|
INSPECTION REPORT ON |
|||
|
Chetham’s School of Music |
|||
|
|
|||
|
Full Name of the School |
Chetham’s School of
Music
|
||
|
DfES Number |
|||
|
Address |
Long Millgate, Manchester, M3
1SB |
||
|
Telephone Number |
0161 834 9644 |
||
|
Fax Number |
0161 839 3609 |
||
|
E-mail Address |
chets@chethams.com |
||
|
Name of Principal |
Mrs Claire J. Moreland |
||
|
The School Committee of the Feoffees
of Chetham’s Hospital |
|||
|
Age Range |
8 - 18 |
Gender |
Mixed |
|
Number of Pupils |
286 |
Number of Boarders |
209 |
|
Inspection Dates |
April 14th – 18th, 2002 |
||
|
This inspection report
is based on a framework laid down by the Independent Schools Inspectorate
(ISI) and agreed with the DFES and OFSTED for the purposes of ensuring that
standards are maintained and that the school complies with relevant legal
requirements. Recommendations are
included to help the school improve.
The report will be lodged with the ISI, the Head of the School, the
Proprietors, the DFES and OFSTED. A
summary will be provided by the school for all parents free of charge and the
full report on request. Other
interested parties may have the summary or full report, subject to a charge
for copying and postage. The report
may not be selectively quoted in the school prospectus or other promotional
literature but may be used selectively within the school. The inspection does not examine the
financial viability of the school or investigate its accounting
procedures. The inspectors check the
school’s health and safety procedures and comment on any significant hazards
they encounter: they do not carry out an exhaustive health and safety
examination. |
|||
1.1 Chetham’s is a very successful school with a well-deserved world-wide reputation for excellence in music.
1.2 The school has many strengths, of which the following are the most important:
· attainment in instrument-playing, academic music and composition is exceptionally
high;
· pupils achieve high standards and make good progress academically;
· overall the pupils make very rapid progress in their musical studies;
· pupils are highly motivated, concentrate well and are good at managing their time;
·
most of the teaching of the music is good and often
outstanding; the staff provide high
levels of pastoral care and support.
What the school should do better
1.3 The school’s strengths overwhelmingly outweigh any shortcomings, but:
· the school as a whole has no clear policy for information and communication technology (ICT)
1.4 The pupils achieve very high academic standards, especially as they are selected on musical criteria only and therefore come from a wide range of educational backgrounds. Attainment throughout the school is never less than satisfactory and in the large majority of cases is high or very high, often out-performing what would be expected of pupils of their age and ability. The Advanced Level and GCSE results compare favourably with averages achieved in maintained selective schools nationally. The results in music are outstanding and the attainment in practice and performance unusually high.
1.5 Progress in academic lessons is never less than satisfactory and in the majority good or better, with pupils gaining new knowledge or consolidating their understanding of concepts and skills taught earlier. In instrumental lessons, pupils make rapid and often outstandingly rapid progress, applying the advice given to improve their playing technically or expressively in the space of a few minutes.
Quality of Pupils’ Learning, Attitude and Behaviour
1.6 Pupils in every section of the school are keen to learn, enthusiastic, well organised and co-operate extremely well, so that the quality of their learning is very good: in music it is outstanding. Behaviour in class and around the school is very good and in the sixth form the ethos is civilised and frequently scholarly. Performers present themselves well on stage. Pupils respect, help and care for each other in an impressive manner.
1.7 Overall, the teaching is at least satisfactory and a high proportion is good or very good. In a small number of lessons it is excellent. In the music department, the teaching in over two-thirds of the lessons inspected was very good and in over a third outstanding. It is everywhere tailored to meet the needs of the individual so that the whole class is involved. In the best instrumental lessons, a lot of playing predominates so that the pupils learn by doing. A few lessons lack variety or the appropriate pace and occasionally in the music department preparation is weak. The teaching contributes very effectively to pupils` attainment and progress.
1.8 Levels of attendance throughout the school are high. Morning registrations are efficient and absences are followed up. The afternoon arrangements are more complicated, but the system meets statutory requirements. Pupils are generally punctual, and individuals arriving late for lessons because of musical commitments cause minimum disruption. Over-running group rehearsals, however, cut into academic teaching-time. The school’s admissions register complies with the law.
1.9 The methods used to assess pupils` attainment and progress at each stage of the school are thorough in all subjects and include some sound principles. Assessment and recording of pupils` achievements and progress are effective, accurate and consistent and inform curriculum planning. Marking is for the most part regular and accurate.
1.10 In the junior department, the curriculum is broad but there is an imbalance in the time allocation for all subjects and especially for the core subjects. The curriculum for music and for Years 7 to 13 is broad and balanced. Although less time is available for academic subjects and physical recreation than would be found in non-specialist schools, reasonable breadth and balance is achieved. However, there is no formal teaching of ICT. A co-ordinated personal, social, health, citizenship and religious education course is being devised, but the introduction of an examined key skills course into Year 12 has reduced the opportunities for enrichment previously offered through the general studies programme. The usefulness of GCSE music is under discussion. The compensatory education department gives good curriculum support. The curriculum prepares all students well for higher education, whether as professional musicians or for non-musical university courses.
Teaching and Non-Teaching Staff
1.11 All staff, which includes over one hundred teachers of music, mostly employed on a part-time basis, are well qualified and generally well deployed. In some areas, particularly in electronics, further technical support is desirable, and there is evidence of staff overload in a small minority of cases.
1.12 The books, materials and equipment available throughout the school to support the school’s teaching and the pupils’ learning and study are adequate in most of the subject areas with only one or two requiring some improved provision. Recreational provision is limited. Availability of ICT, however, is not sufficient as the result of the lack of a clear strategy and long term planning for ICT. The music department is very well resourced, although the school is aware that the appetite for new equipment in music technology is insatiable. The resources are used effectively
1.13 The junior department’s library provision is generous and the pupils use this facility very well. The senior department’s learning resource centre is effectively managed and used well by pupils and staff. The stock provides good curriculum support, with very good support for musical studies.
1.14 Good use is made of the restricted space on the city-centre site. The historic older buildings are protected, making expansion and adaption difficult. Two halls provide facilities for performance and the larger hall takes the whole school. The school also has the occasional use of the cathedral. Classrooms are adequate and the music department is well housed, even if some of the shared teaching rooms and the corridors are somewhat bleak. Boarding facilities for the juniors are satisfactory and for the girls very good, but the boys’ house lags behind, pending planned redevelopment. Recreational facilities are limited.
Links with Parents and the Community
1.15 The school has a strong partnership with the parents and long established links with the local community. Parents are kept well informed about pupils’ progress and house staff and tutors keep them well informed regarding pastoral issues. The provision for links with parents is good and many effective procedures are in place. The only dissatisfaction to emerge from the questionnaire sent to all parents before the inspection concerned the information available about musical progress to the parents of pupils in Years 7 to 11. Inspection evidence indicates, however, that it is sufficient. Links with the community are less well developed at the junior level, but generally the school is very much a vibrant part of the life of the city and has valuable partnership programmes with other schools.
1.16 The school’s effective holistic approach to the spiritual and personal development of the pupils, reflecting their wide cultural background, enables them to be mature, well-organised and independent. The self-discipline and maturity engendered by their musical training is evident in the supportive manner in which they care for one another.
1.17 A high level of pastoral care is provided by all the staff, who are informed and involved in the wider life of every pupil. They give very good support and guidance to promote each pupil’s musical, personal and academic development. Good advice is offered by the school careers service, and also by academic departments and instrumental teachers.
Pupils’ Welfare, Health and Safety
1.18 Throughout the school, the provision for pupils’ welfare, health and safety is good. Child protection procedures are well established and staff have received appropriate training. The health education programme supports effectively the particular needs of specialist musicians. The health and safety policy is comprehensive and the school meets all legal requirements in this respect.
1.19 The quality of boarding care for senior and junior pupils is very good. Boarding staff provide significant support for busy pupils upon whom many demands are placed. House parents, supported by their pastoral teams, work effectively to provide a homely, supportive and civilised environment for boarders and day pupils.
1.20 Chetham’s is a complex charity whose feoffees (trustees) appoint a school committee to govern the school. The management is in the hands of the head, who provides clear leadership and presides over a system of committees and communication that keeps the music and academic departments constantly in touch with one another. The management of the large and complex music department is very good, although the load on the director of music, who has no deputy, is substantial. The school is supported by the Music and Dance Scheme administered by the Department for Education and Skills (DfES) but is also effective in raising funds for capital development.
1.21 The school’s principal activity is music and the pupils perform to the highest level. There is a modest range of other lively activities, especially in the junior part of the school, to vary the serious pursuit of academic and musical results.
Progress made since the last inspection
1.22 The school took the suggestions made in the HMC Inspection report of 1996 very seriously, particularly in the Music Department. The school explores a wider range of music and there is much greater cross-departmental co-operation. Some pianists now benefit from tuition in the art of accompanying. The department has been aware of the need to innovate and continues to be so.
1.23 The tutor system is well established and valuable and the careers advice has been developed. Means of recognising merit have been introduced and are widely appreciated. The school continues to improve the facilities and has an active development plan.
2.1 The report contains a number of matters for the school to consider in the next stage of its development. The main recommendations are listed below. The school should:
R1 create and adopt a comprehensive ICT policy for the whole school;
R2
review the sixth form curriculum in the light of the decision
to recommend a three AS Level in the lower sixth, with particular consideration
to the place of key skills and general studies.
3.1 The school is situated in the very heart of Manchester, next to the cathedral, in an area that has been greatly enhanced in recent times and more particularly since the destruction caused by the IRA bomb in 1998.
3.2 Humphrey Chetham bought the buildings, which had been successively a manor house, a college of clergy, and - during the Civil War - a prison, from the Earl of Derby with the intention of founding a hospital for the children of ‘honest, industrious and painful parents’ together with a library ‘for the use of scholars and others well affected.’ The arrangement was confirmed by Charles II in a Royal Charter of 1665 that remains the foundation of the governance of both the School and the Library.
3.3 The original aims of the school were to give welfare and opportunity for boys who would pass on to an apprenticeship. They were overtaken by the development of universal elementary education in the nineteenth century with the result that the school was transformed into an independent grammar school (1952) and then into a co-educational specialist music school (1969).
3.4 At the time of the inspection, there were 286 pupils in the school (139 girls and 147 boys), of whom 209 were boarders, 22 were in Years 4 to 6, and 108 in the sixth form.
3.5 The school recruits pupils in all age groups, locally, nationally and internationally. Pupils are accepted on two auditions, an assessment audition and a main audition, and are offered a place on the basis of musical capability only. A request for an educational report from their previous school is made at the time of the main audition. Entry to the sixth form is again based on an audition and a requirement to have five GCSE passes at A* to C, although this is not rigidly adhered to. The vast majority of pupils go on to higher education and colleges of music.
3.6 The pupils in Years 7 to 9 take Middle Years Information Service (MidYIS) baseline tests in term one of their arrival at the school. These show that there are more pupils in the upper half of the ability range than in other independent schools. The results of these tests are used to support in-school assessments of the pupils.
3.7 The school operates the Music and Dance School Aided Pupils Scheme, which assists 88% of the pupils on a DfES means-tested basis. Twenty-five pupils are in receipt of other bursaries. Eighty-four pupils have special educational needs, including 21 for whom English is an additional language.
3.8 National Curriculum Assessments at Age 11 (Key Stage 2), 2001
|
|
|
|
|
|
Level 4 or higher |
Level 5 or higher |
|
English |
67% |
15% |
|
Mathematics |
37% |
45% |
|
Science |
100% |
37% |
3.9 GCSE
|
|
Most recently completed Year 11 |
Average for the last three Year 11s |
||||
|
|
Boys |
Girls |
All |
Boys |
Girls |
All |
|
Entered for 5+ subjects |
|
|
|
|
|
|
|
Achieved 5+ @ A* - C |
83% |
100% |
93% |
87% |
97% |
93% |
|
Achieved 5+ @ A* - G |
100% |
100% |
100% |
100% |
100% |
100% |
|
Average score per candidate* |
46.3 |
56.8 |
52.5 |
49.3 |
54.9 |
51.4 |
*
Scoring is 8 for GCSE grade A*, 7, 6, 5, 4, 3, 2, 1 for grades A – G.
3.10 “New” AS Level in 2001
|
|
Boys |
Girls |
All |
|
Average
score per candidate |
10.9 |
11.9 |
11.5 |
|
Average
score per subject entry |
3.8 |
4.1 |
4.0 |
Scoring in 5, 4, 3, 2, 1 for AS level grades A – E.
3.11 A Level and AS
|
|
|
|
||||
|
|
Most recent year |
Average for the last three years |
||||
|
|
Boys |
Girls |
All |
Boys |
Girls |
All |
|
Average score per candidate |
23.1 |
23.9 |
23.5 |
21.3 |
21.1 |
21.2 |
|
Average score per subject entry |
8.6 |
8.9 |
8.8 |
8.0 |
8.1 |
8.1 |
Scoring
is 10, 8, 6, 4, 2 for A level grades A – E, and 5, 4, 3, 2, 1 for AS grades A
to E.
3.12 Attendance for Spring Term 2001
|
|
|
|
|
|
Authorised |
Unauthorised |
|
Percentage absence |
8.1% |
0% |
*A
severe outbreak of flu caused much higher absence than usual.
3.13 Exclusions Over the Previous 12 Months
|
|
|
|
Temporary
exclusions |
Permanent
exclusions |
|
7 |
1 |
3.14 National Curriculum nomenclature is used throughout this report to refer to year groups in the school. The year group nomenclature used by the school and its National Curriculum (NC) equivalence is shown in the following table:
|
|
|
|
|
|
|
School |
NC |
|
School |
NC |
|
Junior C |
4 |
|
Form 3 |
9 |
|
Junior B |
5 |
|
Form 4 |
10 |
|
Junior A |
6 |
|
Form 5 |
11 |
|
Form 1 |
7 |
|
Lower Sixth |
12 |
|
Form 2 |
8 |
|
Upper Sixth |
13 |
4. EDUCATIONAL STANDARDS ACHIEVED BY THE PUPILS
4.1 Pupils come into school from a wide range of educational backgrounds because they are selected on musical criteria only. Nonetheless they achieve very high academic standards, often outperforming what would be expected for their age and ability. The overall standards that the majority of pupils attain by the time they leave the junior department are at least commensurate with their ages and abilities and sometimes higher. Pupils in Years 7, 8 and 9 take MidYIS baseline tests in the term of their arrival at the school and pupils are predominantly above the national and independent school averages. Progress is always good and sometimes dramatic both for pupils who joined the school in Year 7 and for those who joined the school later and in the sixth form.
4.2 In the subjects observed in the junior department, attainment was never less than sound and in three out of ten lessons it was judged to be good. Numeracy and literacy skills are well developed by the time pupils leave the junior department. A scrutiny of pupils’ work revealed Year 6 poetry was particularly good with pupils demonstrating a good use of vocabulary and creative writing skills. Numeracy skills are also well developed. Pupils’ knowledge and understanding of other subject areas is also good with very good examples of artwork on display.
4.3 In the vast majority of the lessons observed in the senior part of the school (Years 7 to 13) and in their books, pupils achieve standards of attainment at least commensurate with their age and ability. In more than three-quarters of the lessons seen, standards were high, very high or excellent. The pupils are confident in expressing their ideas orally in class, and written work is usually carefully done and reveals sound understanding of ideas discussed in class.
4.4 In the 2001 end of Key Stage 2 tests the results are above the national average at Level 4 in all three subjects and at Level 5 are well above the national average in mathematics, above it in science, but below it in English. Pupils do not take National Curriculum tests at 13.
4.5 GCSE results are excellent. In 2001 96% of candidates gained A* to C grades with 65% at A* to A. Given that the entrance criteria to the school is based on musical talent only and a number of pupils join the school in Years 8 and 9, these results are very good and compare well with those achieved by maintained selective schools nationally; it is to the school’s credit that such an exacting comparison can be made.
4.6 In the new AS Level examinations, the achievements of pupils are very good with a 98% pass rate recorded in 2001, with 71% at grades A and B in 2001.
4.7 Results at Advanced Level have been consistently good over the last three years with both the overall pass rate A to E of 98% and the percentage achieving A and B grades at 74% comparing favourably with averages achieved by maintained selective schools nationally. Given the heterogeneous nature of sixth form entry, these results are very good.
4.8 The pupils make rapid progress as a result of the support they are given in the small classes and sound preparation for the examinations. Progress throughout the junior department is never less than appropriate for pupils of all ages and abilities and is sometimes good. Progress in skills, knowledge and understanding was at least satisfactory in over nine-tenths of the lessons observed in Years 7 to 13 and good or better in two-thirds of them. For example, very good progress was seen in a Year 12 geography lesson and in English as an additional language lessons.
4.9 The exercise books and files provide clear evidence that pupils are making good progress in subjects across the curriculum. In almost all lessons seen, the pupils gained new knowledge or consolidated their understanding of concepts and skills that had been taught in earlier lessons. Pupils’ written work, particularly GCSE, AS and Advanced Level course work, indicates that pupils sometimes use the internet to acquire information and use word-processing to present their work. Overall, pupils make effective use of their ICT skills in only a few subjects.
4.10 Throughout the senior school, pupils develop in self-confidence, frame and present arguments orally in class and communicate their ideas verbally with fluency and clarity. This was seen to good effect in a Year 13 English lesson revising Othello.
4.11
Over the last three years, an average of two-thirds of sixth-formers
have left to continue their studies at music colleges and a quarter entered
universities to read music and other subjects.
Quality of Pupils’ Learning, Attitudes and Behaviour
4.12 Overall the quality of pupils’ learning, attitudes and behaviour is good. In all lessons seen in the junior department it was judged to be at least sound; in three-quarters of them it was deemed to be good of which a third were judged to be very good. The quality of learning throughout the senior part of the school is very good. In over a third of lessons it was judged very good and in more than a quarter it was excellent. Pupils are highly motivated, concentrate very well and manage their time very efficiently. They are focused, self-disciplined and enthusiastic. They have well-developed independent study skills and participate actively in class discussions.
4.13 The majority of pupils in the junior department are confident and articulate. They express their views and feelings clearly. They display good motivation and are very keen and enthusiastic to complete their work. They sustain concentration well and work productively individually or collaboratively in pairs or small groups. These were features of lessons in mathematics, science and physical education in particular.
4.14 Pupils work together very well, showing a talent for co-operation analogous to that in their music-making. For instance, in a Year 11 physics class two pupils worked together effectively to answer a particularly searching question. In discussion, pupils do not try to dominate but courteously allow one another to express their views. When absences for rehearsals or auditions require work to be caught up, they support one other and share class notes.
4.15 In Years 12 and 13, pupils are especially businesslike and focused. The pressures of music and academic work require that they manage their time well and set priorities effectively. The best pupils show an impressive ability to contribute fully and enthusiastically in class while also excelling as performers. The less academically able show a similar commitment and anxiety to do well and benefit from the positive learning atmosphere. All sixth form pupils have excellent relations with their teachers. They see learning as a shared activity that depends for its effectiveness on the co-operation of teachers and pupils.
4.16 Pupils are competent learners. In the junior department they actively look for solutions to overcome problems set. By skilful question and answer, directed by teachers they explore different ways of resolving the problems. This was seen especially in mathematics. They are actively encouraged to seek answers and solutions themselves. In Years 7 to 11 they are quick to settle to their work and are attentive and keen to learn. In Years 7 to 9, pupils can be bubbly and occasionally need calming. A few become distracted, but they react promptly when spoken to. Some of the pupils struggle to keep up with the class but benefit from and respond well to individual help from teachers. In particular, a sensitive awareness of the learning needs of pupils for whom English is an additional language helps them to gain in linguistic confidence.
4.17 Relationships among pupils in all year groups are good. They show consideration and respect for their teachers and for other pupils’ feelings, values and opinions. The younger pupils play together well in their free time at breaks and lunchtime. Behaviour in class and around school is excellent and pupils act in a responsible manner: they are civilised, caring, tolerant and mature. They are usually polite, friendly and courteous towards one another. The strong sense of community and of common values creates an atmosphere that at the same time allows each pupil to develop his or her individuality. Senior pupils set a very good example to the young and through the ‘guardian angel’ scheme give practical and much appreciated help to new pupils. The civilised ethos of the school is exemplary and contributes greatly to the musical, academic and personal success of its members.
4.18 Levels of attendance throughout the school are high with no unauthorised absences in the recent past. Arrangements for registration meet statutory requirements. Morning registrations are efficient throughout the school and late-arrivals and absences are followed up. Afternoon arrangements in the senior school for registering day pupils are less efficient and should be reviewed.
4.19 There is a clear system for knowing where pupils are when absent for music lessons. Registers are not always taken in lessons; absences from lessons are generally followed up by subject teachers, but not always.
4.20 Pupils in the junior department do not always arrive promptly at the start of lessons and teaching time is frequently lost. Pupils in the senior school are generally punctual. Individual pupils arriving late at lessons because of musical commitments cause minimal disruption. However, lateness caused by over-running group rehearsals or practices erodes academic teaching time.
4.21 Minor omissions in the school admissions register were corrected during the inspection and statutory requirements are now met.
5. QUALITY OF EDUCATION PROVIDED
5.1 Overall, the quality of teaching is good. In over half of the lessons seen in the junior department it was judged to be good or better. The high quality of the teaching in the senior part of the school meets the needs of all pupils well, including those of high ability and those requiring special provision. It contributes significantly to the quality of pupils’ attainment and progress at all levels. No unsatisfactory teaching was seen.
5.2 In the majority of lessons in the junior department, teacher’s management and control of pupils are very good. Generally, teaching is appropriate to meet the needs of all the pupils. For example, differentiated tasks are provided for pupils of different abilities in English and mathematics. Extension work is also used for the more able pupils and this was seen particularly in mathematics. Grouping by ability is used effectively in swimming and mathematics to allow teachers to provide optimum support to the pupils. In this way, pupils are able to work at their own rate and make good progress. Such grouping in combination with the small class size contributes to the good overall attainment and progress seen.
5.3 A variety of teaching styles is employed. They include exposition to the whole class, and work in small groups. The size of classes enables teachers to provide a great deal of individual support and guidance, a strong feature of the teaching. It also uses question and answer sessions most effectively to stimulate class discussions with very good results. All styles are used to good effect. The relationships established between the teachers and pupils are very good and contribute to the positive family atmosphere of care and consideration that pervades the junior department.
5.4 The quality of the teaching in the senior part of the school contributes very effectively to pupils’ attainment and progress. In more than three-quarters of the lessons observed the teaching was good or very good and in nearly a tenth it was excellent. All other teaching was at least satisfactory. Examples of high quality teaching were seen in all year groups and in most subjects.
5.5 The best teaching is exciting and stimulating; the lessons are planned in detail and have a clear structure so that they build effectively on the work taught in previous lessons. Teachers have a very good knowledge and understanding of their subjects and, in many cases, they convey their enthusiasm to the pupils. They have high but realistic expectations of the pupils. The lessons have clear objectives and are conducted at an appropriate pace, providing opportunities for pupils to become independent learners and acquire research skills. A sound balance is struck between class discussions, written tasks and activities for pupils to complete individually or in groups, for example in foreign languages and science. Teachers explore their subjects widely, following pupils’ trains of thought and diversions, incorporating them into the flow of the lesson. Teaching observed to be satisfactory lacked variety in teaching style, the challenge and pace were less vivid, pupils were less motivated and progress was slower.
5.6 Pupils are managed well and high standards of discipline are maintained. The high level of involvement of pupils in lessons makes control and discipline easy. The best teaching is based on good relations with the pupils, appropriate rapport and a secure knowledge of the subject being taught. Effective use is made of resources such as tapes, videos, overhead projectors, books and teacher-prepared material. In the best lessons, explanations and instructions are given clearly and activities chosen are appropriate for the ages and capabilities of the pupils, ensuring that the majority of pupils are suitably challenged, including high attainers, for example, in a Year 11 foreign languages lesson. Low attainers are given help to cope with tasks in hand, or different work is set for groups within the class.
5.7 Questions are used well in lessons in order to develop a discussion, elicit information or reinforce work taught earlier. This approach involves all the class and challenges the high attainers to develop and extend their ideas. In a number of subjects, teachers use searching questions to establish that concepts have been understood. Lively discussion prompted by questioning from the teacher was seen, for example, in Year 13 English lessons. Pupils’ responses are handled sensitively, in a considered and supportive manner.
5.8 &n