has attracted larger numbers to stay on in the sixth form through offering more appropriate courses, including GNVQ Intermediate level. 2 Inspection Report: The Ellen Wilkinson School for Girls, 8 March 2006 to 9 March 2006

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What the school should do to improve further

• Improve the planning of teaching in years 10 and 11 and 12 and provide more appropriate tasks and activities for all pupils, especially those who require greater challenge and lower attaining pupils • Assess and mark pupils' work so that they have clear guidance on where to improve • Provide higher quality support for pupils with EAL and those with literacy needs • Improve the learning environment in the school and the classrooms so as to enhance the quality of learning for all pupils.

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Grade: 2

Achievement is good and standards are above average. When pupils enter the school, their standards are broadly average and, by the age of 16, their standards in GCSE examinations are above average. In 2005 the proportion of pupils attaining 5 grades of A*-C including GNVQ vocational qualifications was high. Pupils' GCSE results were particularly good in business studies, communication studies, combined science award, home economics, sociology, French, music and in vocational studies. In Years 7 to 9, achievement is particularly good as most groups of pupils make significant progress. A very large majority of pupils make good progress in English and mathematics, but fewer do as well in science. Overall pupils make satisfactory progress in Key Stage 4. In mathematics, pupils' progress in Years 10 and 11 is well below the national average. However results in mathematics GCSE show well above average passes at grades A*-C but slightly below average numbers of pupils passing with A*

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Grade: 2

or A grades. The overall rate of progress for pupils between Years 7 -11, and pupils' progress in English, is well above the national average and is good. Pupils with free schools meals entitlement, those with special educational needs without statements, and most pupils whose first language is other than, or believed to be other than English make good progress. Higher attaining pupils and Black Caribbean pupils overall make satisfactory progress.

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Grade: 2

The personal development and well-being of pupils are good. Pupils' spiritual, moral, social and cultural development is good because of well coordinated personal, social and health education (PSHE) programmes. Pupils develop respect and greater understanding of different faiths and cultures during assemblies and in form times, where they discuss a 'thought for the week'. Pupils enjoy being in school, are polite and generally well behaved. In lessons, Year 7 pupils behave particularly well. However, in some instances, in Years 8-11, disruptions to lessons through calling out and talking over the teacher and not always dealt with firmly enough by the teachers. Attendance is satisfactory and has increased gradually over the last four years. Pupils develop a 3 Inspection Report: The Ellen Wilkinson School for Girls, 8 March 2006 to 9 March 2006 sense of responsibility through school consultations on, for instance, changes to the

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Grade: 2

PSHE programme and make positive contributions to their school community. Many are successful in the role of peer listeners and some use their heritage languages well in lessons to support classmates with English language needs. Pupils feel safe in school and value the personal support from staff and pupils. Most understand the importance of leading a healthy life-style and particularly appreciate the quality of the school lunches.

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Grade for sixth form: 3

The school accurately judges the quality of teaching and learning to be good overall for Years 7 to 11. Most teachers have high expectations of pupils' work and behaviour. Pupils are highly motivated to succeed. In Years 7 to 9, teachers sustain pupils' interest with activities that are appropriately challenging. In some lessons, pupils use the interactive whiteboards to present their work. In an AS physics lesson Year 12 pupils produced a clear and succinct guide on electricity and Ohm's Law. Pupils enjoy their learning and develop maturity of thought. In a history lesson on women's voting rights, pupils participated enthusiastically and reasoned well in a debate on civil rights. In a sociology lesson Year 10 pupils identified effective examples of the practical use of equal opportunities legislation in employment. Teachers offer pupils good learning opportunities in lessons to explore their cultures and backgrounds. In history, pupils

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Grade for sixth form: 3

study a module on the British Raj in India, and in mathematics and science they explore the contribution women have made in these subjects. Smaller groupings in English, mathematics and science have been successful in meeting the needs of most pupils. But in Years 10, 11 and 12, teachers do not always plan tasks that meet the needs of pupils of different abilities and those with specific language and literacy needs.

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Grade: 2

The curriculum is good and the school takes care to ensure that it is developed in a way that matches pupils' needs and interests. As a result, pupils and sixth form students say that they feel that the school cares about them. Information and communication technology (ICT) and religious education (RE) are now timetabled in Years 10 and 11. There is good take up by pupils of GCSE examinations in heritage languages. The good selection of activities, that take place at lunch-times and after school, extends pupils' interests and strengthens their relationships. Indoor sporting activities are limited owing to the lack of adequate facilities but outdoor activities, such as netball, are available. 4 Inspection Report: The Ellen Wilkinson School for Girls, 8 March 2006 to 9 March 2006 The school's specialist status has enabled it to improve its provision not only in mathematics and science, but also in other subjects. In response to its local primary

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Grade: 2

schools, the school runs Year 5 and 6 taster and master classes in technology, modern foreign languages, science and mathematics. To encourage Year 10 and 11 pupils to become aware of the needs of the workplace, the school has recently introduced an appropriate examined PSHE course, Preparation for Working Life Enterprise and financial skills are developed well through PSHE, Maths and ICT. Aspects of citizenship are being developed through the National Curriculum and are taught through history and geography in Years 7 to 9.

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Grade for sixth form: 2

The care, guidance and support of pupils are satisfactory. Teachers and other members of staff are good at ensuring the safety and welfare of pupils. Health and safety arrangements are satisfactory with frequent premises checks and good regard for safety in lessons. Risk assessments for whole-school activities are in place, together with control measures for significant hazards on the school site. Risk assessments in individual subjects have not yet been fully completed in line with recommended health and safety advice. Child protection arrangements are satisfactory. All pupils in Years 9 and 11 receive effective guidance on 'next steps' and an Options Evening, with clear information, is held for pupils and their parents. Form tutors, divisional heads and specialist support, such as learning mentors and school counsellors, provide pupils with good pastoral support. Specialist counselling is available for vulnerable pupils. Pupils are encouraged in their learning by the

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Grade for sixth form: 2

much-valued Praise Postcards and teachers are beginning to set pupils individual targets to guide their learning and progress. However, teachers' assessment of pupils' work does not consistently inform them how they can improve. Support in and out of lessons for pupils with specific language and literacy needs is not consistently available and not always of sufficiently high quality. In Years 10 to 11, and in Year 12 GNVQ courses, these pupils make little progress in some lessons.

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Grade: 2

Leadership and management in the school are good. The headteacher has been in post since September 2004 and provides good leadership. She is well supported by able senior and middle managers. Staff morale and motivation are high and all are committed to meeting the academic aspirations of pupils. Self-evaluation has improved since the last inspection and is now good. Leaders have a generally good knowledge of the school's strengths and weaknesses. This is very well informed by regular monitoring of teaching, review of the work of departments, feedback from pupils, external partners, parents and carers. However, the support of 5 Inspection Report: The Ellen Wilkinson School for Girls, 8 March 2006 to 9 March 2006 pupils with specific language and literacy problems, or with learning difficulties and disabilities, has not been evaluated for its effectiveness and impact on raising standards. A key issue raised in the last inspection, of poor accommodation, has partly been

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Grade: 2

addressed through the building of a purpose built sixth form, new music rooms, extension to dining room and an additional ICT room. Some weaknesses in accommodation such as the small size of the main dining hall and the poor decorative state of many classrooms are not easily addressed, owing to the prioritisation of saved funds for future sports and performing arts facilities. The quality of the learning environment in parts of the school is however, unsatisfactory. In some areas, there is a lack of cleanliness with graffiti on furniture and walls. The priorities and actions in the school improvement plan are appropriate for steering improvements. For instance, the school has been proactive this year in raising achievement for pupils in Years 10 and 11 through well thought out intervention strategies and it is addressing the raising of standards for sixth form pupils through effective target setting in tutorials. Some medium and longer term priorities are

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Grade: 2

included, but this aspect of the plan is under-developed. Good professional development arrangements support the implementation of school priorities. There are sound arrangements for performance management and for the induction of new staff. The governing body is actively involved in the school and ensures effective compliance with statutory requirements. The cost of education per pupil is much higher than the national average, and the school has demonstrated the effectiveness of these additional resources in raising achievement and standards for most groups of pupils. Overall value for money provided by the school is satisfactory. The school has good capacity to improve. 6 Inspection Report: The Ellen Wilkinson School for Girls, 8 March 2006 to 9 March 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: The Ellen Wilkinson School for Girls, 8 March 2006 to 9 March 2006

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Inspection judgements

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

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Inspection judgements

2 2 How effective, efficient and inclusive is the provision of education, integrated care and any extended services in meeting the needs of learners? 2 2 How well does the school work in partnership with others to promote learners' well-being? NA The quality and standards in foundation stage 2 2 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 2 2 How well do learners achieve? 3 2 The standards 1 reached by learners

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Inspection judgements

2 2 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? 2 The extent of learners' spiritual, moral, social and cultural development 2 The behaviour of learners 3 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 2 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 3 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 2 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

Pupils Thank you for taking part in the inspection by talking to us about your work and your life in school. I am writing on behalf of the inspection team to let you know the judgements we have made about your school. * We believe your school is a good school. * The headteacher and the other people in the school with responsibility, make decisions with your best interests at heart. Through the school council and when you are asked for your views, you make good suggestions and play your part in improving the school.* Teachers are enthusiastic and knowledgeable and help you to learn. You are very well motivated and enjoy your learning. Many of you produce good standards of work in the lessons. Teachers do not always give you clear guidance on where to improve in your work.* Your behaviour is generally good but in lessons you could improve the quality of your learning by responding to teachers' questions through putting up your hand and not

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Text from letter to pupils explaining the findings of the inspection

calling out. * Between years 7-11, but especially between years 7-9, you make good progress and gain good results in your examinations. You do particularly well in GCSE business studies, communication studies, combined science award, home economics, sociology, French and in vocational studies. * In years 10, 11 and 12 some of you who are more able in your studies do not make as much progress as you should; those of you who need more support with English language and writing skills also do not make as much progress as you should.* You value the personal support that is available from teachers and mentors and some of you use your languages effectively in lessons to support friends newly arrived in this country, needing help with explanations. Many of you act successfully as peer listeners. * You have good opportunities to participate in interesting activities during lunch times and after school.* Some of your classrooms

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Text from letter to pupils explaining the findings of the inspection

and parts of the school are not clean with graffiti on furniture and walls. You can take a greater pride in keeping your school clean. You can suggest to your teachers how best to make your rooms more attractive through displays of your work for instance. Your school needs to * provide more appropriate tasks and activities in lessons for all of you, so that you can make greater progress and do even better in examinations, especially in Years 10 and 11 and the sixth form * provide higher quality support for those of you with English language and literacy needs* assess and mark your work with clear guidance on where to improve* work with you to make your school a clean and inspiring learning environment. I wish you success in your future. Meena Wood HMI Lead Inspector

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