INDEPENDENT SCHOOLS INSPECTORATE

INSPECTION REPORT ON

Ashville College Senior School

The junior school was inspected at the same time and a separate report published. 

Full Name of the School

Ashville College Senior School

DfES Number

8156028

Address

Green Lane, Harrogate. HG2 9JP

Telephone Number

01423 566358

Fax Number

01423 505142

E-mail Address

ashville@ashville.co.uk

Name of Headmaster

Andrew Fleck

Chairman of Governors

Richard Manby

Age Range

11 - 18

Gender

mixed

Number of Pupils

549

Number of Boarders

144

Inspection Dates

27th September – 1st October, 2004

This inspection report follows the framework laid down by the Independent Schools Inspectorate (ISI).  The inspection was carried out under the arrangements of the Independent Schools Council (ISC) Associations for the maintenance and improvement of the quality of their membership.  It was also carried out under Section 163(1)(b) of the Education Act 2002, under the provisions of which the Secretary of State for Education and Skills has accredited ISI as the body approved for the purpose of inspecting schools belonging to ISC Associations and reporting on compliance with the Education (Independent School Standards) (England) Regulations 2003.

The inspection was not carried out in conjunction with the Commission for Social Care Inspection (CSCI) and the report does not contain specific judgements on the National Minimum Boarding Standards.  It comments on the progress made by the school in meeting the recommendations set out in the most recent statutory boarding inspection and evaluates the quality of the boarding experience and its contribution to pupils’ education and development in general.

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.  Their inspection of the premises is from an educational perspective and does not include in-depth examination of the structural condition of the school, its services or other physical features.

1.              MAIN FINDINGS

Overall Summary

1.1            Ashville College Senior School has many strengths and few weaknesses.  It gives its pupils very good discipline and teaching, especially in moral and spiritual matters, and looks after them all, boarders and day pupils, very well.  The pupils respond by behaving and learning very well so that they achieve good standards of attainment and progress in all years.  The school monitors its own strengths and weaknesses, some of which the inspection has highlighted as areas for improvement.

What the School Does Well

1.2            The school has many strengths in nearly all aspects of its provision; outstanding amongst these are the following:

·         The school has very good discipline with very well behaved pupils who are effective learners.

·         The teaching is very good.

·         The educational provision for pupils’ spiritual and moral, social and cultural development is very good.

·         The school looks after its pupils very well with very good pastoral care of boarders and day pupils.

·         The school has a very good and wide-ranging activities programme of high quality with many pupils participating.

What the School Should Do Better

1.3            The school has no major weaknesses.  The following areas, however, could be improved:

·         Most marking of pupils’ work is good but some is perfunctory.

·         The library offers some support for the curriculum but is not used to full effect.

·         The information and communications technology (ICT) facilities in themselves are good but the use of ICT is not sufficiently integrated or co-ordinated throughout the school.

Standards of Attainment and Progress in Subjects

1.4            In all years, the attainment and progress are good for ages, abilities and aptitudes of the pupils.  At GCSE, the school achieves results well above the national average for maintained schools.  At A level, the school achieves results that are somewhat above all maintained schools.  Across the school, pupils’ progress is good and matches their levels of attainment.  The attainment and progress of both girls and boys, and those of different ethnicity and background, including those for whom English is an additional language, is comparable with others in the school.  The school makes especially good provision for this latter group so that they participate well in lessons and activities and make good progress.

The Quality of Pupils’ Learning, Attitudes and their Behaviour

1.5            The quality of pupils` attitudes to learning and of their personal development and behaviour is very good and very conducive to the learning process.  Pupils are very good learners who respond promptly and positively in lessons; they are very well motivated and cooperative; they show interest and apply themselves purposefully to their work asking perceptive questions.  Pupils form very good and constructive relationships with one another, with their teachers and with other people in the school, based on trust and mutual respect.  Pupils work collaboratively very well when required and are willing to take responsibility as school prefects or Liaison Prefects with the younger forms.  In the boarding houses, older pupils willingly help the juniors.  Pupils behave well in class, around the school and in the locality.  They are well-mannered and trustworthy, open, friendly and mostly smartly-dressed.  They are well-integrated and very happy at school.

The Quality of Teaching

1.6            The teaching is very good and contributes very effectively to pupils’ attainment and progress in all years.  Teachers are well qualified and have a very secure knowledge and understanding of the subjects that they teach.  Many teachers are enthusiastic and convey the joy of their subject to pupils. Pupils are managed very well and very high standards of discipline are achieved.  The mutual respect between teachers, pupils and support staff promotes effective learning.  Generally, teaching is characterised by high expectations so as to challenge the pupils and develop their knowledge and understanding.

Other Aspects of the School

Attendance

1.7            The level of pupils’ attendance is very good and enables them to take full advantage of the opportunities provided by the school.  Punctuality of pupils and staff is generally good.

Assessment and Recording

1.8            Methods used for assessing and recording pupils’ achievements, progress and needs are good: accurate, consistent and effective.  Most marking is done well and is regular, clear and helpful to pupils to aid their progress.  However, this is not true of all marking.

Curriculum

1.9            The curriculum provided by the school is good and offers a broad and balanced general education suited to all pupils across the full age and ability range. At both GCSE and A level, pupils have a wide choice, including a wide range of optional modern languages for both sixth-form pupils and pupils aged 14 to 16, as well as Latin.  In science, pupils can take at GCSE either the double award science course or biology, chemistry and physics as separate subjects.  The curriculum suits pupils of different talents and capabilities, including the more able, and serves especially well those whose first language is not English.

Teaching and Non-teaching Staff

1.10         The provision of teaching and non-teaching staff is good.  The staff are well qualified and experienced for the roles that they are expected to undertake and are effectively deployed.  The appraisal system is good but its practice varies and it is opportune that the school is reviewing its application.

Resources for Learning

1.11         The books, equipment, materials and ICT which are needed to support the teaching, learning, study and recreation of the pupils at all levels are good in quantity, quality and organisation and are used to some extent effectively but good use is not always made of ICT.  The school has a good number of modern computers.  A number of factors are inhibiting the use of ICT across the curriculum, but a two-year ICT development plan has been produced to address this.  All other resources for learning are good and are used effectively.  The provision of specialist equipment is especially good in music, science, modern foreign languages, games, and design and technology.

Libraries

1.12         Library facilities are satisfactory but offer only limited support for the curriculum and are under-used.  The library has a good number of books but they do not match curricular needs in all subjects.  However, for EAL pupils (those for whom English is an additional language) and those requiring learning support good provision is made.  Pupils and staff make very limited use of the library.  Few pupils were observed using it for personal study, private reading or research.  Between September 2003 and March 2004, only 200 books were borrowed.

Premises and Accommodation

1.13         The buildings, accommodation and other facilities are good for the numbers, abilities and ages of the pupils, both girls and boys; they are well used and enable the curriculum to be taught effectively.  The boarding houses are welcoming, well maintained to a good standard and appreciated by all.  However, some parts of the main building are in need of decoration.

Links with Parents and the Community

1.14         The school has developed a good partnership with parents and worthwhile links with the community.  Parents are provided with good information about their children’s work and progress. Opportunities for parents to be involved in activities in the school and with their children’s work contribute to pupils’ learning and progress.  The school’s links with the local community, as well as making its facilities and expertise available to help, include many that maintain the School’s Methodist links.

Pupils’ Personal Development

1.15         The quality of provision for pupils’ personal development is very good.  The school provides a wide range of very good opportunities through which all its pupils can develop a system of spiritual beliefs and a sound moral code and grow very well personally, socially and culturally.  The range and quality of opportunities offered through the curriculum and other activities, including those for boarders, are extensive and provide pupils with very good insight into values and beliefs, and develop very well their spiritual awareness.  The school highly values spiritual growth and mutual respect among staff and pupils.  Much is achieved through religious education lessons and through other subjects.  The school very effectively, through its day and boarding arrangements, encourages pupils to relate positively to one another, take responsibility and participate fully in school life.

Pastoral Care including Welfare and Health & Safety

1.16         The school very effectively cares for all its pupils’ well-being, development and safety through its arrangements for its pastoral support, for guidance and for welfare, health and safety.  The school provides effective support, advice and guidance for all its pupils based on the monitoring of their academic progress and personal development.  The range and quality of careers education and guidance are effective.  Measures to promote good discipline and behaviour, including procedures to guard against harassment and bullying, are effective and deal constructively with unacceptable behaviour when it occurs.  Senior pupils are attached to tutor groups; the pupils appreciate these ‘liaison prefects’.  Measures to safeguard and promote the pupils’ health and well-being are successful.  The school has a modern, purpose-built sanatorium staffed by a team of three qualified nurses. The school encourages staff to have first-aid qualifications and 23 teaching and non-teaching staff hold current certificates.  A number of these are specialist sports and expedition qualifications.

Boarding Standards

1.17         No Commission for Social Care Inspection team took part in the inspection.

Governance and Management

1.18         The governance and management of the Senior School are good and ensure that the school’s aims are met, that a good quality of education is provided and that there is efficient planning to secure adequate resources for teaching and learning.  The headmaster gives both visionary and practical leadership.  He stresses teamwork and is well supported by deputy headteachers.  The leadership and management in the boarding houses and that of the heads of year are very good.  The school has aims, values and policies which are reflected through all of its work and supported by short and long term development planning.  These reflect very well the school’s Methodist ethos.

Achievement and Quality in Activities

1.19         Achievement and quality in the activities provided are very good and the quality of provision results in the very good personal development of the pupil. The programme of activities offers an extensive range of choice for all pupils.  A good number of pupils are involved in the Duke of Edinburgh Award Scheme, including up to gold award level.  Though competitive sport is a large component of the activities programme, aesthetic, spiritual, academic and recreational activities are all prevalent.

Progress Made by the School since its Last Inspection

1.20         The school was last inspected in 1998 by HMC.  That was a different type of inspection and much has changed.  The HMC inspection found many things that were good but made recommendations for action, all of which the school implemented.

Compliance with the Regulations for Registration

 

 

DfES Standard

Does the school meet the regulatory requirements?

1.

Quality of education:

1.(2) Curriculum

Yes

 

 

1.(3)-(5) Teaching

Yes

2.

Spiritual, moral, social and cultural development of pupils

Yes

3.

Welfare, health and safety of pupils

Yes

4.

Suitability of proprietors and staff

Yes

5.

Premises and accommodation

Yes

6.

Provision of information

Yes

7.

Manner in which complaints are to be handled

Yes

Actions Required for Compliance with the Regulatory Requirements

1.21         No action is required but the school is asked to address the issues highlighted in What the School Should Do Better as set out as recommendations in Section 2 of the report.

2.              MAIN RECOMMENDATIONS

2.1      The main recommendations are listed below.

The school has no major weaknesses but has some areas in which it could make improvements.  The most significant of these are set out below for ease of reference.

R1         The school should ensure that all pupils’ work is always properly marked by:

·         requiring heads of department to carry out efficient monitoring;

·         and using appraisal to review the marking of pupils’ work..

R2         The school should thoroughly review the use of the library and adopt practices that will ensure that it gives good support for the curriculum and is used effectively.

R3         The school should review its ICT policy with special regard as to how ICT might be used more effectively throughout the school..

3.              INTRODUCTION

Characteristics of the School

3.1            Ashville College is a co-educational day and boarding school for pupils from 4 to 18 years.  It was founded in 1877 by the United Free Methodists and is under the authority of the Methodist Conference whose President is the Visitor.  The College has been fully co-educational since 1984.  The College is situated on the edge of the south-western suburbs of Harrogate on an attractive, single 40-acre site with commanding views.  The buildings, which have been extended and improved over the years, are grouped around the original Victorian mansion.  The Pre-Prep and Junior School are integral parts of the College; however, both are housed in their own buildings and have their own sense of identity.  They were inspected as the same time as the Senior School and have a separate report.

3.2            In the Senior School, the roll is 549, 203 girls and 346 boys.  The sixth-form consists of 146 pupils, 65 girls and 81 boys.  Full boarders number 140 (49 girls and 91 boys) and part-time boarders 4 (two girls and two boys).  The majority of day pupils live in Harrogate and the surrounding area, though some travel up to twenty miles.  Many are from professional and business families.  The roll includes a number of American pupils from local businesses and an American military base.  A further group of pupils represent a variety of minority ethnic groups, with about 14% of pupils from Cantonese, Nigerian or other backgrounds.  For about 10% of the pupils, English is not the first language.  No pupil has a local authority statement of special educational needs, but the school identifies 94 pupils (72 boys and 22 girls) as in need of special provision.  Of these, 36 are dyslexic and 58 in need of extra English since English is not their first language.  About 15 pupils a year move to other schools before the age of 16, mainly because the family has moved out of the area; only rarely for any other reason.  The majority of the school’s Upper Sixth leavers (94%) go to university.

3.3            Twenty-four boarders receive the Forces Boarding allowance.  In the Senior School, 82 pupils receive some kind of fee assistance from school.  All possible entrants applying at Year 7 take the school’s own entrance papers in January.  This consists of English comprehension and essay; mathematics; and non-verbal reasoning.  Offers are made based upon the standardised marks, informed by individual interviews.  As a guide, the expectation is that pupils entering at 11+ will become capable of obtaining five A* - to C grades at GCSE.  The school makes use of the Middle Years Information System (MidYIS), Year Eleven Information System (YELLIS), Advanced Level Information System (ALIS), and Cognitive Ability Tests (CAT) to establish the ability and potential of pupils and to assess their subsequent progress.

3.4            Given the information from these tests, and the ability profile of pupils, their average ability is above that of the national average for all maintained schools with which the school has been compared.  When pupils are performing in line with their abilities, their results are, therefore, expected to be above that of the average of all maintained secondary schools.

3.5            Ashville College fully endorses the aims of the Methodist Board of Education for all its schools.  The headmaster in the prospectus states: “Academic standards are priority but we also believe that by educating the whole child we can bring out the best in each one, Ashville aims to provide an environment in which pupils can develop intellectually, socially and spiritually and where they can sharpen both their aesthetic appreciation and their sporting skills.  Above all we see ourselves as helping pupils move from childhood in such a way that they will be able to take their place in society as successful, responsible, hard working, compassionate and sensitive people.  Each working day begins with prayers at Assembly.  Although a Methodist school by foundation, all Christian traditions and many other faiths are represented.  We encourage pupils to explore the spiritual and moral dimensions to life and we seek to promote a genuine respect for other beliefs.”

3.6            National Curriculum nomenclature is used throughout this report to refer to year groups in the school, except that Lower Sixth (for Year 12) and Upper Sixth (for Year 13) are sometimes used as being more familiar.  Except where stated, the term “College” refers to the whole College – Pre-Prep, Junior and Senior Schools.  The word “school” refers only to the Senior School of Ashville College.

Key Indicators

3.7            GCSE

 

 

 

 

Most recently completed Year 11

Average for the last three years

 

Boys

Girls

All

Boys

Girls

All

Entered for 5+ subjects (%)

100

100

100

100

100

100

Achieved 5+ @ A* - C (%)

95.9

95.7

95.8

97.3

96.6

97.0

Achieved 5+ @ A* - G (%)

100

100

100

100

100

100

Average score per candidate*

49.4

59.3

54.2

52.1

57.3

54.4

Average score per entry*

6.3

6.4

6.3

6.3

6.4

6.3

Scoring is 8 for GCSE grade A*, 7, 6, 5, 4, 3, 2, 1 for grades A – G.

3.8            A Level and AS Level

 

 

 

 

Most recent Year 13

Average for the last three years

 

Boys

Girls

All

Boys

Girls

All

Average score per candidate

25.4

26.9

26.1

25.9

27.7

26.7

Average score per subject entry

6.1

6.8

6.4

6.3

7.0

6.6

Scoring is 10, 8, 6, 4, 2 for A-level grades A – E, and 5, 4, 3, 2, 1 for AS-level grades A to E.

3.9            Attendance for First Half of Summer Term 2004

 

 

 

 

Authorised

Unauthorised

Percentage absence

3.7

0

3.10         Exclusions Over the Previous 12 Months

 

 

Temporary exclusions

Permanent exclusions

8

2

4.              Educational Standards Achieved by Pupils at the School

Attainment and Progress

4.1            Pupils achieve good standards in all years.

4.2            In the school as a whole, pupils achieve good standards.  The school's results, averaged out for the three years, 2001 - 2003, have been compared with the average of all maintained schools for the same period and, at GCSE, the school achieves results well above the national average.  At A level, the school achieves results that are somewhat above all maintained schools (where pupils entering sixth-forms have appreciably higher GCSE qualifications than the maintained school average overall for GCSE).  The school achieves an above average proportion of A/B grades.  Throughout the report, where school averages are compared with national ones, the years taken are from 2001 to 2003, unless otherwise stated.  At the time when the report was written, no national examination statistics for the year 2004 were available.  In lessons, attainment is good.  In the lessons observed, attainment was almost always at least satisfactory, was good in over half, very good in nearly a fifth and excellent in a few.

4.3            In each of the subjects inspected, pupils attain good standards by the end of each year.  A strength of the school is the overall high standards and so no subjects are identified as being especially strong or weak.  By the age of 19, pupils leave school with good qualifications for the next stage of education, training or employment.  Pupils go on to a variety of courses at a good spread of universities.

4.4            The overall good quality of pupils’ achievement is based firmly on high standards of literacy, sustained well in reading, writing, listening and speaking.  The pupils’ oral abilities are particularly good in each year.  The scheme of work of the English department makes special and helpful reference to English across the curriculum.  Pupils’ numeracy is also well developed.  They apply mathematics adroitly in subjects such as economics, business studies and chemistry.  The pupils can also use ICT well but the actual use of it across the curriculum is varied and though, for instance, pupils make good use of it in science, it is little used in mathematics.

4.5            Pupils’ progress is good and matches their levels of attainment.  High, average and low attaining pupils, including those receiving special provision, progress better than expected during their time in the school and in lessons.  Pupils make good progress in lessons.  In those observed, progress was almost always at least sound, was good in well over a half, rapid in a quarter and excellent in a few.  Scrutiny of work confirmed this extent and depth of progress.

4.6            All pupils achieve good attainment and progress: girls and boys, and those of different ethnicity and background, including those for whom English is an additional language.  In fact, the school makes very good provision for this latter group so that they participate well in lessons and activities and make good progress.  Only in PE does a significant difference in the progress of the girls and the boys exist: the girls make better progress.

Quality of Pupils’ Learning, Attitudes and Behaviour

4.7            The quality of pupils` attitudes to learning and of their personal development and behaviour is very good and very conducive to the learning process.  It is a strength of the school.

4.8            Pupils are very good learners who respond promptly and positively in lessons; they are very well motivated and cooperative: in games they strive to perfect their skills through team practices; they show interest and apply themselves purposefully to their work asking perceptive questions: for instance, in German a Year 8 pupil wanted to know the different usage of “ss” and “ß”; and in business studies a Year 10 pupil enquired whether a particular company was product or market-led; they almost always sustain concentration and develop their capacity for personal study.  Scrutiny of their written work confirms pupils’ commitment to learning.

4.9            Pupils form very good and constructive relationships with one another, with their teachers and with other people in the school, based on trust and mutual respect: English and overseas pupils co-exist harmoniously.  Pupils work collaboratively very well when required, for example, for pair or group work in modern languages, practical experiments in science or in drama; they often show considerable initiative – sixth-form pupils were heard arranging extra oral practice with the foreign language assistants - and are willing to take responsibility as school prefects or Liaison Prefects with the younger forms.  In the boarding houses, older pupils willingly help the juniors.

4.10         Pupils show consideration for the feelings, values and beliefs of others, including those of minority groups; they listen attentively in assemblies and in class; they are courteous towards staff and visitors and respectful of each other and each other’s opinions.  They are invariably helpful.  Pupils behave well in class, around the school and in the locality.  They are well-mannered and trustworthy, open, friendly and generally smartly dressed.  They are well integrated and very happy at school.

Attendance

4.11         The level of pupils’ attendance is very good and enables them to take full advantage of the opportunities provided by the school.

4.12         Pupils come to school, to lessons and to other activities on time.  Registrations are efficiently carried out in tutor groups each morning and by teachers during the first afternoon lesson for Years 7 to 11.  Registers are kept centrally by the Common Room Secretary.  Registers are also kept for sixth-form pupils in the afternoons and absentees followed up but, though no instances of evasion were seen, it might just be possible for a sixth-form pupil not to be registered properly and it is opportune that the school is examining means of making this impossible.  Punctuality of pupils and staff is generally good.

4.13         An admissions register is properly kept.

5.              Quality of Education Provided

Teaching

5.1            The teaching is very good and contributes very effectively to pupils’ attainment and progress in all years.

5.2            In the overwhelming majority of the lessons observed, the teaching was at least sound; it was good in over a third, very good in almost half and excellent in almost a tenth of lessons.

5.3            The teaching meets well the needs of all the pupils including those for whom English is an Additional Language (EAL) and those with Special Educational Needs (SEN).  The school itself uses the term EFL, English as a foreign language, instead of EAL.  The teachers are very aware of pupils who need extra help of some kind and ensure that the help is provided in a purposeful but discrete way.  The best teaching extends pupils’ knowledge and understanding through challenging questioning and uses the responses as the basis for further progress.  The very good rapport between teachers and pupils engenders pupils’ confidence and encourages hard work.

5.4            Teachers are well qualified and have a very secure knowledge and understanding of the subjects that they teach.  Many teachers are enthusiastic and convey the joy of their subject to pupils, as, for example, in English and drama, where pupils are immediately aware that the best in English literature is highly regarded by their teachers.  Modern foreign languages teachers are very fluent in their languages.

5.5            Pupils are managed very well and very high standards of discipline are achieved.  A variety of techniques, particularly humour and praise, are used well.  Teachers begin to instil good behaviour from Year 7, creating a relaxed classroom atmosphere in which all pupils feel free to ask questions and seek help.  The mutual respect between teachers, pupils and support staff promotes effective learning.

5.6            Generally, teaching is characterised by high expectations so as to challenge the pupils and develop their knowledge and understanding.  In the best lessons, expectations were made clear and the pace of teaching was brisk.  In whole-class discussion teachers’ questions were well framed to stimulate thought and develop the underlying concepts.  In most lessons teachers ensured that pupils at different levels were appropriately challenged.  Only in a small number of lessons was the challenge insufficient and this was almost always, as in English, because the need to cover undemanding work for examinations limited what teachers could do.

5.7            The planning and organisation of teaching are very well suited to curricular objectives.  The teaching takes suitable account of the age, ability and circumstances of all pupils, including EAL and SEN pupils.  For example, in a Year 10 science lesson on diffusion, cards with key words were displayed during a demonstration to help EAL pupils understand the technical terms.  Effective teaching ensures that pupils with dyslexia and EAL cope well with modern foreign languages.  Lesson planning is very good and is usually based on effective schemes of work.  Teachers make constructive use of the assessment of pupils’ previous work and performance.  However, some unevenness exists in the marking of pupils’ work; the best is diagnostic and detailed, but some is perfunctory.

5.8            In the majority of lessons, teachers use time and resources effectively.  Good use is made of resources, such as worksheets, listening materials, laboratory apparatus, and audio-visual equipment.  The use of ICT, however, is uneven.  In science, for example, it is used effectively to present pupils with large images, record and analyse data, and research information using the internet.  In some subjects, however, such as mathematics, the benefits of ICT are not exploited to the full.

Does the school meet the regulatory requirements for teaching?

5.9            Yes.

Assessment and Recording

5.10         Methods used for assessing and recording pupils’ achievements, progress and needs are good: accurate, consistent and effective.  They help to promote pupils’ learning effectively.

5.11         The school’s systems are, in almost all cases, efficient, thorough and appropriate to the age of the pupils, their particular needs and stage of development.  The director of studies uses a variety of means to assess the potential and the performance of the pupils including data yielded by MidYIS, YELLIS, ALIS and, in science, CAT.  Pupils joining the school in Year 7 are assessed for possible special educational needs.  Individual Education Plans are made, where needed, and are reviewed twice yearly.  Internal examinations are held annually and departments conduct tests at other times, as appropriate.  Pupils’ termly reports and half-term grade sheets are electronically stored on a central database.  Teachers’ mark books are mostly assiduously maintained.

5.12         Most assessment procedures and teachers’ marking are carried out frequently and accurately and are consistent and effective in assisting pupils to make progress.  In a few cases, for example, in science and economics, music and business studies, marking was less frequent or was perfunctory and did not always explain what had to be done to improve.  Further, in music, much classwork is saved on computer rather than in files or exercise books which leads to an over-reliance on verbal rather than written appraisal, which does not make it easy for pupils to retain the advice and comment offered or fully to understand the criteria used to assess their work.  Heads of department are not, therefore, in all cases, sufficiently monitoring the marking of pupils’ work.

5.13         Teachers are to some extent able to use assessment information in curriculum development and planning.  Particularly good practice in this respect was noted in English where pupils were allocated to different groups according to their overall performance.

Curriculum

5.14         The curriculum provided by the school is good and offers a broad and balanced general education suited to all pupils across the full age and ability range.

5.15         The curriculum contributes effectively to pupils’ intellectual, physical and personal attainment and development; is appropriate, for their ability, and ethnicity, and for both girls and boys, and prepares them for the next stage of education, training or employment.  The school offers three modern foreign languages as well as Latin.  In science, pupils can take at GCSE either the double award science course or biology, chemistry and physics as separate subjects.  At both GCSE and A level, pupils have a wide choice.  The sixth-form curriculum is good: the majority of pupils in the lower sixth follow a four AS-level programme and then progress to three A2-level subjects and general studies.  The comprehensive provision for personal and social development up to the age of 16 is continued into the sixth-form within the Diploma of Achievement course taken by the majority in the lower sixth.  Personal, social and health education (PSHE) is provided weekly for all pupils containing an appropriate range of topics including health related topics and citizenship.

5.16         The curriculum is planned effectively to provide continuity and progression of learning.  This is reflected in the majority of departmental handbooks and schemes of work, which are comprehensive and underpin the work of the departments.  It aims for breadth, balance, coherence, relevance and differentiation, and is largely successful in these aims.

5.17         Equality of access and opportunity is provided for all pupils to learn and make progress within the curriculum.  It allows the school to meet the curricular requirements of those pupils, including very able pupils, who require special provision.

5.18         The curriculum suits pupils’ different talents and capabilities and serves especially well those whose first language is not English.  Good use is made of qualified teachers to take pupils for extra lessons in English as an additional language (EAL) and dyslexic support.  All teachers are made aware of pupils with special needs.  The learning support for these pupils is well organised and effective.  The school has in place a flexible curriculum to cope with the wide range of ability; the majority of pupils will take a good range of GCSE subjects - between eight and ten.

5.19         The curriculum is enriched by a very good range and variety of extra-curricular activities, including all major sports and many others; also included are intellectual activities.  A good range of enrichment opportunities is provided through community service, the tutorial programme and outside speakers.

Does the school meet the regulatory requirements for the curriculum?

5.20         Yes.

Teaching and Non-teaching Staff

5.21         The provision of teaching and non-teaching staff is good.  The staff are well qualified and experienced for the roles that they are expected to undertake and are effectively deployed.

5.22         The number, qualifications and experience of teaching and non-teaching staff are good and contribute well to the quality of education provided and the educational standards achieved.  The pupil to teacher ratio of 9.6 to 1 is good and very suitable in a school where most teachers are also responsible for a range of activities and have many other commitments, including boarding responsibilities.  The non-teaching staff make a substantial, valuable and widely appreciated contribution to the life of the school.  The two specialist EAL teachers are appropriately qualified for the abilities and stage of English language acquisition of the pupils, and are in good contact with the subject teachers.

5.23         The deployment of teaching and non-teaching staff is effective.  The average proportion of the weekly timetable which teachers spend teaching the pupils is 69 per cent; the rest of their time is devoted to administration, marking and their other responsibilities.  This contact ratio is appropriate, given the additional demands of extra-curricular activities on the staff.  Learning and teaching in many subjects is supported by committed and well-qualified technical staff, and teaching in modern foreign languages is supported by three assistants.  The hard-working administrative, secretarial, catering, cleaning and bursarial staff give positive support to the life of the school, and enable it to run smoothly

5.24         Policies and procedures for induction, appraisal, training and professional development contribute to the effectiveness of staff and the procedures of the induction of newly qualified teachers (NQTs) meet regulatory standards.  The induction programme for new teachers is very good.  The school has an excellent handbook for new teachers full of good sense and helpful material.  The school has also made provision for initial teacher training.  The appraisal system is a good one but its practice varies and it is opportune that the school is now reviewing the application of the system.  The provision for in-service education and training for teaching and non-teaching staff is good.  Members of the senior management team and middle management identify some courses or other means to meet school priorities; others arise from the appraisal process or are suggested by teachers themselves.  Teachers have attended a wide range of courses and the principle of feeding back their findings to relevant colleagues is firmly established.  The school makes a generous contribution towards the fees of teachers who wish to undertake study for a higher degree, and subsidises evening courses for staff at a local college.  All staff are appropriately checked through the official procedures before taking up appointments.

Does the school meet the regulatory requirements for the suitability of proprietors and staff?

5.25         Yes.

Resources for Learning

5.26         The books, equipment, materials and ICT which are needed to support the teaching, learning, study and recreation of the pupils at all levels are good in quantity, quality and organisation and are used to some extent effectively but good use is not always made of ICT.

5.27         The range and quality of ICT are good but the provision is not always available or used effectively to support pupils’ attainment, progress and quality of learning.  Its use is often unintegrated.  The school has a good ratio of computers to pupil – 1 to 4.25.  Many of these computers are usefully up-to-date.  Pupils’ access to computers is extended beyond the timetable through supervised access at morning break, lunchtime and after school.  Sixth-form pupils benefit from good computer availability in their sixth-form centre.  Furthermore, some sixth-form pupils are allowed to work in computer rooms even when other lessons are in progress in those rooms.  Boarding pupils have limited access to networked computers in the boarding houses although these facilities are gradually being improved.  The recent introduction of a facility enabling pupils and staff to access computer files from outside the school offers important opportunities for developing home-school links.  A number of factors are inhibiting the integration of ICT across the curriculum, including difficulty in classes gaining access to computer rooms because of use by the ICT department for their own teaching, uneven staff competence and confidence in using computers for teaching and the absence of an effective cross-curricular ICT policy.  A two-year ICT development plan has been produced to deal with these matters.  Opportunities to share resources across and between departments, and to foster further independent learning among pupils, are gradually being enhanced by the development of departmental web pages, for example that of the economics and business studies department which contains links to useful websites and other learning material.  ICT resources are well maintained and supported by a dedicated technical support team.

5.28         The range, availability, quality and accessibility of all other resources for learning are good for the age and range of pupils, including those with special needs, and used effectively to support pupils’ attainment, progress and quality of learning.  The provision of text and reference books is good and these books are used well.  The provision of specialist equipment is especially good in music, science, modern foreign languages, games, and design and technology.  Departmental budgets are adequate to maintain a sufficient level of resources and are managed effectively by department heads.  Out-of-school resources such as educational visits and field trips are good and are used effectively to complement studies in the classroom and add further support to pupils’ attainment, progress and quality of learning.

Libraries

5.29         Library facilities are satisfactory but offer only limited support for the curriculum and are under-used.

5.30         The availability and accessibility of the library is good but the stock and facilities are patchy and only to a limited extent support pupils’ attainment, progress and quality of learning.  The library has some 10,000 books, a satisfactory number in itself, and 24 computers, but the books do not match curricular needs in all subjects.  Several subject areas, for example physics, do not have sufficient up-to-date stock.  Very few departments have collections of books to supplement the library’s deficiencies.  However, for EAL pupils and those requiring learning support good provision is made.

5.31         The library premises and stock are generally well managed.  For example, the cataloguing is effective and is on computer.  However, pupils do not have easy access to the catalogue and have to use the general administrative computer.  Little use is made of pupil help in running the library.

5.32         Pupils and staff make very limited use of the library.  Few pupils were observed using it for personal study, private reading or research.   Between September 2003 and March 2004, only 200 books were borrowed.  The library serves only to a limited extent as a resource for personal study and the school is not successful in encouraging pupils to read and research widely for information and pleasure.

Premises and Accommodation

5.33         The buildings, accommodation and other facilities are good for the numbers, abilities and ages of the pupils, both girls and boys; they are well used and enable the curriculum to be taught effectively.

5.34         The buildings and grounds are suitable for their purpose and good in provision, quality and condition.  Included in these are the fine sports facilities and the new Activities Centre.

5.35         The premises and accommodation support curriculum provision, teaching and welfare, learning, and make a positive contribution to personal development and behaviour.  Departmental rooms are generally good and have useful displays.  The design and technology and arts centre, and the drama building provide especially good accommodation.  The recently refurbished science block has been completed to a high standard and provides areas that support all aspects of science well.  However some parts of the main building are in need of decoration.  Some corridors are poorly decorated, narrow, and cluttered with unsightly lockers and equipment.  The boarding houses are welcoming, well maintained to a good standard and are appreciated by all who use them.

Does the school meet the regulatory requirements for premises and accommodation?

5.36         Yes.

Links with Parents and the Community

5.37         The school has developed a good partnership with parents and worthwhile links with the community.

5.38         Parents are provided with good information about their children’s work and progress.  The reports, issued twice a year, are full and detailed and in many cases contain constructive suggestions for improvement.  They are supplemented by grade sheets issued at other times.  A particular example of good practice is the issuing of assessment sheets in connection with assignments in business studies.  Parental concerns arising from reports may be raised with staff.  Parents are provided with ample information about the school’s procedures and routines as well as about special events held there.  The system of annual parents’ evenings for each year group works well.  As part of the inspection, all parents were sent a questionnaire to complete, seeking their views of the school.  The replies received numbered 360 and a large majority expressed satisfaction with all aspects of school life.  A few parents felt they were not informed sufficiently about their child’s progress; the inspectors considered this and disagreed, deciding that the information provided by the school was plentiful, regular and helpful.  Another very small group of parents was dissatisfied with the amount of homework set and how it was marked: some thought too much homework was given, and some too little.  The inspectors considered that the amount of work was generally right, though on some nights for some pupils too much or too little might be set.  The marking of work is mentioned elsewhere in this report.

5.39         Opportunities for parents to be involved in activities in the school and with their children’s work contribute well to pupils’ learning and progress.  A lively parents’ association raises funds and lends other kinds of support.  Parents offer enthusiastic support at musical, dramatic and sporting events and by taking part in ventures such as the Classics department’s trips abroad.  Homework diaries in Years 7 – 10 as well as enabling parents to monitor their children’s homework, act as a means of communication between home and school.

5.40         The school handles parental concerns with due care and in accordance with current regulations.  Since a revised complaints procedure was written, no complaints have required the implementation of the later stages, and concerns have been satisfactorily resolved.

5.41         The school’s work and curriculum and pupils’ experience are enriched by good links with parents and the community, including employers, and provision for voluntary service and some, though limited, work opportunities for senior pupils.  Members of the Parents’ Association often help in engaging speakers in connection with careers, business studies and the Young Enterprise scheme.  Visits are arranged for pupils to local firms to broaden awareness of the commercial world.  Individual pupils arrange their own work experience and some very worthwhile work experience in Germany is arranged through the modern languages department but no other formal programme of work experience exists.  The school’s sports facilities are used by local organisations and some staff help with sports coaching at local maintained schools.  Valuable links also include the various opportunities for community service, most notably, the Worship Leading Group of senior pupils, which visits churches in the area.  The school hosts or participates in a number of events that demonstrate the importance of its Methodist heritage.  In a wider context, pupils benefit from participation in the Comenius project, which is designed to help co-operation between schools in different countries.  A party of older pupils visits Malawi biennially.

Does the school meet the regulatory requirements for the provision of information?

5.42         Yes.

Does the school meet the regulatory requirements for the manner in which complaints are to be handled?

5.43         Yes.

6.              Pupils’ Personal Development and Pastoral Care

Pupils’ Personal Development

6.1            The quality of provision for pupils’ personal development is very good.  The school in its arrangements, including boarding, provides a wide range of very good opportunities through which its pupils, including its boarders, can develop a system of spiritual beliefs and a sound moral code and grow very well personally, socially and culturally.

6.2            The range and quality of opportunities offered through the curriculum and other activities, including those for boarders, are extensive for spiritual development, provide pupils with very good insight into values and beliefs, and develop very well their spiritual awareness and knowledge of self at a very good level for their ages.  The school maintains very well its ethos as a Methodist foundation.  It values highly spiritual growth and mutual respect among staff and pupils.  Religious studies lessons are provided in Years 7 to 9, and spiritual and moral matters are considered in the PSHE and Diploma programme.  Much is achieved in this time.  A range of faiths is explored sensitively and sympathetically.  Formal chapel services are arranged regularly for the whole school and voluntary groups exist alongside, such as the Worship Leading Group which goes out also to churches and chapels in the vicinity.  Performances of sacred music are frequent.  A group meets in the Manse in the evening once a week and provides opportunity for boarding pupils to meet informally with the chaplain in her home.  Discussion of matters of spiritual awareness takes place in a variety of subjects and were observed in lessons in history, English, art, modern foreign languages and music by listening, for example, to Bach and fine sacred music.

6.3            Through the curriculum and other aspects of school life, the school makes very good provision for moral education, enables pupils to develop a moral code and to learn to make responsible and reasoned judgements on moral and ethical issues.  This happens in a variety of ways.  Business and medical ethics were discussed in a number of subjects – for example, English, business studies and biology, - and moral issues are raised frequently in the regular registration periods and school assemblies.  Themes during the week of inspection included pupil presentations on giving and an invitation to share work in Malawi alleviating poverty and its social effects.  Pupil interest in these was evident and their willingness to engage in charitable fundraising is marked.  A comprehensive and well structured Personal, Social and Health Education programme, which includes also citizenship, study skills, library use, careers and physical education, covers all years in the school.  By these means, pupils have a well-developed understanding of society, citizenship and the law.

6.4            The school provides a very good range of opportunities through which pupils learn to appreciate their own cultural traditions and to respect the richness of others.  It is in the close living in the boarding houses and in the classroom that awareness of and tolerance of diversity is most obviously fostered.  The housemasters, housemistresses and tutors fulfil very well their important roles in encouraging this tolerance.  The pupils relate very well to each other and those of different cultural backgrounds feel at ease with their peers and with staff.  Examples of courtesy and respect are frequent.  Regular opportunity for cultural growth is provided by school concerts and plays, visits to theatres outside the school, foreign exchanges and sports tours.  Displays of art are widespread in the school and regarded well by the pupils.  The English and drama departments are very concerned to bring the best of English literature daily to the attention of all pupils through the taught curriculum, but also through plays, visits and wall displays.

6.5            The school very effectively, through its day and boarding arrangements, encourages pupils to relate positively to one another, take responsibility and participate fully in the school community.  The school recognises and values the emergent and growing responsibility of its pupils and provides very good opportunity for them to demonstrate this in the daily life of the school.  The prevailing ethos is of care for each other and of shared responsibility.  Pupil roles in dealing with bullying are encouraged, by reporting it promptly, and sixth-form pupils are attached to each form to encourage this.  The younger pupils know these prefects well and trust them.  A three-day stay in the Lake District during September for the whole of Year 7 helps to inculcate shared values and responsibility.  Senior pupils in all the boarding houses play a very active role in helping younger and new pupils.  Prefects enjoy a high profile, they work hard and they are justly respected.

Does the school meet the regulatory requirements for the spiritual, moral, social and cultural development of pupils?

6.6            Yes.

Pastoral Care, including Welfare and Health and Safety

6.7            The school very effectively cares for all its pupils’ well-being, development and safety through its arrangements for its pastoral support, for guidance and for welfare, health and safety.

6.8            The school’s varied pastoral, tutorial and other support and guidance systems make a positive and effective contribution to the educational standards and personal growth achieved by pupils.  Boarders and day pupils are members of tutor groups which form the basis for the well-established and effective pastoral care system.  The induction for new boarders in the school is very much appreciated by the pupils concerned.  Pupils for whom English is an additional language are well supported within the boarding houses.

6.9            The school provides effective support, advice and guidance for all its pupils based on the monitoring of their academic progress and personal development.  The tutor monitors academic performance through a system of mid-term grades as well as full twice-yearly reports.  A system of rewards based on a ‘yellow slip system’ operates through tutors, giving them an important opportunity to praise pupils.  In addition the tutors (and the house staff for boarders) take an interest in the personal growth of the individual children; children spoke enthusiastically about this and most identify the tutor as an important support in all aspects of their lives at school.

6.10         The range and quality of careers education and guidance are effective in preparing pupils to make decisions about adult and working life including employment and higher education.  The provision for careers plays a well-structured part in Years 8 to 11 within the PSHE programme.  Use is made of psychometric testing for all pupils within Year 11, providing tutors with a basis for discussion on choices for AS examination courses and beyond.

6.11         Measures to promote good discipline and behaviour, including procedures to guard against harassment and bullying, are effective and deal constructively with unacceptable behaviour when it occurs.  The school has a clear anti-bullying policy which is well known to members of the school.  The helpful planner contains important information about this and pupils sign to indicate their acceptance.  Sanctions used are well known to the pupils, appropriate and fairly administered by staff.  Senior pupils are attached to tutor groups; the pupils appreciate these ‘liaison prefects’.

6.12         Measures to safeguard and promote the pupils’ health and well-being are successful.  The school has a modern, purpose-built sanatorium.  It is staffed by a team of three qualified nurses, one of whom is on duty during the day; one of the nurses is on emergency call-out at night and will open the sanatorium as necessary.  Doctors from a local practice hold a surgery three times a week, a female doctor once and a male doctor twice.  Each of the boarding houses has at least one trained first-aider.

6.13         The food is thought by pupils to be good with a wide choice at lunchtime and boarders spoke warmly about breakfast.  The catering manager holds regular food committee meetings and these are attended by three volunteers from each house.

6.14         Child protection procedures are in place and are effective.  The ‘school planner’ contains good advice for the pupils on how to seek help.

6.15         All necessary steps have been taken to reduce the risk from fire, and security measures are good.  Regular fire drills take place and are recorded; the school complies fully with recommendations made by the local fire officer.  Fire risk assessments for all rooms have been carried out.

6.16         Arrangements to ensure a healthy, safe environment are effective and the school complies fully with health and safety regulations.  The health and safety policy is very good and a representative committee that meets termly is in place.  Risk assessments are comprehensive and are carried out in conjunction with the estates bursar.  The school encourages staff to have first-aid qualifications and 23 teaching and non-teaching staff hold current certificates.  A number of these are specialist sports and expedition qualifications.

Does the school meet the regulatory requirements for the welfare, health and safety of pupils?

6.17         Yes.

Boarding Standards

6.18         No Commission for Social Care Inspection team took part in the inspection.

7.              The Management and Efficiency of the School

Governance and Management

7.1            The governance and management of the Senior School are good and ensure that the school's aims are met, that a good quality of education is provided and that there is efficient planning to secure adequate resources for teaching and learning.

7.2            The structure and management arrangements relating to the governors, the headmaster of the College, who is also headmaster of the Senior School, and others with management responsibilities are generally well defined and provide a framework which supports effective management.  However, in the physical education department a lack of clarity exists: roles and responsibilities are not clearly defined.

7.3            Governance, management and leadership provide clear educational directions for the work of the school, which are reflected in the quality and standards achieved by all its pupils.  The governors give very strong and sympathetic strategic guidance to the Senior School and the chairman of governors, who has had long connections with the College, has excellent relations with the headmaster and fully supports him.  The headmaster was appointed in 2003.  He gives both visionary and practical leadership.  While keeping what is good and building on the school’s strengths, he has introduced changes, which are inevitable in a modern school.   He demonstrates care for the teaching and non-teaching staff and stresses teamwork.  He is ably supported by two committed and hard-working deputy headteachers.  The leadership and management in the boarding houses and that of the heads of year are very good.  Most heads of department give good leadership and management but in some departments not enough monitoring of matters like the marking of books takes place.  The school’s review of the practice of its appraisal system should help with this.

7.4            The governors and management team create an ethos and sense of purpose in the school which are conducive to very effective teaching and learning, and place value on a wide range of pupil achievement, including that which is academic, creative and sporting.

7.5            The school has aims, values and policies which are reflected through all of its work and supported by short and long term development planning.  These reflect very well the College’s Methodist ethos.  The school demonstrates a strong practical Christianity.

7.6            Development planning is effective in analysing and prioritising the school’s needs.  The five-year plan is constantly updated and the latest relevant version appeared after the inspection had started.

7.7            The routine administration and organisation are efficient and effective and the bursarial and other office staff provide good service.  The role of the bursar has been split into one of financial control, and one of estate management.  This happened only a few weeks before the inspection but early indications are that this is a sensible move.

7.8            There are effective systems for communication within the school and with the wide community.  The school office is at the heart of the school and performs its many and varied duties with cheerful efficiency.

7.9            The management team to a large extent monitors and evaluates the people at the school and the material resources to ensure that they are sufficient, appropriate and suitably deployed.  However, the system of appraisal, though a good one based upon Methodist principles, is not always effectively applied and it is opportune that the school is making a review.

8.              Achievement and Quality in Subjects and Activities

Achievement and Quality in Subjects

English

8.1            Pupils achieve high standards in English.

8.2            At GCSE in both English and English Literature, results over the years 2001 to 2003 have been well above the national average for all maintained schools.  At A level, comparisons are more difficult because of the smaller numbers but English Literature results are above the national average for all maintained schools for the same period and English Language results are in line with them.  Attainment in the classroom and in written material is always good, sometimes very good and, on occasion, excellent.  Pupils by the end of Year 9 have a good command of the basics of English, spelling, grammar, punctuation and syntax.  They know grammatical terms.  A special feature of the pupils at all levels is the very good spoken English.  Pupils are articulate and able to speak clearly and in an interesting and varied way.  They eschew the mumble and the mutter.  Year 7 pupils could recite some of the cat poems of T. S. Eliot, in a way that showed understanding, appreciation and enjoyment.  Sixth-form pupils could engage with the most demanding texts.

8.3            Pupils, including those for whom English is an additional language and those that the school considers need special provision, make very good progress in lessons and over longer periods.  They progress in their command of the basics of English and also in their knowledge and appreciation of literature.  They become good at reading a text and applying a critical intelligence to it.  For example, Year 12 pupils for English Language learned to appreciate the “Inkhorn” controversy of the seventeenth century but could also see its relevance today.

8.4            The behaviour and learning of the pupils are always very good and sometimes excellent.  The pupils are involved in their lessons and quick to respond.  They volunteer to answer questions and are willing to question the teachers in an honest, but not at all perverse or disrespectful way.  They are willing, for example, in the Sixth-form, when reading Shakespeare, to have a go at the pronunciation of an unfamiliar word and, with a glance at the teacher, check whether that pronunciation is correct.  A Year 10 pupil reading a modern poem was able to ask the teacher, “Is there any special reason why the writer does not use commas?” The pupils imitate the correct and sensitive reading of the teacher, as in a Year 9 lesson where a class was reading a novel.

8.5            The teaching is good, sometimes very good and even excellent.  All the teachers have a love of the subject and respect for the pupils.  All convey the joy of the subject.  Without exception, the teachers use the best examples of literature.  For instance, though a Year 11 class was not actually taking GCSE English Literature, nevertheless, the teacher used as an example of persuasive writing the words of Lady Macbeth.  Henry V’s Agincourt speech was similarly used in the Sixth-form.  The teachers quote Shakespeare frequently, but also refer to a wealth of other great writing.  The teachers treat the pupils’ opinions as worthy of consideration by asking supplementary questions, as where pupils in the Sixth-form were considering different views about the behaviour of Antony.  One small fault is that on a few occasions the teachers came up with answers that the pupils could have achieved given more time, but the exigencies of the examination system tend to make this difficult to avoid.  The marking is always very good: individual, comprehensive, diagnostic, encouraging and showing clearly what is good, bad and how improvement can be made.

8.6            The leadership and management of the head of department are very good.  The scheme of work is a useful practical document but goes beyond this by making profound philosophical statements about the teaching of English, not just in a narrow sense, but in terms of its wider contribution to the total education of the pupils.  Weekly meetings help the organisation and spirit of the department.  The timetable each year is so well constructed that pupils normally have a change of teacher each year up to public examination work, so that pupils benefit from the different approaches – all good and valid – of the strong team of teachers. The department makes very sensible use of ICT, with pupils being aware of the uses of the word processor and making good use of it, especially to revise.  They use the internet where appropriate.  English makes a very good contribution to extra-curricular activities through such things as debating and the school magazine.  A creative writing group exists but does not yet publish its work. The walls of corridors have fine examples of literature, often together with great art.  Links with drama are strong and help both subjects.

Mathematics

8.7            Pupils achieve good standards in mathematics at each stage in the school.  By the end of Years 9 and 11, the level of what pupils know and can do is very good in relation to their abilities.

8.8            Pupils’ attainment in national tests is good in relation to their abilities.  At GCSE, the results are well above the national average for all maintained schools and half of entries gained grades A* or A in the years 2001 to 2003.  All candidates in mathematics in the same three-year period passed at grade C or above.  Results in examinations taken at A level over the same three years have been in line with the national average for all maintained schools but comparison is difficult as numbers are relatively small.  In 2004, 77% of grades in mathematics were at A or B grade with a corresponding 71% in further mathematics.

8.9            Pupils’ attainment in the classroom is good.  This standard is also reflected in the quality of the written work.  Pupils in an Upper Sixth lesson were able to recall work on graph transformations in a statistics lesson, whilst a Year 7 class readily used Venn diagrams to find highest common factors.  In all years, numeracy is a strength and pupils work easily without calculators; arithmetic skills in lower ability sets are very good.

8.10         The progress of pupils is good in every year in lessons and over longer periods.  Those with English as an additional language also make good progress and teachers take care to ensure that these pupils understand the work.  Setting from Year 7 enables pupils to progress at a rate above, or appropriate to, their ability; the generous staffing allows small lower sets enabling those pupils to receive much individual support.  Able mathematicians choosing further mathematics at A level make rapid progress, meeting concepts such as differentiation at an early stage of Year 12.

8.11         The quality of learning and behaviour is very good.  Pupils enjoy a good rapport with their teachers and this is conducive to a good teaching environment.  They take pride in presenting their work in a logical, well-organised fashion in exercise books and files.  Pupils contribute well in class and feel able to ask for help and clarification; they also provide help for one another.  In a Year 10 lesson, for example, on enlargements and scale factors, pupils were clearly involved asking interested questions about scales of maps and walking speed.  Concentration is good in almost all lessons.

8.12         The quality of teaching is good at all levels, never less than satisfactory and in almost half of lessons is very good, on occasion, excellent.  All teachers are all well qualified and have a good command of their subject.  They use different approaches according to the needs of the class being taught.  Individual pupil whiteboards are very effective at involving all children in lower ability classes, giving them a sense of achievement.  The use of a variety of games such as the ‘factor game’ and ‘Pythagoras treasure hunt’ helps to enthuse the classes whilst the pupils practise basic skills.  The use of ICT was observed in only two lessons, but its use would have enabled clearer and quicker demonstrations, and more progress, in some other lessons: a lesson on the exponential graph is a good example of this.  Lessons in general are well planned, the pace good and the range of tasks well chosen.  Most, but not all, marking is frequent and clearly understood by the pupils.  Reports are clear, give praise when possible and give constructive advice, as appropriate.  Encouragement and praise are common features in many of the lessons observed.

8.13         The mathematics department is well led and managed.  The teachers have a good team identity that is fostered by a series of small meetings of year group teams and less frequent whole department meetings.  Resources within the department are good but the provision for ICT does not readily allow demonstrations using dynamic software.  The suite of mathematics rooms, whose corridor is in some need of refurbishing, does not fully meet the demands of a large department.  The handbook gives clear guidance on marking policy and the schemes of work are very good and were clearly seen in action.  The department has a mathematics trail for younger pupils and a puzzle club, and, throughout the school, makes use of the various national mathematics challenges.

Science

8.14         In science, overall, pupils achieve good standards at each stage.  This section covers the provision in science in Years 7 to 9 and makes assessment of GCSE results in double award science and in the single sciences.  Science is taught as biology, chemistry and physics from Years 7 to 11, leading to GCSE double award science or to separate sciences.  Pupils make good progress in relation to their abilities.  Attainment in the classroom and laboratory is good.  At GCSE, in the last three years for which national comparative data was available at the time of the inspection, rather more than half of Year 11 pupils were entered for double award science, and their results were well above the national average for maintained schools.  The remaining pupils entered for all three separate science GCSEs, which nationally attract only the abler scientists.  Their results in physics and biology were above the rather higher maintained school averages characteristic of the separate sciences, and their results in chemistry were slightly above the average.  Over half of the entries for physics and biology resulted in passes at grade A* or A.

8.15         The balance of the science curriculum is appropriate in Years 7 to 11, with all pupils following a programme of study incorporating elements of biology, chemistry and physics in equal proportions.  Year 7 are introduced to Cognitive Acceleration through Science Education, CASE, where pupils were observed participating in energetic problem solving and discussion lessons on experimental techniques, illustrating that most are confident, interested and enthusiastic in the subject, and respond well to the often high quality of teaching.

8.16         Leadership and management of the teaching and non-teaching staff and resources within science as a whole are very good.  This curriculum area functions as three separate subject departments, with coherence in their operations.  Science department meetings are regular, providing opportunities to co-ordinate activities and share good practice.  Appropriate policies and procedures are in place and future priorities are also identified in a clear development plan.  The overall marking policy is good and the marking of work is regular, but feedback is not always consistent enough and constructive and specific comments are sometimes insufficient.  A number of science-based extra-curricular activities and clubs take place ranging from regular lunchtime classes to a large number of organised events during Science Week in March

Biology

8.17         Pupils achieve good standards in biology at each stage of the school.

8.18         Results at A Level over the period 2001 to 2003 are in line with the average for all maintained schools: almost all candidates achieved at least an E grade, and over half achieved A or B grades.  Pupils’ attainment overall as observed in lessons and written work is good in relation to their abilities.  For example, Year 11 pupils demonstrated a good knowledge of plant cell structure and the basic reactions of photosynthesis.  Year 12 pupils demonstrated a good understanding of mitotic cell division.

8.19         Pupils’ progress in both lessons and over longer periods is good in relation to their abilities and prior attainment.  Written work and practical skills show good progression.  In Year 10 pupils are able to make temporary mounts, use light microscopes and draw onion cells.  By Year 12 they have progressed and are able to use eyepiece graticules to estimate the size of onion cells.  In a Year 13 lesson on meiotic cell division, pupils were able to draw upon their Year 12 knowledge of genetics to explain the behaviour of chromosomes.

8.20         Pupils’ behaviour and attitudes to learning are very good.  Most are well motivated and they concentrate and ask questions.  In a Year 10 lesson, the entire class took part in a good role-play exercise to simulate diffusion and asked a range of challenging questions.  In a Year 11 lesson on inheritance of eye colour, pupils enjoyed the context of a story based on a television character and therefore worked attentively when solving the set problem.  They participate willingly, listen carefully and respond to questions.

8.21         The teaching at each stage is very good.  The teachers are well qualified and experienced and have a thorough knowledge and understanding of the subject.  The content of the lessons as outlined in the comprehensive schemes of work is well suited to the needs of all pupils.  In a Year 10 lesson on diffusion, the teacher displayed cards with key technical words during the demonstration to help pupils for whom English is an additional language.  A considerable variety is found in pupils’ files: poems, paper models and mind maps in Year 9; electronic board presentations which pupils have written in Year 10; crosswords and glossary tests throughout.  The majority of lessons observed used ICT effectively.  Class discussions are very well managed and all pupils, including those with English as an additional language and special educational needs, are fully involved.  In a Year 11 lesson on photosynthesis, the teacher ensured that all pupils participated by presenting them with individual whiteboards on which to write their answers.  Work is marked regularly but often the marking as seen in the files did not specify exactly what the pupils needed to do to improve.

8.22         Biology is well led and efficiently managed.  The technician support is efficient and much valued.  The laboratories are well maintained, and attractive wall displays promote learning.  The department is well resourced and the reprographic and ICT equipment in the preparation room is used effectively.  The department produce some very good teaching materials, for example providing A level pupils with a reading list and writing crossword puzzles for the pupils.  The department prepares pupils for the biology Olympiad, and one pupil received a commendation last year.

Chemistry

8.23         Pupils achieve good standards in chemistry at each stage.

8.24         Results at A Level over the period 2001 to 2003 are in line with than the average for all maintained schools.  Almost all candidates passed, and over a half achieved A or B grades.  In Year 9 pupils can carry out experiments on the reaction of metals with acids efficiently, with good laboratory technique, and implement the necessary health and safety precautions.  In Year 11 they can plan investigations in detail and carry out practical work independently.  In Year 12, pupils demonstrate a good understanding of the ideal gas equation.

8.25         Pupils’ progress overall is good in lessons and over longer periods.  Pupils of all abilities make good progress in acquiring investigative skills through a well-planned programme of practical work.  By the end of a Year 10 lesson on the conservation of mass in reactions, pupils were able to make correct deductions after a demonstration and discussion.  By Year 12, pupils can confidently carry out calculations and follow detailed experimental procedures, for example, in making standard solutions.

8.26         The quality of pupils’ behaviour and their learning is very good.  Files are generally well organised, and the best presented are divided into sections with numbered pages.  Pupils are well motivated, concentrate and participate willingly by asking questions and responding to questions.  In a Year 12 lesson on the structure and reactions with water of ‘period 3 oxides’ and chlorides, the excellent rapport between pupils and their teacher promoted effective discussion and consequent learning.  Pupils of all ages behave very well in practical sessions and co-operate well with each other and their teachers and the technician.

8.27         The teaching at each stage is always sound, sometimes good and most often very good.  Teachers are well qualified and know their subject; lessons are carefully planned.  The conduct of GCSE coursework is very good: pupils are given appropriate advice in lessons and their teachers then insist on independent work.  Pupils for whom English is an additional language and those with special educational needs are well supported.  For example, in a lesson on extracting metals from rocks sympathetic and positive teaching ensured that a pupil with special needs concentrated throughout.  Work is marked regularly but explanatory comments designed to improve pupil understanding are not sufficiently detailed.  A good marking policy exists but unevenness exists in practice.

8.28         The work in chemistry is very well led and efficiently managed.  All staff are well qualified.  The department is well resourced and the resources are well used.  The laboratories provide an excellent learning environment and the preparation areas are well equipped.  The reprographic and ICT facilities in the department are used effectively.  The detailed schemes of work operate in practice, regular meetings are held and a development plan is in place.  The technician support is efficient and much valued.  Members of the department make a good contribution to the extra-curricular provision of the school, for example through the popular chemistry club.

Physics

8.29         Pupils achieve good standards at all stages in the school.

8.30         At A-Level results over the three-year period, 2001 to 2003, are in-line with the average for all maintained schools.  Observed attainment is good in relation to the abilities of the pupils.  In both oral and written work, at all stages, they show good knowledge and understanding of key concepts.  Year 13, for instance, demonstrated a good understanding of radioactivity and its application related to the use and structure of a Geiger-Muller counter.

8.31         Pupils’ progress in lessons and over longer periods of time is good in relation to their abilities and prior attainment in both practical and analytical skills for all pupils including those for whom English is an additional language and those whom the school deems to have special needs.  For example, in a Year 12 practical lesson on resonance, the majority of pupils were able to draw accurate conclusions from experimental observations on a range of questions and applications.  A Year 10 lesson involved good application of practical skills involving data logging apparatus investigating the factors affecting the acceleration of a trolley down an inclined plane.

8.32         The quality of learning is good; the attitudes and behaviour in class are usually very good.  Pupils are well-motivated and interested learners, co-operating with each other and the teacher.  They approach practical work efficiently and thoughtfully.  They respond willingly to questions, showing good application of scientific concepts.  Year 9 pupils participated in an energetic practical and discussion lesson on experimental techniques involved with the motion of a trolley down a slope, illustrating that most are confident, interested and enthusiastic in the subject.

8.33         The teaching is good at each stage of the school, on occasions very good and always at least satisfactory except where the lack of concentration of some pupils was allowed to affect the progress of the rest.  Effective use is made of whole-class discussion, worksheets and practical work.  Teachers use ICT constructively and frequently, ensuring that pupils use it for data recording, presentation and analysis.  Prep effectively consolidates learning; the volume is satisfactory but not excessive.  Marking of work is satisfactory and regular, but feedback is not always consistent; nor are all comments appropriate and helpful.  Most pupils take a pride in the presentation and organisation of their work and their notebooks and files show good progress.  The planning and organisation of teaching is mainly appropriate to curricular objectives taking into account the age, abilities and circumstances of all pupils, including those who require special provision.  Pupils are often challenged and teachers’ expectations are generally good, but not enough open-ended questions are posed nor is sufficient extension work given always to stretch the most able.

8.34         Leadership and management of the subject are good.  Schemes of work and lesson plans for all year groups are clearly set out and implemented.  The three members of the teaching staff and a very good laboratory technician are all well qualified.  The department has a good variety of equipment.  The newly refurbished accommodation is used effectively and efficiently.  A wide range of ICT enriches the curriculum.  Very good use is made of ICT in data-logging, to illustrate experimental data and access additional work from the internet.  Enthusiastic members of the electronics club are in the process of constructing a hovercraft, which is capable of transporting four pupils over a short distance.

Design & Technology

8.35         Pupils achieve good standards in design and technology at each stage in the school.

8.36         Results at GCSE are well above the national average for all maintained schools.  In most recent years, all candidates have achieved at least a C grade.  At A level the results have also been well above the national average for all maintained schools, but only a few pupils a year were entered, between two and seven.  Pupils’ observed attainment is good.  In a lesson that covered methods of production, pupils showed a good understanding of the underlying principles, and the effect scale of production has on, for example costs.  In projects in Years 8 and 9, pupils showed that they could manipulate both plastic and timber to a high standard.   Written work is good.

8.37         Pupils’ progress overall is good.  They learn well how to use a number of different machines and techniques for different media.  In a Year 7 lesson pupils were manufacturing a key ring with a small electronic circuit that produced a light. Pupils learned and demonstrated very good skills in manipulating plastic with hand tools to achieve a good surface finish.

8.38         Pupils’ behaviour and learning are excellent.  They concentrate and take an active part in their own learning.  In a Year 9 project, pupils showed themselves to be excellent learners not just by fulfilling the mechanical requirements rigorously, but also by engaging wholeheartedly in the following question and answer recapitulation session.

8.39         The quality of teaching at each stage is very good and, on occasion, excellent.  Projects are very well planned.  The depth of knowledge of the teachers is excellent, for example, the knowledge of computer assisted processes, electronics in general, and the fabrication of Acrylic.  Projects showed their knowledge of mechanical principles, and displayed a wide range of teaching methods, from the use of video material, demonstration, the white board, and exemplar material.

8.40         The department is very well led and efficiently managed.  The technician has a wealth of engineering experiences that can be used in problem solving and project development.  The departmental facilities are very good, with separate working areas for electronic work, a general well-equipped workshop, and a separate area for the use of computers.  The facilities are used extensively out of normal hours for coursework and for clubs, and produces sets for theatrical productions.

Economics and Business Studies

8.41         Pupils achieve good standards in economics and business studies for the ages, abilities and aptitudes of the pupils concerned in each year that the subjects are taught – from Year 10 to the Upper Sixth.

8.42         Results in national tests at GCSE, and A level are above the national average for all maintained schools.  Pupils’ attainment in lessons is good in relation to their abilities.  In one lesson, for example, mixed ability Year 10 pupils were able to distinguish between product and market orientated companies and analyse the relative merits of these different strategies.  ICT skills are used well by pupils in researching the internet, producing computer aided presentations and in producing attractive wall displays of work.  Written work is often closely related to past examination questions, and attainment against that benchmark is good.

8.43         The progress of most pupils is good in lessons and over longer periods and they often show an ability to consolidate understanding and move on to further analysis.  In one Sixth-form lesson, pupils progressed well from a basic knowledge of the terminology of research and development to an understanding of reasons for the relatively low research and development spending in Britain.  Pupils’ written work showed their good development of skills in analysis and evaluation.  In lessons, pupils show good progress in their ability to build an argument and understand opposing points of view.  Good progression is made from year to year and by both girls and boys irrespective of background.  Pupils’ progress is helped by the clarity of guidance and high expectation described in course handbooks designed by the department and issued to pupils.

8.44         The quality of pupils’ learning and behaviour is always good and often very good.  They are well-motivated, cooperative and competent learners, happy to contribute orally and also to listen to and develop ideas from their fellow pupils.  This was observed in a Year 12 lesson where pupils giving presentations on businesses they had researched as part of their induction to their course, were able to show an understanding of business objectives, business structure and market segmentation.  Staff and pupils have high mutual respect.

8.45         Teaching across the age groups is good, and sometimes very good.  Lessons are well planned and put into practice, often with the help of thoughtfully selected support material such as case studies and business articles.  The department skilfully secures the progress of the least capable without compromising opportunities to advance the most able.  A good range of teaching strategies is often used, involving a healthy balance of formal, interactive and advisory styles.  The teaching is challenging with a good sense of pace and direction.  The frequency and standard of marking is uneven but some examples of very good practice exist, especially where past examination questions have been set for pupils.  However, some pupils’ work is not marked frequently enough and teachers’ comments do not always explain thoroughly how pupils’ can improve their work.

8.46         The department is very well managed and led, as is the separate Advanced Vocational Certificate of Education (AVCE) course, which adds a vocational dimension to the curriculum.  Departmental policies and procedures are clear and carefully related to school policies while schemes of work are carefully designed, containing prescribed tasks which form the basis of assessment for particular topics.  The department’s introduction of target setting and elements of self assessment for pupils is very good.  Weekly department meetings aid good communication.  However, only rarely do staff observe each other’s lessons in order to share good practice.  Young Enterprise is run from the department and other extra-curricular activities, for example, Proshare, a national competition used successfully to simulate trading in company shares.

History

8.47         Pupils in history achieve good standards.

8.48         At GCSE, results over the three years 2001 to 2003 have been well above the national average for all maintained schools.  Only a small number of pupils, between seven and nine, selected history as an A-level subject in those years.  Their attainment has been sound although slightly below the national average for all maintained schools.  In lessons observed, the range of attainment varied between pupils well organised and keen and those struggling with advanced topics such as the character of religious change in 17th century France.  Some essays in the sixth-form lack fullness: they are short of reading and presentation of contrasting views and show little evidence of genuinely independent learning.  In all lessons observed pupil attainment was at least satisfactory and in over half it was good.  In Years 7-9 a good factual knowledge enables pupils to draw conclusions well, to understand cause and consequence and to produce complex explanations for events.  A Year 7 class used a range of sources very skilfully to produce good understanding of the battle of Stamford Bridge.  Written work is carefully done and illustrations drawn very neatly.  Note making is sound; good use of the internet helped pupils, for example, to assess the role of Robert Bakewell in 18th century English agriculture.

8.49         At each stage of the school pupils’ progress in lessons is good.  From Year 7, pupils learn and recall information well, they make accurate deductions and provide evidence for their judgement and conclusions.  By Year 9 complex answers replace simple solutions and a Year 11 class explained very well the indifference of Mussolini to possible League of Nations intervention in Abyssinia.  In the sixth-form pupils compared skilfully Catholic and Protestant interests in 17th century Europe.  The progress of pupils for whom English is an additional language is good.  Written work in Years 12 and 13 was sometimes thin.  Pupils need to make wider and increased use of library resources and web sites to develop confident assertion of opinion and clear support for conclusions.

8.50         Pupils’ learning and behaviour are good across all age groups.  They are attentive to their teaching and respectful of each other’s views.  They work equally well on their own and in small groups.  Pupils share their knowledge readily.  Questioning is constructive, although often limited to seeking factual information.

8.51         Standards of teaching are good, sometimes very good.  The teachers are well qualified, lessons are carefully planned and command of material is good.  Learning in class is reinforced by regular prep.  At all stages, assessment and marking is sound and constructive, clear and helpful to pupils.  Pupils for whom English is an additional language are carefully and sensitively guided to ensure full understanding and best performance.  Library resources are satisfactory, both in the department and in the school library and are used to some extent.  Good use was made of internet resources in three lessons observed and pupils responded eagerly and well to this facility.

8.52         The department is sensitively and well led but management is only satisfactory; formal departmental meetings are rare and so insufficient evaluating of current progress takes place; nor is planning sufficient.  Resources are well controlled, but the scheme of work is somewhat simple and does not sufficiently suggest a variety of teaching methods and learning skills.  Its addition would add a new dimension of history, particular to the school.  Teachers observe each other's lessons but not on a sufficient scale to share best practice effectively

Modern Foreign Languages

8.53         Achievement in modern foreign languages - French, German and Spanish - is good at each stage of the school.

8.54         At GCSE, results in French are well above and those in German far above the national average for all maintained schools.  In both languages, using the same comparison, the number of A/A* grades is far above the national average.  Results at A level are similar: in French, above the national average for maintained schools and in German well above.  Attainment in lessons is good; it is sometimes very good, on occasions, excellent.  Pupils can speak, understand, read and write with precision and good command of grammar and idiom at each stage.  In a Year 9 German class pupils could differentiate between the use of the imperfect and the perfect tenses and verbs which take “sein” or “haben”; they also understood the notion of cases and gender, for example the difference between “der” See and “die” See.  In French, Year 8 pupils were confident in their use of “jouer à” and “jouer de”.  In a Year 10 German lesson, subordinate clauses were introduced.  In the sixth-form, pupils used specialist vocabulary for specific topics such as “Richesse et pauvreté” or “Die Greenpeace-Gruppen”.  In all three languages listening and reading comprehension skills are particularly good.  Many pupils have good accents and written work shows a good depth of knowledge and understanding.  Spanish has been newly introduced and has had no external examination results yet.

8.55         Pupils’ progress is good, occasionally rapid, on occasions excellent.  This includes pupils for whom English is an additional language.  Clear progression in, and balance between, the four skills of reading, writing, speaking and listening is a feature.

8.56         In each year, pupils` behaviour and attitude towards learning are very good.  Pupils are well motivated and take pride in their work.  They listen attentively and try to imitate good models of pronunciation and intonation.  They are keen to speak the language and collaborate well in pair work for oral practice.  Sixth-form pupils were observed asking the German assistant for extra conversation lessons.  Pupils usually concentrate on the tasks set and systematically note vocabulary, often without prompting.  They ask perceptive questions about the structure of language: for example, a Year 8 enquired about “je fais” as opposed to “je joue”.  They enjoy very constructive relationships with their teachers.  They apply previously learned constructions to new situations.

8.57         The quality of teaching at each stage is very good.  Well-qualified and able linguists conduct their lessons almost entirely in the language being learned.  Their enthusiasm for their subjects is very evident and teaching is often lively, energetic and imaginative.  They stimulate pupils to try to communicate in the foreign language “Darf ich meine Jacke ausziehen?”.  Lessons are well planned and incorporate a variety of tasks.  The marking of work is frequent and helpful, and the correction of errors meticulous, according to departmental guidelines.  End-of-unit tests assist the assessment of pupils, and reports to parents are informative.  Pupils experiencing difficulties receive extra help, and overseas pupils wishing to begin German are supported outside the classroom until they reach a level which enables them to join the rest.

8.58         The department is very well led and managed as are the separate German and Spanish sections.  Tasks are divided out and suitably delegated.  Communication is good and teachers share a sense of common purpose.  The departmental handbook and subject schemes of work are most comprehensive.  Test and examination results are analysed to help departmental planning.  Nationally standardised measures of progress are used for the purposes of measuring pupils’ progress and for target setting.  Future aims and objectives are outlined.  A wide range of resources is available and sensible use is made of technical equipment to support learning.  The three foreign language assistants do much to raise the pupils` linguistic and cultural awareness, and the curriculum is further enriched by a large number of clubs, trips, exchanges and opportunities for work experience abroad.

Music

8.59         Achievement in music is very good.

8.60         Results in national tests at GCSE and A level are far above the national average for all maintained schools but very small numbers are involved – an average of four at GCSE and not even one a year at A level, though six Year 11 pupils took AS music in 2003.  By the end of each year, pupils’ attainment is well above the level expected of their age, ability and circumstances.  This is especially true of those pupils who take national tests a year early – a particular feature of the school’s provision for the gifted and talented.  Pupils’ attainment in music as observed in the classroom is very good in relation to their ability.  Pupils attain well in all aspects of music.  A Year 8 group, for example, was able to compose and play melodies over a chord pattern made up of primary triads and showed a good grasp of note-values in three-four time.  A Year 10 group composed attractive melodies over a more adventurous pattern and showed discrimination in combining melody and chords.  Good use is made of ICT and all year groups are proficient in the use of programmes for writing and saving compositions.

8.61         Pupils’ progress is good in all except Years 8 and 9.  Year 7 pupils had already made rapid progress in voice-production and musical memory when echoing phrases sung to them by the teacher.  Year 11 and 12 pupils (in each case following an AS course) made significant progress in analysing a complex movement by Bach.  In Years 8 and 9 the short time available (one period per week) hinders progress.  A Year 9 group, for example, did not have time to refine its improvisations to achieve an authentic jazz style

8.62         Pupils’ response to teaching and their attitudes to learning are very good and conducive to good achievements in music.  Relationships with each other and with their teachers are warm and positive.  They almost always concentrate well and are able to work with good motivation in pairs or small groups, as when Year 9 pupils collaborated on improvisations in the Dorian mode.  Pupils in Years 11 and 12 responded with maturity to the tutorial-like atmosphere of one-to-one lessons.

8.63         The quality of teaching is good at each stage.  Teachers are enthusiastic and have an excellent knowledge of their subject as well as complementary areas of expertise.  Lessons are clearly planned and use time efficiently.  Reports are informative and positive in tone but marking is not always frequent and full enough.  Much classwork is saved on computer rather than in files or exercise books.  This leads to an over-reliance on verbal rather than written appraisal, which does not make it easy for pupils to retain the advice and comment offered or fully to understand the criteria used to assess their work.

8.64         The department is satisfactorily led and managed, with a satisfactory grasp of day-to-day administration and a sense of larger direction.  Music has a substantial role in the life of the school and pupils show commitment to the groups to which they belong.  Most notable in recent years has been some very accomplished large-scale choral singing: over 220 pupils took part in a concert in Leeds Town Hall.  Choral work has just been reorganised into a number of smaller choirs to try ensure more intensive vocal training and measures are now in place to attempt to remedy the relative lack of instrumental work noted in the last inspection report.  In addition to the existing concert band, a jazz band and improvisation group have recently been formed.  However, the school does not have an orchestra and no chamber ensembles were seen practising or performing during the inspection.  Links between the junior and senior schools are good.  The department is generously resourced and some substantial capital projects (for example, the purchase of pedal timpani) have been undertaken in recent years.  These resources are well used.

Physical Education

8.65         Achievement in PE and Games is good at each stage.

8.66         Results in GCSE are in line with other subjects in the school.  In each year, pupils achieve good standards in all aspects in lessons.  In Years 7 to 9, the girl’s level of attainment is better than that of the boys.  In Year 7, for example, the girls showed very good stroke technique in front crawl swimming and in Year 8 could give and take a pass in a controlled manner in hockey.  The GCSE group showed good knowledge of the bones of the skeleton.

8.67         Pupils’ progress is good but girls make better progress than boys.  For example, a Year 11 GCSE group worked hard in practices and improved their drop shots in badminton and Year 8 girls’ netball developed their footwork significantly but some Year 9 boys made little progress in tackling in rugby.

8.68         Pupils’ behaviour and responses to teaching are good.  All are well behaved, particularly the Year 7 girls who were very attentive in the swimming pool.  Pupils strive hard to perfect their skills and work with interest and enthusiasm.  They readily accept advice and help from teachers.  Pupils co-operate sensibly in groups and teams, and concentrate well, as shown in a Year 7 boys’ fitness session, and a Year 12 AS-level group, who were working on feedback with partners.

8.69         The quality of teaching at each stage is good and, on occasions, very good.  Teachers displayed a thorough knowledge of their subject in all lessons, which were well planned and followed structured schemes of work in a direct and purposeful style.  Teachers show sympathy for low achievers and challenge the more able.  Lessons were taught at pace and teachers had no problems of control.  These qualities were particularly evident in a Year 9 hockey lesson, a year 7 swimming lesson and a Year 12 AS-level lesson.  In Year 8 netball and Year 9 rugby, effective team teaching takes place.  All teachers are well qualified and apply their skills effectively.  Homework is set on a regular basis for GCSE work and AS and is quickly marked and returned to pupils with helpful comments.

8.70         The curriculum is broadly based and appropriate but some problems of provision imbalance occur in Years 7 to 9 and PE is absent in Years 10 and 11 except for GCSE work.  The pupils concerned are not able to develop previously learnt skills and improve their health and fitness levels.  The leadership and management of the department is sound but is in a transitional phase.  A new management system is in place but roles and responsibilities are not clearly defined.  Regular timetabled meetings are not held except for girls’ PE teachers.  The boys’ and girls’ handbooks are comprehensive and include health and safety documentation.  The school has excellent indoor facilities.  The addition of a second sports hall and cricket pavilion has provided the opportunity for a wider range of sporting activities to be available.  The two sports halls, swimming pool, fitness room and squash courts are used in conjunction with the Ashville College Sports Club who are responsible for evening and weekend use.  The 40 acres of playing fields on two sites are well maintained.  The large, hard playing area is a useful facility but hockey players have to develop their skills on grass and play most of their matches on Astroturf.  The hockey and rugby pitches provide good playing and coaching areas.  Heads of boys’ and girls’ games organise an extensive programme of coaching and matches during the week and at weekends throughout the year.

Short Subject Reports

Short subject reports contain concise evaluation of the quality of teaching and learning and of provision in the school.

Art, including History of Art

8.71         Six lessons were observed covering all the members of the department.  Discussions were held with all the teaching staff and some pupils, and written work was scrutinised.

8.72         The teaching was very good and, on occasion, excellent.  Lessons were well planned and organised and teachers had a very good command of their subject.

8.73         The learning was very good.  Pupils worked creatively and methodically in a variety of media.  They could work well by themselves, when required.

8.74         The resources and accommodation are good, with areas and facilities for drawing and painting, and sculpture, with a seminar room for lectures equipped with projection and computer facilities.  History of art is offered at A level.  The department designs and realises the sets for drama productions and GCSE pupils have recently completed a dry stone wall sculpture project.

Drama and theatre studies

8.75         Three lessons were observed, pupils’ work was seen and discussions were held with pupils and teachers.

8.76         The teaching was always good and on occasion very good and even excellent.  Staff are well qualified.  Lessons were intelligently planned and organised.  The teachers conveyed great enthusiasm for and joy in their subject and a care for and interest in the pupils.  They had perfect control so that the pupils could let themselves go in their activities but be instantly recalled to silence.

8.77         The behaviour and learning of pupils were very good.  Pupils worked hard and enthusiastically and responded well.  They listened, volunteered, asked questions and took part very willingly in all activities.

8.78         The department provision is very good with regular lessons for all up to the end of Year 9, and then the opportunity to opt for GCSE, where about 16 pupils a year choose the subject, and A level, where the numbers average seven.  A particular strength is the fine balance between many practical activities, and, at all levels from Year 7 upwards, a good emphasis on theory through the study of such items as Commedia Dell’ Arte.  The department has the use of a fine drama studio.  Drama makes a strong contribution to the extra-curricular activities of the school through regular productions involving many pupils.

Geography

8.79         Six lessons were observed, discussions were held with the head of department and a large sample of pupils work from each year was read.

8.80         The teaching observed was good.  Teachers showed a very good subject knowledge and used a wide range of skills appropriate to each level.  Discussion was led well and teachers had a good critical evaluation of fieldwork techniques and performance.  Field trips have been arranged for most years, dealing with settlement and tourism as well as physical landscapes.  These served well to develop practical skills and to widen pupil experience of both physical and human geography.

8.81         The pupils’ behaviour and learning were good.  They showed themselves motivated and interested in classes.  They were keen about their studies and questioned teachers and each other thoughtfully in class.  Their written work was neat and well developed by example.  A large number choose to study the subject at both GCSE and A-level.

8.82         The department is well equipped and accommodated.  Good use of both video and overhead projector was seen.  Some internet use exists, although none was observed in the classroom during the inspection.  Textbooks and other resources, both in the department and in the main school library, are good.

Home Economics

8.83         Four lessons were observed.  Discussions were held with the teaching staff and the technician, as well as pupils.  Written work was scrutinised.  Samples of the food were tasted.

8.84         The teaching was very good and, on occasion, excellent.  Lessons were well planned and organised and the teaching showed a concern for the progress of each individual pupil.

8.85         The behaviour of the pupils and the way they learned were very good and sometimes excellent.  Pupils took responsibility for their own cooking equipment and worked safely with hot foods and dishes.  They worked very well in practical sessions and when taking notes from the white board.  They followed handouts, and explored ideas for dishes for the practical lessons.

8.86         The resources and accommodation are good including a food preparation and storage area with ovens and refrigeration facilities, and a separate area in the main building for theory lessons for textiles and food.  The department runs extra-curricular classes in food preparation, and helps with costumes for school productions.

Information and Communications Technology (ICT)

8.87         Six lessons were observed together with an ICT activity session.  Pupils’ work and the department handbook were scrutinised, and a discussion took place with the head of ICT.

8.88         The teaching was always at least sound, sometimes good and occasionally very good.  Lessons were well planned and teachers often designed tasks with reference to interesting and practical situations.  The best teaching was enthusiastic, well paced and receptive to the individual needs of all pupils.  Lessons were challenging, although at times the precise expectations of pupils were not always clear.

8.89         Learning and behaviour were always satisfactory, usually good and sometimes very good.  Pupils were well motivated and keen to develop and display their ICT skills.  They responded well to questions from both the teacher and other members of the class.  Many pupils quickly became confident users of ICT.

8.90         The timetabled provision, which extends only to Years 7 and 8, is satisfactory but no common scheme of work exists nor any formal system of assessment.  Continuity and development of ICT skills are restricted by the lack of specialist ICT tuition in Years 9, 10 and 11.  Provision of equipment is good.

Latin

8.91         Five lessons were observed and discussions were held with the head of department as well as with pupils.  A sample of pupils’ work was scrutinised.

8.92         The teaching in Latin was good, and often very good, using an imaginative range of methods.  Written work was conscientiously marked.

8.93         The learning and behaviour observed were very good.  Pupils at each stage were well motivated and showed a willingness to grasp linguistic structures.  With sensitive guidance from the teacher, in the senior forms, they were able to consider finer points of literary style.  In the great majority of cases pupils took genuine care over presentation.

8.94         The work is well planned throughout.  Particularly in Years 8 and 9, the course balances linguistic work with more general study of Roman civilisation.  This ensures that Latin offers benefits to all pupils whether or not they continue with it beyond Year 9.  At the higher levels Latin attracts a small number of gifted and committed pupils who often attend lessons outside the normal timetable.  ICT was used resourcefully: pupils used a variety of software to consolidate classwork.  Classroom experience is enriched by trips to places of classical interest in Britain and Europe.  Classrooms are decorated with attractive displays of work, much of it produced using ICT.

Religious Education

8.95         Four lessons were observed, discussions were held with the head of department, and a representative sample of pupils’ work from each year was seen.

8.96         The teaching observed was good and sometimes very good.  It was well-informed and enthusiastic.  Lessons were carefully prepared and teachers carried high expectations of their pupils.  The written work was well and carefully marked and included constructive comment.

8.97         The pupils’ behaviour and learning were good.  They were keen to learn and they listened to their teacher and to each other carefully.  They tried to comprehend the complexity of most religious and spiritual issues and sought together to find understanding.  Pupils’ written files in each year were neat and orderly.

8.98         The extensive religious education programme exposes the pupils to matters of conscience and spirituality as well as to a wide variety of faiths, including Christianity, Islam, Judaism, Hinduism and Buddhism.  An awareness of spiritual issues is sought and achieved as much as an understanding of different faiths and practice.  Topics observed ranged from study of St John’s Gospel in Year 13 to sensitive discussion of the start of life and birth of the spirit with Year 11.  The head of department is engaged regularly in leading school assemblies.

Achievement and Quality in Activities

8.99         Achievement and quality in the activities provided are very good and the quality of provision results in very good personal development of the pupils.

8.100      The level of attainment in activities and the standard achieved by pupils in awards and competitions are very good for their ages and aptitudes.  Boys and girls represented the area and the county last year in rugby, hockey and athletics, and the under-16 netball team reached the last 16 in the national championships.  Recently subject-based teams in Young Enterprise, the Biology Olympiad and the British Physics Challenge have received recognition.

8.101      The programme of activities offers an extensive range of choice for all pupils and is very suitable to the ages and abilities of the pupils.  They are able to develop new interests and skills.  Over 50 different activities are available including music, drama, sporting activities, language exchanges, field trips, voluntary service and ski trips.  Last term pupils were involved in the Centenary Celebrations of the Board of Management for Methodist Independent Schools, the Senior Choral Society performed Carmina Burana in Leeds Town Hall and the drama group produced the musical Grease.  A good balance is maintained between sporting, academic, service and aesthetic activities.

8.102      The methods used to implement the programme are very effective.  A forum is held in the school hall to publicise the Wednesday afternoon activities on offer.  Lunchtime and after-school activities are announced in assembly, published in the school calendar, notified by tutors or listed on notice boards.

8.103      The high level and extent of pupil participation in activities makes a strong contribution to their educational experience and achievement.  A number of pupils are involved in the Duke of Edinburgh Award Scheme.  This year 46 pupils are taking bronze, 4 silver and 21 gold awards.  The service component is undertaken in the local area and the expeditions in the wilder areas of the North of England.  The school supports the Open Arms Orphanage in Malawi.  Charity events are held regularly to raise funds and pupil groups visit every two years to help with necessary work.  Many pupils are involved in the science clubs which have a regular programme including National Chemistry Week and National Science Week.  The Manse Group and the Worship Leading Group are well supported and reflect the ethos of the school.  Boys’ and girls’ sports teams have extensive fixtures during the week and at weekends throughout the year.  Sporting tours are regular events.  During the week of the inspection the school was hosting an Australian netball team.

8.104      A high proportion of teaching and non-teaching staff contribute to the programme.  They are effectively deployed in areas of personal interest and expertise.  The quality of input, enthusiasm and commitment is of a high standard.  However, not all teachers participate.

8.105      Pupil participation is systematically monitored and form tutors report participation and achievements in the end of term report.  Records of attendance are kept by supervising staff and absences are investigated.  Notable performances are reported in the termly newsletter and the Ashvillian.

9.              summary of inspection evidence

9.1            The inspection was carried out from 27th September to 1st October, 2004.  All subjects of the curriculum were inspected and all members of the teaching staff were observed teaching.  However, the size of the team did not permit all subjects to be reported on in full.  The following subjects do not have full reports in Section 8 art; drama; geography; home economics; ICT; Latin; and religious education.  The inspectors visited 154 lessons or parts of lessons, examined extensive samples of work by pupils of different abilities in each year and held formal discussions with these pupils as well as informal discussions with other pupils.  They attended two assemblies and 30 registration sessions.  They observed 33 extra-curricular and sporting activities.  They held discussions with 51 teaching and non-teaching staff at various levels in the school.  They made visits to all the boarding houses and to the sanatorium.  They analysed the responses of 370 parents to a questionnaire distributed in advance of the inspection.  They examined a wide range of documentation made available by the school.

List of the Inspectors

Mr G.E. Hester

Retired Headmaster of HMC school (Reporting Inspector).

Mr D. Bowers

Retired head of department, HMC school.

Mr R. Carnevale

Director of Studies, HMC school.

Mr J. Cook

Senior Teacher, HMC school.

Mr I. Cooper

Former head of department, HMC school.

Dr A. Dachs

Retired Headmaster of HMC school.

Dr S Downes

Deputy Head, HMC school.

Mr C. Edwards

Housemaster, HMC school.

Miss S. Knibb

Senior Teacher, HMC school.

Mr N. Williams

Head of department, HMC school.