Cressex Community School

Inspection Report Cressex Community School

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110500 Unique Reference Number Buckinghamshire Local Authority 288693 Inspection number 10 °11 January 2007 Inspection dates Nigel Fletcher 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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Holmer's Lane School address Modern (non-selective) Type of school

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High Wycombe Community School category HP12 4QA 11 °18 Age range of pupils 01494 437729 Telephone number Mixed Gender of pupils 01494 461502 Fax number 663 Number on roll (school) 74 Number on roll (6th form) Dr K Simmons Chair The governing body Appropriate authority Mr P Walker (Acting Head) Headteacher 15 October 2001 Date of previous school inspection

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Inspection number Inspection dates Age group 288693 10 °11 January 2007 11°18 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 two of Her Majesty's Inspectors and two Additional Inspectors.

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Description of the school

Cressex Community School is a smaller than average school with a small sixth form. It serves a mixed socio-economic area in a county where there is a selective authority. The school is a culturally diverse community, with 70% of pupils coming from a Pakistani background and about 18% from a White British background. About two thirds use English as an additional language. The local area is one of significant social and economic deprivation. Eligibility for free school meals is well above the national average. Attainment of the pupils when they join the school is well below the national average.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Cressex Community School, 10 °11 January 2007

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Grade: 3

Since the previous inspection in October 2001 the school has made satisfactory progress. During the past two years the school has had two substantive head teachers and two acting head teachers. Despite the fluctuations in staffing at various management levels, staff exhibit a sense of optimism and enthusiasm for the school under the present leadership. This has been bolstered by the announcement of funding for a rebuild in 2009. Behaviour of pupils in lessons is satisfactory and good around the school. They feel safe and show respect to adults and each other. The small amount of poor behaviour is dealt with quickly and the rate of exclusions is now low. Although attendance is increasing, it is still too low and the school is working systematically for further improvement. Teaching is satisfactory with some examples of good practice. The school is developing effective procedures to raise the quality of teaching and learning but this is being

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Grade: 3

hindered by the amount of supply teaching that is required. Although standards are low, they are rising due to the support strategies enabled by excellent data analysis, and pupils make satisfactory progress. Pupils in the main school have access to a satisfactory range of subjects although there is no opportunity for work-related learning. Leadership and management are satisfactory. The school's self evaluation recognises the issues that need addressing. The subsequent action plan is rigorous and robust although implementation is slow and policies are not applied consistently. Links with parents are not strong but parents and carers are becoming increasingly more involved and one parent commented, 'There has been a marked improvement in the management, ethos and expectations within the school.' Productive links with the community are increasing and pupils now have confidence that they can do well at

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Grade: 3

Cressex. The reputation of the school deservedly is improving. Although the school's overall effectiveness is satisfactory, its performance in respect of the management and curriculum of the sixth form is inadequate. Before its next inspection, Ofsted inspectors may visit the school to monitor the progress that it has made in remedying this weakness.

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Grade: 4

The school judges the sixth form to be inadequate. On the basis of scrutiny of data, lesson observations and discussions with staff and students, the inspectors agree with this judgement. Teaching is satisfactory with some examples of good practice. However, the standards achieved in lessons are often too low. The curriculum lacks breadth and so too few pupils are attracted to, or retained in the sixth form. Although there are some community based activities, there are few opportunities for sixth form students to take part in additional activities such as competitive sports, trips and visits. However, 2 Inspection Report: Cressex Community School, 10 °11 January 2007 students are loyal to the school and speak positively about their teachers. There is no head of the sixth form and the head of Year 12 is also covering the long term absence of the head of Year 13. Consequently, issues on management and curriculum identified

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Grade: 4

in the local authority report in February 2006 have not been addressed.

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What the school should do to improve further

• Ensure that all levels of management are effective and apply school policies and procedures consistently. • Raise attainment at all levels of national testing. • Reduce the dependency on supply teachers to raise the quality of teaching and learning. • Improve the effectiveness and efficiency of the sixth form.

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Grade for sixth form: 3

Achievement is satisfactory but standards are low. Pupils enter the school in Year 7 with standards that are much lower than in most schools. By the end of Year 11, they make satisfactory progress. In 2005, Year 9 pupils made outstanding progress due mainly to the support strategies the school adopted for that key stage. However, school data for 2006 show that progress at Key Stage 3 slowed and is now satisfactory. Attainment in Year 9 remains significantly below the national average. Pupils' progress in Years 10 and 11 was significantly lower than average in 2005, although satisfactory for mathematics and English. In 2006 the number of students gaining five or more GCSE passes at grades A* to C increased to 41%, the highest proportion the school has ever obtained although still significantly below the national average. This was due to the good practice from Key Stage 3 being adopted for Key Stage 4. The proportion of pupils gaining at least five passes at grades A* to G is

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Grade for sixth form: 3

significantly above average and all pupils achieved at least one entry level qualification. In 2005 boys with low attainment on entry made significantly good progress. However, pupils from Pakistani backgrounds made significantly less progress than expected in Years 10 to 11, although school data for 2006 show that progress for this group is now satisfactory. Due to the low standards with which the pupils enter the sixth form, the attainment of most students is below the national average, although the achievements of most pupils are satisfactory.

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Grade for sixth form: 3

Pupils' personal development and well being are satisfactory. Pupils speak politely and enthusiastically to visitors and the school has a relaxed and convivial atmosphere. 3 Inspection Report: Cressex Community School, 10 °11 January 2007 Behaviour around the school is good and pupils from different races and nationalities mix easily and effortlessly. Attendance is below the national average but improving. Pupils' spiritual, social, moral and cultural development is satisfactory. Inconsistencies in the implementation of school policies mean that pupils are not always clear what is expected of them. The personal, social and health education (PSHE) programme has had insufficient impact in developing pupils' social skills. Pupils enjoy coming to school and report that they have good relationships with their teachers. The majority enjoy their lessons, although this varies between subjects. Opportunities are provided

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Grade for sixth form: 3

for pupils to make a positive contribution to the community, for example in assisting at sports competitions for local primary schools. However, these opportunities are not yet available for all pupils. Sixth form students are involved in enrichment activities within the school and in the local community, such as organising Eid celebrations, but there is little opportunity for trips and visits, and competitive sporting activities. Pupils increasingly adopt healthy lifestyles. Food in the canteen has been improved and pupils are aware of the importance of taking regular exercise, although take up of the broad range of sports offered in the school is low. Few opportunities exist for pupils to acquire workplace skills and the school has rightly prioritised this as an area for development.

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Grade for sixth form: 3

Teaching and learning are satisfactory. However, lessons observed ranged from good to inadequate. The recording and analysis of pupils' progress provide teachers with a very good range of information. This is used with increasing effectiveness to raise teachers' expectations about what pupils can achieve. In some departments the data has been used exceptionally well to make appropriate additional provision for higher achieving pupils. While the school endeavours to arrange suitable cover when teaching staff are not in school, it is not always successful and this disrupts the pupils' learning and the progress that they make. There was little evidence of the use of information and communication technologies (ICT) to support teaching although an example of good practice was seen in a mathematics lesson. In some lessons, teachers had good subject knowledge and high expectations of behaviour and what pupils could achieve. Lessons were planned well and used a range

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Grade for sixth form: 3

of challenging activities that allowed pupils to practise new skills. Helpful oral and written feedback enabled pupils to improve the quality of their work. This was not consistent practice in all lessons. At times, inappropriate behaviour was tolerated, lessons plans were too vague and too little was expected of pupils, resulting in work of a very low standard being accepted. In a few lessons boys were seen to dominate the teachers' time and girls were often passive. 4 Inspection Report: Cressex Community School, 10 °11 January 2007 Some parents commented, with good reason, on the lack of consistency in applying the school's policies and procedures, for example with regard to setting homework and marking work. These inconsistencies confuse pupils and make it more difficult for newer members of staff to establish good working practices.

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Grade for sixth form: 4

The curriculum is satisfactory in the main school but inadequate in the sixth form. Pupils experience a broad and balanced curriculum across Years 7-9 and all statutory requirements are met. The school has introduced drama as a new subject and this is proving popular with pupils. The school has identified opportunities to develop literacy, numeracy and ICT skills as a priority across subjects but as yet there is too little impact on pupils' achievement. A revised PSHE programme has recently been introduced, alongside dedicated citizenship lessons. As yet, it is too early to judge the impact of these new initiatives. In Years 10 and; 11, all pupils follow a core curriculum and there is an effective options system that allows pupils to choose up to four subjects. Vocational subjects including health and social care and business studies have been introduced successfully. There is currently no provision for work-related learning which adversely limits some pupils'

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Grade for sixth form: 4

achievements. The 6th form curriculum lacks appropriate breadth, restricting pupils' choice and opportunity. Poor initial advice and guidance lead to too many students failing to complete their courses.

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Grade for sixth form: 4

Care, guidance and support are satisfactory in the main school but inadequate in the sixth form. Staff care about the welfare of their pupils and suitable procedures are in place to promote health and safety. Improvements in the quality of guidance have enabled more pupils to achieve challenging goals this year but in lessons there is too much variation in the amount of feedback that pupils receive. The guidance of pupils onto relevant GCSE courses is good. However the guidance pupils receive regarding entry to the sixth form and future careers is ineffective. Pupils feel safe and reasonably well cared for in school. They report that the school takes bullying seriously and are confident that adults and prefects would provide appropriate and immediate support if they needed help with such matters. The newly appointed Head of Learning Support has made an excellent start in improving provision and ensuring that policies are applied consistently across the school. Pupils

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Grade for sixth form: 4

benefit from the additional support provided by a range of external agencies. For example, the local police constable and the representatives of the Wycombe Race 5 Inspection Report: Cressex Community School, 10 °11 January 2007 Equality Council, who visit the school regularly, provide specific advice and guidance to pupils.

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Grade for sixth form: 4

Leadership and management of the school are satisfactory but are inadequate in the sixth form. The Local Authority (LA) has supported the school well through a turbulent period and the school has made good progress in raising standards and improving behaviour over the last two years. Senior leaders are aware of the school's strengths and weaknesses and the school's self evaluation is thorough and accurate. A detailed action plan has been produced but to date its implementation has been too slow. Governors have identified and agreed key areas for improvement. The acting headteacher is demonstrating high quality leadership and this is recognised by staff, governors and the LA. However, there is some uncertainty about individual roles and responsibilities. Some staff have taken part in management training in order to develop their roles. Senior leaders and governors have not yet developed a sustainable strategy to recruit

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Grade for sixth form: 4

and retain staff. High staff turnover has led to the inconsistent application of the school's policies and procedures and has caused disruption to pupils' learning. Strategies have been introduced to improve the quality of provision and there is evidence that these are beginning to have a positive impact. As a consequence, the school's capacity to improve is satisfactory. The governing body meets the school's statutory responsibilities. The deployment of resources is satisfactory and the school provides satisfactory value for money. Although the accommodation is unsatisfactory and not conducive to learning, the staff and governors work hard to make the school a safe environment. 6 Inspection Report: Cressex Community School, 10 °11 January 2007 .

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Grade for sixth form: 4

set out in the guidance 'Complaints about school inspection', which is available from Ofsted’s website: www.ofsted.gov.uk. 7 Inspection Report: Cressex Community School, 10 °11 January 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

4 3 How effective, efficient and inclusive is the provision of education, integrated care and any extended services in meeting the needs of learners? 4 3 How well does the school work in partnership with others to promote learners' well-being? 3 3 The effectiveness of the school's self-evaluation 4 3 The capacity to make any necessary improvements No Yes Effective steps have been taken to promote improvement since the last inspection

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Achievement and standards

3 3 How well do learners achieve? 4 4 The standards 1 reached by learners

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Achievement and standards

3 3 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 3 The behaviour of learners 4 The attendance of learners 3 How well learners enjoy their education 3 The extent to which learners adopt safe practices 3 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?

4 3 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. 8 Inspection Report: Cressex Community School, 10 °11 January 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? 9 Inspection Report: Cressex Community School, 10 °11 January 2007

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Text from letter to pupils explaining the findings of the inspection

Thank you for the warm welcome you gave us when we visited your school. We enjoyed meeting you, talking to your teachers and other staff and visiting lessons. Many of you told us how the good relationships between you and the staff meant that you enjoyed school and felt safe there. We judged your school to be providing you with a satisfactory education. In conversations with us, you described how the school was changing for the better. We were impressed by: • how much progress you make • your attitude to learning and the way you treat each other with respect • the way the school is led by the senior staff • how the school tracks your progress in school and works hard to ensure you receive appropriate support to achieve. To make your school even better we think it needs to: • continue to improve results in national assessments and exams • apply school policies and procedures, such as the setting and marking of homework,

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Text from letter to pupils explaining the findings of the inspection

consistently • increase the amount of good or better teaching • develop broader and well managed sixth form provision. The senior staff and governors know what needs to be done to improve the school and have got plans to do it. We believe that if you attend well and help the school put in place these plans, and our recommendations for improvement, then standards will rise. On behalf of the inspection team, thank you for making our visit so enjoyable and we wish you every success for the future. Nigel FletcherHer Majesty's Inspector of Schools 10 Inspection Report: Cressex Community School, 10 °11 January 2007

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