Carlton Bolling CollegeOfsted inspection, 28 Mar 2007

Carlton Bolling College Inspection report

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107413 Unique Reference Number Bradford Local Authority 287811 Inspection number 27 °28 March 2007 Inspection dates Deborah Vaughan-Jenkins HMI Reporting inspector

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

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Secondary Type of school Community School category 11 °18 Age range of pupils Mixed Gender of pupils Number on roll 1093 School 309 6th form

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The governing body Appropriate authority Mrs B Sunderland Chair Dr Nigel Jepson Headteacher 6 December 2004 Date of previous school inspection Undercliffe Lane School address Bradford West Yorkshire BD3 0DU

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01274 633111 Telephone number 01274 630635 Fax number

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11 °18 Age group 27 °28 March 2007 Inspection dates 287811 Inspection number .

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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

Carlton Bolling College is a larger than average mixed comprehensive school for 1,402 students aged 11-18 of whom 309 are in the sixth form. The school is located in the Undercliffe area of Bradford approximately 1 mile outside the city centre. The area is recognised as having significant socio-economic deprivation and a high proportion of students are eligible for free school meals. Nearly all of the students are from minority ethnic backgrounds and the majority speak English as an additional language. The students' attainment on entry to the school is well below average and a higher than average number of students have learning difficulties and/or disabilities. Carlton Bolling College was removed from special measures in December 2004. In October 2005 the headteacher was appointed as the executive headteacher of both Carlton Bolling and another local school. The partnership has resulted in Carlton Bolling College being recognised

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Description of the school

as a National Support School in October 2006. In September 2006 it acquired specialist college status for mathematics and computing.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 3 of 12 Inspection Report: Carlton Bolling College, 27 °28 March 2007

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Grade: 1

Carlton Bolling College is an outstanding school with good sixth form provision. The school's mission of 'Achievement for All' now permeates the whole organisation and has been a key factor in driving its exceptional progress and improving achievement since the last inspection. A culture of high aspirations has been established which is subscribed to by staff and students alike. This is accompanied by a relentless pursuit of excellence and commitment to overcoming any areas of relative weakness. Carlton Bolling is highly inclusive and is successfully removing barriers to achievement for a significant number of students who are at risk of underperforming. One group of students summed up the feelings of many by saying: 'We like this school because the teachers are very helpful and they encourage you to achieve as well as you can.' The vast majority of students make outstanding progress through Years 7 to 11 and good

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Grade: 1

progress in the sixth form compared to their exceptionally low starting points. Vulnerable students, including those with learning difficulties and/or disabilities are very well supported and make good progress with some making very good progress. Standards, although generally at or below national averages, continue to rise. The school recognises the need to continue to improve standards further across both key stages and is ambitious yet realistic in its approach to this. The progress students make in their personal development and well-being is good. The school provides a safe learning environment and students demonstrate a good awareness of health and well-being. Behaviour in lessons and around the school is good and exclusions have fallen dramatically. Attendance continues to be a key area for improvement, although a wide range of strategies are in place to support students' attendance and it has improved marginally since

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Grade: 1

the last inspection and is now just under that of similar schools. Teaching and learning are good and assessment is used particularly well to motivate students and help them to realise their potential. Some lessons are too dominated by the teacher and do not effectively promote or develop students' ability to work more independently or think for themselves, limiting the progress of some. A wide curriculum is offered across the school, including an increasing number of vocational programmes to meet students' needs and an effective alternative curriculum for more vulnerable students including those with learning difficulties and/or disabilities. The specialist status in mathematics and computing is in its early stages, but is already beginning to impact through the use of information and learning technologies (ILT) in lessons and in creating learning resources. Inspectors found the school's evaluation of 'good' care, guidance and support to be

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Grade: 1

overly modest and judged this aspect as outstanding for all students, due to the excellent academic guidance which in turn has resulted in such impressive rates of progress by most students. The proportion of students who progress to further education and higher education or employment is high, supporting students' future economic well-being. The vast majority of parents are highly supportive of the school and recognise its improving status. A minority of parents feel the school could take better account of parental views. Leadership of the school is strong and inspirational. Management of the sixth form is good. Effective partnership working exists and has aided the school's transformation, along with a supportive governing body. Self-evaluation is used exceptionally well to identify underperformance and check on progress at all levels with challenging and often ambitious 4 of 12 Inspection Report: Carlton Bolling College, 27 °28 March 2007

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Grade: 1

targets being set and in many cases met or exceeded. Senior managers have a clear understanding of the school's strengths and areas where improvement is needed. Resources are used exceptionally well and the school provides excellent value for money. The school has been energised since its removal from special measures and has demonstrated an impressive rate of improvement, with an outstanding capacity to improve its provision further.

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Grade: 2

Provision in the sixth form is good and developing well through constant innovation, evaluation and revision. It is popular, very inclusive, and offers a comprehensive range of A level and vocational courses. The college has ample facilities needed for successful study, and benefits from numerous external links including those with the local consortium of schools and the adjacent City Learning Centre. Completion of courses is excellent, and virtually all students study for two or more years. The quality of teaching and learning is good. Students benefit from close personal attention and excellent support, as staff guide them securely towards their chosen careers. Consequently, their progress is good although some examination results are below average. Management is good, with close attention paid to the organisation of provision to meet individuals' needs and career preferences. Self-evaluation is good, but has not as yet

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Grade: 2

had the same impact in rapidly driving up achievement as seen in the main school.

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What the school should do to improve further

• Raise students' attainment across all subjects and key stages. • Improve students' attendance. • Ensure all lessons effectively develop students' abilities to work more independently and think for themselves.

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Grade for sixth form: 2

Students' achievements are outstanding in the main school and good in the sixth form. Students enter the school with exceptionally low levels of attainment. Given these very low starting points, the vast majority of students make outstanding progress through both key stages. Good progress is made in the sixth form as students' progress is more variable between subjects than in the main school. The standards reached by students are broadly average, below average and in a few cases, well below average, across both key stages and the sixth form. However, standards are improving and have continued to rise over the last three years. The rate of improvement in students' GCSE results has improved considerably, with the percentage of students gaining an A* to C grade rising from 17% in 2003 to 44% in 2006 and is forecast to rise again in 2007. This strong improving trend in results is apparent across the school and for almost all groups

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Grade for sixth form: 2

of students, with an increasing number of students achieving the higher levels in national tests. All groups perform at least in line with expectations given their prior attainment, reflecting the school's commitment to inclusion. Students with learning difficulties and/or disabilities are very well supported and make good progress. Progress is equally strong in both Key Stage 3 and Key Stage 4 and across virtually all subjects, including vocational options. In Years 7 to 9 students make exceptionally good progress in mathematics and science, although achievements in English fell in 2006 with fewer students 5 of 12 Inspection Report: Carlton Bolling College, 27 °28 March 2007 progressing to higher levels than in previous years. The school has identified the reasons for this and effective actions have been taken. In Years 10 and 11, progress in English has continued to improve and is very good. Progress in mathematics has been consistently good. After a dip

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Grade for sixth form: 2

in mathematics results in 2006, standards have recovered through swift intervention. Sixth form students achieve particularly well at A level and in vocational subjects although AS level pass rates were more variable in 2006.

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Grade for sixth form: 2

The personal development and well-being of students is good. They are aware of the importance of healthy eating and many adopt active lifestyles through wide ranging access to competitive sports and physical exercise. The school council takes its responsibilities seriously and has recently been active in helping to redesign the school uniform and in increasing the availability of drinking water. Students' attitudes and behaviour are good and this has had a clear impact on their recent high levels of progress and achievement. In addition, the number of external exclusions from the school has dramatically reduced due to improved student engagement in the classroom and a more consistent application of the behaviour management strategy. The school strongly promotes high attendance and punctuality and attendance levels are slowly improving, but are still a key challenge for the school. Since September the school has further improved security

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Grade for sixth form: 2

measures around the building and students report that this has helped create a safe learning environment. Students' spiritual, moral, social and cultural development is good. Year group assemblies are utilised well to help students focus on reaching their individual potential both academically and from a personal development viewpoint. Students say that they very much enjoy the wide range of extra-curricular activities and older students make good use of work placement projects. Additionally, a wide range of opportunities are presented for students to undertake vocational courses and to attend Enterprise Days leading to the exploration of possible career paths.

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Grade for sixth form: 2

The quality of teaching and learning is good and contributes to students' enjoyment and achievement. There are good systems in place to monitor teaching and learning, and as a result, well targeted training to improve it further. For example, as a result of training for staff on assessment for learning and the regular monitoring of its use in lessons, this has become a significant strength of teaching across the school. Data on students' prior ability levels are used well to plan lessons. The regular use of levels and exam descriptors is also used well to help students assess their own work and to demonstrate how they can improve further. Lessons are typically planned well with detailed consideration for students' varied needs and capabilities, and employ a range of learning activities that promote progress and enjoyment. 6 of 12 Inspection Report: Carlton Bolling College, 27 °28 March 2007 Teachers also make good use of questioning as well interactive whiteboards to develop and

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Grade for sixth form: 2

extend students' knowledge and understanding. Students behave well and many are keen to participate in discussions. In the few cases where teaching is much less effective, students quickly lose attention due to too much teacher-led activity. In a minority of cases this contributes to boredom and some distracting behaviour that limits progress in learning. However, the school has not been complacent. Work continues to further improve teaching and learning with opportunities for teachers to share effective practice with each other and to tackle weaker teaching where it exists.

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Grade for sixth form: 2

The school's broad, relevant and innovative curriculum is thoughtfully planned and continuously revised. It meets statutory requirements and adds numerous extra learning opportunities to a busy 25 lesson week. The school's specialist status is reflected in well targeted mathematics courses and copious provision in information and communication technology. Carefully structured personal, social and health education includes citizenship and is complemented by religious education. In Key Stage 4 students enjoy a firmly guided choice of academic, technological and vocational options, enhanced by links with local agencies, schools and colleges. These offer a close match to students' abilities, aptitudes and post-16 aspirations. Many courses feature useful elements of enterprise, and work-related learning is prominent. The creation of a construction skills centre, for example, responds well to an urgent local need. Students with

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Grade for sixth form: 2

learning difficulties participate in all aspects of learning and others at risk of disaffection benefit from provision tailored to their needs. Many students benefit from sport, excursions and other extra-curricular activities complementing the timetabled curriculum.

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Grade for sixth form: 1

The care, guidance and support to students are outstanding. There is very inclusive provision for the broad range of students on roll and the welfare and support systems for vulnerable students and those with low self-esteem are excellent. Effective child protection systems are in place and safety checks on new staff and visitors meet with the latest national requirements. Health and safety, medical and accident reporting and recording systems are of a high quality. The transitional arrangements for students entering Year 7 are very well managed by the school and the majority of parents are supportive of the school and feel that their children are making good progress. The provision for students' personal, social, health and citizenship education is good and significantly helps to underpin their personal development. The level of academic guidance and support to students is outstanding and includes regular individual tutor discussions which

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Grade for sixth form: 1

are very successfully aimed at maximising students' progress and achievement. 7 of 12 Inspection Report: Carlton Bolling College, 27 °28 March 2007

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Grade for sixth form: 2

Leadership and management are outstanding. The school has been transformed since the last inspection by rapid and sustained improvement in standards and achievement, and by important advances in the quality of provision. It provides excellent value for money. The executive headteacher has provided inspirational leadership throughout this period. With the first class support of senior leaders, a clear vision for the school has been established that focuses very successfully on raising achievement. The acquisition of specialist college status and the opening of the impressive construction centre bear witness to the school's ambition and to its determination to do all it can to provide the very best education for all of its students. Parents and students alike express their growing confidence in the school. This is reflected in its increased popularity, and entry to Year 7 is now oversubscribed. Governors provide effective

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Grade for sixth form: 2

support for the school, putting their experience, expertise and local knowledge to good use. The school's recent impressive record has also been built on the creation of effective staff teams. Staff are pulling together with a strong common purpose to ensure the success of the school and their morale is high. Consequently, the capacity for further improvement is also excellent. Self-evaluation is robust and accurate. There is an excellent focus on the analysis and use of data on all aspects of school performance to inform decisions. Senior and middle leaders make a significant contribution to the school's accurate and incisive understanding of its strengths and where it needs to further improve. The school has good links with a wide range of external agencies, schools and higher education institutions. These are used beneficially to extend opportunities for students and contribute to school improvement.

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Grade for sixth form: 2

8 of 12 Inspection Report: Carlton Bolling College, 27 °28 March 2007 .

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Grade for sixth form: 2

in the guidance 'Complaints about school inspection', which is available from Ofsted’s website: www.ofsted.gov.uk. 9 of 12 Inspection Report: Carlton Bolling College, 27 °28 March 2007

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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

2 1 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? 2 1 The effectiveness of the school's self-evaluation 1 1 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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Achievement and standards

2 1 How well do learners achieve? 3 3 The standards 1 reached by learners

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Achievement and standards

2 1 How well learners make progress, taking account of any significant variations between groups of learners How well learners with learning difficulties and disabilities make progress

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well-being of the learners?

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 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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range of needs and interests of learners?

1 1 How well are learners cared for, guided and supported?

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range of needs and interests of learners?

Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low. 10 of 12 Inspection Report: Carlton Bolling College, 27 °28 March 2007

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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 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, including staff, are deployed to achieve value for money The extent to which governors and other supervisory boards discharge their responsibilities Yes Yes Do procedures for safeguarding learners meet current government requirements? No Does this school require special measures? No Does this school require a notice to improve? 11 of 12 Inspection Report: Carlton Bolling College, 27 °28 March 2007

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Text from letter to pupils explaining the findings of the inspection

The inspection team and I would like to thank you for making us so welcome during our recent visit to Carlton Bolling College. We met some of you in student meetings, in the lessons we came to and a number of you introduced yourselves to us while we walked around the corridors. This letter is to give you a flavour of what we discovered during our two days in the school which I hope you will find helpful. We found that a great number of you make excellent progress during your time from Year 7 through to Year 11. In Years 12 and 13 you make good progress in most subjects and many of you progress into further education. The standards of your work and your exam results are improving. We agree with you that many of your lessons are good and that you get excellent support when you need it. Your school has improved considerably over the last few years and your positive attitudes and willingness to learn have helped make this transformation. Your

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Text from letter to pupils explaining the findings of the inspection

headteacher and the senior managers are doing an excellent job in making your school successful and they know what is needed to continue to get even better. We suggested that the school needs to focus on improving the following three areas: • to continue to improve your standards of your work and exam results so that you are all achieving as well as you possibly can in all subjects • to improve some of your attendance • to make sure that in all lessons you are given the chance and the skills to work and learn more by yourself. This will help some of you to make even better progress. You of course can help the school to achieve this by concentrating and working as hard as you can in all lessons and attending regularly. Thank you again for your help in this inspection and we would like to wish you all every success for the future. 12 of 12 Inspection Report: Carlton Bolling College, 27 °28 March 2007

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