Inspection Report : North Chadderton School

Main Findings

North Chadderton is a good school. It provides a caring environment within which pupils feel safe, can make good progress and achieve well. The headteacher provides strong leadership and clear direction.

Attainment in lessons in Key Stage 3 is above average overall and good or very good in more than a third of the lessons. It is particularly good in girls  physical education, history, modern foreign languages and music. Attainment in lessons in English is satisfactory. Pupils achieve well in form studies, which consist of English, geography , history and religious education.

Attainment in lessons in Key Stage 4 is average or better in the majority of lessons. It is good or very good in more than a quarter of lessons.There were more instances of outstanding attainment than in Key Stage 3. Results in the General Certificate of Education (GCSE), for grades A*  to C are above average, having steadily improved in the last 4 years. Achievement in GCSE largely reflects the attainment of pupils on entry into the school, although some pupils have achieved better results than predicted. Girls achieve well in GCSE. They achieve better than boys in some subjects, for example mathematics and geography. The number of pupils achieving grades A and B in GCSE was well above average in English and English Literature. The percentage of very high grades, A*, has also improved in English and mathematics.

Attainment in the sixth form lessons is well above average in more than half of the lessons especially in information technology, mathematics, science and music. The pass rate for Advanced Level General Certificate of Education is satisfactory but achievement is lower than average in respect of high grade passes : grades A and B and A to C.

Pupils make satisfactory or good progress in most subjects at all levels, particularly at Key Stage 3 and in the sixth form. In Key Stage 3 progress is significantly good in geography, girls' physical education, information technology, modern languages, and music. In Key Stage 4 progress is appropriate or better in most subjects, it is particularly good in art , business education, geography , music , physical education and religious education. It is also good in English, mathematics and science in Key Stage 4. Less progress is made in design and technology that in other subjects in Key Stage 3 and 4. The school has identified some weaknesses in attainment in GCSE and Advanced level and has employed strategies to raise attainment and number of high grade passes. There is some evidence ,based on attainment and progress in lessons, that their strategies are taking effect. Provision for pupils with special educational needs is effective and enables pupils to achieve well and make progress in Key Stages 3 and 4.

Attainment and progress are supported by a well balanced curriculum to which all pupils have success. There is also a helpful policy for assessment but this is not consistently implemented as there is lack of consistency in the marking of pupils' work. The school gathers much useful information about pupils' attainment in tests, assessments and examinations and there is now a need analyse this better in order to focus more closely on areas of improvement. The school has adopted strategies for improving the performance of certain groups of pupils but the criteria for measuring success are not sufficiently clear.

Teaching at all stages and in the sixth form was usually satisfactory and often good. Some very good and outstanding teaching was seen especially at Key Stage 3 where almost ten per cent of teaching was very good or excellent.Teachers were well qualified and experienced. There is a good match of qualification to teaching  programme in most instances. The quality of teaching is particularly good  in girls physical education, information technology and geography in Key Stage 3 and in geography, music and religious education in Key Stage 4. In the sixth form history, music and mathematics are particularly well taught. the teaching support for pupils with special educational needs is well planned in some subjects and their progress carefully monitored. This was evident in geography , history, modern languages physical education and science. In these subjects work is well matched to pupils' abilities. However, there is not a consistent approach to the provision of suitable work for pupils of all abilities, particularly those of average ability , across the curriculum. The school has recognised that a wider range of provision is needed is the sixth form to cater for a wider range of pupils interests and abilities. Requirements of the National Curriculum are broadly met but provision for design and technology in Key Stage 4 needs attention , to ensure that the requirements will be met in September 1996. Requirements for religious education are not met in Year 13.

The more able pupils are challenged and extended in most subjects but in some subject areas pupils of average and slightly above average ability are not sufficiently challenges. The pace of lessons is sometimes slow. Greater challenge is needed for these pupils in English , mathematics and science in Key Stage 3 especially. Moderation of assessment of pupils' achievement is not well developed in Key Stage 3. More accurate and rigorous assessment would contribute towards higher expectations on the part of teachers of pupils , in English in Key Stage 3 for instance. There is not a consistent approach to the use of test results to plan teaching , especially in Year 7.

Teaching strategies encourage co-operation and respect for others in several subjects but especially in geography, history and girls's physical education and business studies. However, in some lessons teachers did not provide sufficient opportunities for pupils to use initiative and to develop independent , higher order learning skills which limits their achievements in both key stages. It is also affects attainments and quality of learning in some subjects at Advanced level. In some subjects , for example boys physical education , there is a lack of opportunity for the pupils to evaluate their work and progress.

Spiritual , moral , social and cultural development is a major strength of the school . There is a strong pastoral system which is well structured, consistent  in its dealings with pupils and has a coherent approach . Consequently pupils feel secure in the school and have trust in their teachers. There is good provision for the guidance and pupils in their academic  and personal developments. Pupils' attendance and punctuality are good.

Assemblies are orderly and often deal with meaningful issues but there is not always an element of worship. The school policy for worship is not regularly applied on the days that pupils do not have assembly and legal requirements are not met. Provision and arrangements for spiritual development need to be improved.

Pupils' behaviour is usually very good both in lessons and outside of lessons, they are encouraged to be responsible for their own behaviour. There is a school council and year council which are valued by the pupils and effective. They provide a good forum for pupils to contribute to the life of the school.

Parents are supportive an attendance at parents' evenings is good. Partnership with the community and local companies is a strength of the school. Good links extend the curriculum and learning opportunities for pupils.They are well attended. Music makes a good contribution to cultural development. Pupils demonstrate  respect for views and beliefs of others but awareness of other cultures is not well developed across the whole curriculum. Not all departments follow school guidelines for spiritual , moral , social and cultural development and most do not have a written policy.

The headteacher provides strong leadership and has a clear vision. She is ably supported by a strong team of deputy heads. The school governors are very supportive and are playing an increasingly active and effective role in the management of the school. Arrangements for consultation and communication are good, regular meetings are held for staff and governors, they are well planned and purposeful.

Development planning is generally good at school and departmental level. Most subject departments are well organised and efficient and responsibilities are effectively delegated. Most teachers work well in teams and support one another. Staff development is extensive and linked to staff appraisal.  However, it is not usually linked to the areas of focus in the school development plan. The school development plan has proved to be an effective tool  for improvement and change in the school but there needs to be closer links between whole school and departmental planning and for plans to be more carefully costed. Staff at middle management level contribute well to the overall management of the school but would benefit from further training to help them to implement important whole school and the school development plan.

The curriculum is well organised in the main. The school has chosen  to staff the sixth form generously, and to provide a wide range of Advanced levels. The school is conscious of the need to maintain variety and choice at sixth form level and has plans to introduce more vocational courses. Various ways of increasing the number of pupils are being considered.

Non-teaching and clerical and administrative staff make a good contribution to the school and provide good support for teachers. They are not offered appraisal or regular access to appropriate training. The school is accommodated on a split site and the buildings are separated by busy roads. However the school manages the split site well. Finances are well managed on the whole and the school provides good value for money.