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Curriculum |
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Validation of the school took place last week from Monday 11th
March to Friday 15th March 2002 |
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Graham Wilson's team of validators were Dan Jelly, Richard Whitburn,
Roger Samways, Barry Meech, Tom Jardine, David Cox, Alison Taylor,
June Mowforth, Sue Cook, Mel Davison, Polly Lowe and Jasper Ungoed-Thomas.
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The following is a summary of this Validation report: |
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The school has made commendable progress since the previous inspection
in 1996, particularly in the important areas of curriculum and management.
There are a number of excellent features relating to the school's
purposeful and friendly ethos and the quality of teaching and learning.
The Sixth Form is a particular strength of the school. |
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Significant developments since the last validation are well documented
in the self evaluation report. The school's aims are clearly expressed
and have been adapted to meet the demands of the National Curriculum
(Guernsey). Most subject areas have developed appropriate policies,
schemes of work and handbooks. School documentation is more comprehensive
and detailed, and development planning to guide the work of the
school has improved. |
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The school has conducted a well planned and organised self-review,
and produced an evaluation report which is accurate about many aspects
of the school's work. A few sections of the school's internal report
were brief and descriptive rather than evaluative, and some key
issues were overlooked. Nevertheless, appropriate areas for attention
and improvement have been identifies, and they provide a secure
base for future development. Contributions to the review were made
by all teaching and non-teaching staff, parents, students and visitors
to the school. |
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Most parents and staff appreciate the committed leadership provided
by the head teacher and his warm and open management style. He receives
good support from his deputies and the senior management team. |
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The current School Improvement Plan identifies the need to focus
on staff performance management, the strengthening of monitoring
skills at middle management level, the development of ICT, PSHE,
citizenship and careers guidance, the more widespread interpretation
and use of statistical data to inform student reviews and target
setting, the adoption of the new teaching and learning approaches
in Key Stage 3 to complement those taking place in primary schools,
an expansion of the student rewards system and improvement of the
school's external communications. The school's intention to make
progress in these areas is endorsed by the validation team. |
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Internal communication has been strengthened through regular staff
briefings, a weekly diary and a regular pattern of minutes meetings
at all management levels. The school office operates efficiently
since its expansion and its appointment of an office manager and
a financial administrative assistant. |
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Significant progress has been made in the management and development
of the school's Sixth Form and in the overall quality of the teaching
and learning within it. The expansion of numbers and related administrative
tasks are placing a heavy burden on the Director of Sixth Form.
Nevertheless, she provides clear leadership and is successfully
developing the monitoring of teaching and tutoring, and the analysis
of relevant curriculum and student data. |
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The school curriculum is broad and generally well balanced, meeting
the requirements of the NC(G) and provides many extra-curricular
opportunities for students. A wide range of AS and A level courses
is offered in the large Sixth Form, together with complementary
and additional studies. Areas for attention include the short length
of the teaching week, which at 23 hours 20 minutes is below the
UK recommended minimum of 25 hours, more flexible option blocks,
and better provision for ICT and PSHE. |
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A new and comprehensive policy for assessment, recording and reporting
has been introduced. This now needs to be implemented effectively
in all subject areas. |
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During the self-review period, staff carried out 132 internal
classroom observations, and many feel that this has impacted positively
on their own professional development. A rolling programme of observations
should ne maintained as part of the school's regular monitoring
procedures. |
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During the validation week, 180 lessons were observed by the validation
team. Of these 93% were at least satisfactory in the quality of
teaching, learning and attainment, with a commendably high proportion
(66%) being of a good or excellent standard. All subject areas provided
some examples of well planned, effective teaching and good relationships
with students. Consistently good practice was observed in English,
MFL, biology, media studies, psychology, Rs, history, geography,
economics, PSHE, business studies, complementary studies and some
aspects of D&T. The quality of teaching and learning in the
Sixth Form is generally high. |
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A small percentage of teaching with unsatisfactory features related
to dull exposition, lack of encouragement, over dependence on a
text book, and the lack of differentiation in order to challenge
the most and least able students. |
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Levels of attainment have improved over the last three years at
all key stages. They are generally above average when compared with
UK selective schools at both Key Stage 3 and Key Stage 4. Performance
at A level shows an improving trend and is above that for all UK
schools with |Sixth Forms but below that for selective schools.
Value added analysis in all key stages shows good progress in relation
to prior attainment but with scope for improvement in the achievement
of the highest grades. |
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The school rightly acknowledges the need to strengthen its provision
for students with special educational needs and to designate a coordinator
(SENCO). It should become part of a more cohesive pastoral organisation,
encompassing more effective use of form tutor time, strengthening
the PSHE programme, developing an equal opportunities policy, and
ensuring uniform provision of personal, educational and vocational
guidance. |
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Students' attitudes and behaviour are a strength of the school.
Good provision is made for their moral and social development. Arrangements
for cultural and spiritual development would benefit from more coherent
planning, and the place of collective worship within assemblies
needs clarification in the context of a whole school policy. |
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The provision and take up of in-service training are variable.
Staff would benefit from the establishment of a whole school policy
providing more opportunities to enhance their professional development. |
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The school's financial systems are secure with effective oversight
of spending. Allocation of funds to departments has yet to be determined
on a formula basis, and the school is at an early stage of evaluating
the educational outcomes of spending decisions. |
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Within the constraints imposed by the five year licence system
and increasing student numbers, good use is made of available staffing,
accommodation and learning resources. The school is now severely
overcrowded. Sixth Form numbers are causing pressures on staffing,
suitable teaching spaces, and available levels of administrative
and technical support. It is hoped that the provision of the new
Sixth Form Centre will alleviate some of these pressures. |
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The school has forged successful and mutually supportive links
with parents and the local community. An active PTA raises valuable
extra funding for the school. There was a high (71%) return rate
from the parental questionnaire. The responses, together with the
additional 116 letters, express high levels of support and appreciation
for the work of the school. |
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Key Issues that the School Needs to Address |
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In order to sustain and improve upon existing good standards,
and to achieve greater efficiency, the head teacher, senior management
and staff should; |
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i) establish a rigorous system of performance management, quality
assurance and control; provide formal links, with clearly designated
responsibilities, between senior management and subjects and year
groups |
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ii) continue to strengthen the monitoring roles of heads of department
and heads of year |
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iii) establish a more coherent pastoral system, encompassing higher
expectations for the use of tutorial time, greater tutor involvement
in data analysis and individual target setting, increased provision
for PSHE, citizenship and careers, the designation of a SENCO, and
the provision of a coordinated programme of personal, educational
and vocational guidance |
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iv) review the provision of existing curriculum time |
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v) ensure greater consistency in the quality of departmental handbooks,
schemes of work, annual subject development plans, and the implementation
of the school's new ARR policy |
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vi) draw up a school policy for staff development, annual reviews
and the dissemination of INSET |
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vii) establish clear management structures for the development
of ICT |
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viii) ensure the needs of all students, including the most able,
are met through attention to suitably differentiated work |
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ix) reassure parents that concerns raised in the returns from
the parental questionnaire are being addressed |
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x) continue to monitor staffing and accommodation pressures, and
to plan carefully for the new Sixth Form Centre. |
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