School Performance Report: Ofsted 2000
Contents:
Information about the school
How good the school is
What the school does well
What could be improved?
How the school has improved since its last inspection Standards
Pupils' attitudes and values
Teaching and learning
Other aspects of the school
How well the school is led and managed
Parents' and carers' views of the school
What the school does well
The high quality of teaching leads to very good learning and high achievement School management of outstanding quality powerfully supports learning. Pupils are cared for very well, with a strong emphasis on helping all of them to reach the best possible standards
Pupils' attitudes are very positive, which leads to effective learning
What could be improved?
There is poor indoor accommodation for physical education, which restricts the curriculum, especially during periods of bad weather.
What should the school do to improve further?
PART C: SCHOOL DATA AND INDICATORS
| Number of full-time pupils: | 894 | (broadly average) |
| Pupils with English as an additional language: | 2 | (low) |
| Pupils entitled to free school meals | 13.51% | (broadly average) |
| Pupils on the register of special educational needs | 13% | (below average) |
| Average number of pupils per teacher | 17.6 | (broadly average) |
Lynn Grove is a Voluntary Aided comprehensive school for boys and girls aged 12 to 16. Almost all of its pupils live close to the school, with more than eight out of ten coming from two local middle schools. Pupils come from a wide range of backgrounds and there are some pockets of considerable social deprivation in the local area. The proportion of pupils eligible for free school meals is broadly average and is growing. Very few pupils are of ethnic minority heritage. No pupils are at an early stage of English language acquisition. The proportion of pupils on the school's register of special educational needs (SEN) and the proportion for whom there are statements of SEN are below average. The standards pupils have reached on entry to the school are broadly average, though assessment and test results indicate that there is a smaller proportion of pupils at the extremes of ability.
Lynn Grove is an excellent school. In comparison with schools with a similar proportion of pupils entitled to free school meals, results in tests at the end of Year 9 and GCSE examinations are very high. This is because the general standard of teaching and support for pupils are very good, the quality of management is outstanding and pupils have excellent attitudes to school and learning. The school offers excellent value for money.
- The high quality of teaching leads to very good learning and high achievement.
- School management of outstanding quality powerfully supports learning.
- Pupils are cared for very well, with a strong emphasis on helping all of them to reach the best possible standards.
- Pupils' attitudes are very positive, which leads to effective learning.
- There is poor indoor accommodation for physical education (PE) which restricts the curriculum, especially during periods of bad weather.
The areas for improvement will form the basis of the governors' action plan.
How the School Has Improved Since its Last Inspection
The school has made very good progress since the last inspection. It now has technology college and Investors in People status and a Schools Curriculum Award. There has been considerable improvement to the quality of accommodation. Results have improved significantly. Weaknesses identified at the time of the last inspection in April 1994 have been successfully addressed.
STANDARDS
The table shows the standards achieved by 16 and 18 year olds based on average point scores in GCSE and A-level/AS-Level examinations.
| Performance In: | Compared With: | |||
| All Schools | Similar Schools | |||
| 1997 | 1998 | 1999 | 1999 | |
| GCSE Exams | B | A | A | A* |
| KEY: | ||||
| Very High | A* | |||
| Well Above Average | A | |||
| Above Average | B | |||
| Average | C | |||
| Below Average | D | |||
| Well Below Average | E | |||
In tests taken at the end of Year 9 in 1999, pupils achieved scores that were well above the national average. In 1999 scores placed the school in the top 5% of similar schools nationally. Both boys and girls scored well above the average for boys and girls nationally, though girls did better than boys. Both boys and girls did better in mathematics and science than they did in English. Particularly high standards were observed in information and communications technology. and in practical science at Key Stage 3.
GCSE results are also strong and are improving faster than the improvement nationally. Pupils' overall GCSE points score in 1999 was well above average and among the best 5% of similar schools. Over the last three years girls have consistently outscored boys though boys did very well in comparison with boys nationally. The proportion of pupils gaining at least five GCSE passes at grades A* to C was well above average. Science and German results were particularly impressive in terms of the proportion of pupils gaining at least a C grade. Inspectors also noted particularly high standards of work in history lessons.
The proportion of pupils gaining at least five GCSE passes at Grade C or above was well above the national average in 1999 and very high in comparison with similar schools. In comparison with other schools, the progress made from Key Stage 3 tests to GCSE was also above average. There are good standards of literacy and numeracy. The school has reached its targets for GCSE success.
These results represent very good achievement, given that the profile of standards of attainment on entry to the school is broadly average, with a smaller proportion of pupils than is usual at the extremes of ability. The quality of work observed during the inspection was in line with test and examination results.
| Aspect | Comment |
| Attitudes to the school | Outstanding. Pupils have very positive attitudes to school and to learning. They focus carefully on their lessons and work hard. |
| Behaviour, in and out of classrooms | Behaviour is very good in lessons and around the school. Pupils are polite and mature. |
| Personal development and relationships | Relationships are good at all levels. There is no evidence of bullying or other oppressive behaviour. Pupils relate very well to each other, collaborate well and treat their teachers and other pupils with respect. |
| Attendance | Standards of attendance are above average |
Pupils' attitudes to school and to their lessons, and their behaviour, are very impressive. Their willingness to work hard, to co-operate with teachers and other pupils, plays a considerable part in their success.
| Teaching of Pupils | Aged 12-14 years | Aged 14-16 years |
| Lessons seen overall | Very good | Very good |
Inspectors make judgements about teaching in the range: excellent, very good, good, satisfactory, unsatisfactory, poor, very poor. 'Satisfactory' means that the teaching is adequate and strengths outweigh weaknesses.
The consistently high quality of teaching which pupils experience is the most important reason for the very good progress which they make. Inspectors saw no unsatisfactory teaching. In more than eight lessons out of ten, the quality of teaching was good or better; in over a third of lessons it was very good. Some excellent teaching of German and music was seen. The planning and organisation of lessons, the use of teaching methods which successfully promote learning and the management of pupils in the classroom are particularly impressive features. The range of techniques commonly used is rather narrower than is the case in many schools. Inspectors witnessed few occasions when pupils worked in groups to research issues together or were given opportunities to discuss their work at length. Many lessons follow a pattern of exposition or questioning by the teacher followed by individual work, finishing with further exposition or questions. Such is the combined effect of pupils' good attitudes to work, teachers' skills in managing and interesting pupils and of focusing their attention that this pattern of class teaching is highly effective in promoting learning. Little time is wasted and pupils make excellent progress in acquiring new knowledge and skills. Teachers have consistently high expectations of pupils' behaviour and what they might achieve in a lesson.
Their persistent application of high expectations of pupils at all levels of attainment, their clear-minded planning and skill in talking with interest and focus about their subjects result in high standards of concentration and close attention by pupils. As a result, the quality of pupils' learning is very good. Teachers frequently review previous work at the beginning of lessons and summarise what has been learnt at the end. This helps pupils to focus on the main learning points successfully. Homework is used effectively to reinforce and extend work covered in class. Basic skills including those of literacy and numeracy are well taught and pupils are able to use these skills to enhance their learning across the curriculum. The needs of pupils at different levels of attainment are met well, partly because they are often grouped by ability, but also through the good knowledge of pupils' strengths and weaknesses which teachers have.
| Aspect | Comment |
| The quality and range of the curriculum | Arrangements fully meet the requirements of the National Curriculum and religious education and the needs of pupils at different levels of attainment. |
| Provision for pupils with special educational needs | Good. Pupils' special needs are well known to teachers and individual programmes are carefully prepared and monitored. |
| Provision for pupils personal, including spiritual, moral, social and cultural development | Provision for moral and social development are outstanding. The school has very clear expectations of civilised and mature behaviour and attitudes and consistently promotes them. Teachers are very good role models and successfully promote an ethos of mutual respect. There is good provision for pupils' cultural development and the provision for spiritual development is satisfactory. |
| How well the school cares for its pupils | This is a major strength of the school. Pupils' progress is monitored closely and pupils receive particular support if they need it. There are very high levels of concern for pupils and their well being. The school is a safe and secure environment. |
How Well the School is Led and Managed
| Aspect | Comment |
| Leadership and management by the headteacher and other key staff | Outstanding. Under the leadership of the headteacher senior staff work closely together with intelligence and energy to promote pupils' learning. Management is effectively focused on raising standards and ensuring that there is an ethos in which teaching and learning can flourish. |
| How well the governors fulfil their responsibilities | The governing body is highly effective and enjoys a close, supportive relationship with senior staff, who serve them well. The quality of their strategic planning and monitoring are excellent. |
| The school's evaluation of its performance | This too is a very strong area. The school makes excellent use of its performance analysis of test and examination data to identify strengths and weaknesses, then addresses weaknesses with vigour. |
| The strategic use of resources | Financial planning is far-sighted and resources are accurately directed towards areas where they will have an effect in improving provision and raising standards. |
The quality of management is a great strength and plays a considerable part in the school's success. The quality of provision, including teaching, is closely monitored. Planning focuses on strategies for further improvement. Financial planning is very good and principles of best value are applied.
Although the school has enjoyed considerable improvement in accommodation and facilities since the last inspection, indoor accommodation for physical education remains very unsatisfactory.
Overall, the school offers excellent value for money.
Parents' and Carers' Views of the School
| What pleases parents most | What parents would like to see improved |
|
|
The school is very popular with parents and in the community. Inspectors endorse parents' positive views about the school but were not able to attend a parents' consultation evening, so cannot make a judgement.
The high quality of teaching leads to very good learning and high achievement
- Lynn Grove pupils are unlikely to experience a significant quantity of poor teaching. Certainly none was seen by inspectors. The general quality of teaching is very good. Lessons typically have clear objectives and teaching methods are very effective. The range of methods commonly used is rather narrow. Lessons usually follow a pattern in which the teacher begins by reviewing earlier work and introducing the new material. Probing questions clarify pupils' understanding and help pupils to concentrate. Individual tasks, often involving reflection and writing are set to help pupils to understand and record what they have learnt. There is usually a final review of what has been covered. This conservative repertoire of techniques works very well. Pupils' attitudes to their work are such that they maintain concentration, focus well and learn effectively.
- Teachers' own personal command of their subjects is very good. This knowledge and experience is used to good effect in planning lessons which promote learning. Little time is wasted. Homework is also carefully planned to reinforce or extend what has been learnt in the lesson. Homework tasks are productive and effective.
- Teaching of the highest quality was seen in German and music. In a Year 8 German lesson for pupils of below average attainment, for example, outstanding progress was made in learning new vocabulary because of the strength of the teaching. Here, the range of methods used by the teacher was broader than is usual in the school: an overhead projector was used well to introduce new words, quick-fire drill was very effective indeed in making sure that all pupils concentrated and learnt and the teacher's dynamic approach led to considerable pace and intellectual challenge in the lesson. A music lesson about the sonata form for GCSE pupils led to powerful learning because of the teacher's exceptional command of the subject and expert exposition. Very good teaching was seen in a number of other departments.
- Teachers have consistently high expectations of what pupils might achieve and of their behaviour and concentration. In a Year 9 mathematics set learning how to calculate angles the teacher explained difficult concepts clearly, pupils concentrated hard and listened carefully so learning was rapid and accurate. In discussion with an inspector Year 11 high attaining pupils asserted with confidence that lessons were frequently challenging and that their experience of four years in the school suggested that mathematics lessons in particular caused them to think hard.
- In almost all lessons, pupils are managed well so there is little or no poor behaviour or waste of time. In lesson after lesson seen by inspectors teachers' authority, often derived from their competence in planning lessons and relating to pupils, led to close concentration by pupils. In these conditions, students work carefully and learning flourishes.
- As a result of this high quality of teaching, pupils' achievements are considerable. The profile of pupils' standards of attainment when they enter the school shows them to be broadly average overall, but standards by the end of Year 11 are well above average. In comparison with pupils at schools with a similar proportion of free school meals, standards are very high. This excellent progress is in considerable measure due to the skill and care of their teachers.
School management of outstanding quality powerfully supports learning.
- The school is outstandingly well led and managed. The Headteacher, Chief Executive and senior staff work closely together with great energy and intelligence. Their efforts are closely focused on devising and implementing strategies for improving the quality of provision and raising standards of attainment.
- The leadership of the Headteacher and governors sets a clear direction for the school. There is a straightforward dedication to the needs of pupils. Monitoring of their academic progress is first class. Assessment data drawn from results of national tests and GCSE examinations are used to analyse strengths and weaknesses so that remedial action may be taken where necessary. Departments use data to improve the quality of their courses and teaching.
- Governors work very well together and with senior staff. They are well informed about the school, monitor provision and results closely and plan for the future in a farsighted and ambitious manner. Financial planning is very good.
- The four assistant headteachers discharge their various duties with great effectiveness. Staff development, curriculum provision, monitoring standards and daily administration are all first class. Departments are line-managed carefully by senior staff with a consistent eye to raising standards. There are very good systems for appraisal and performance management of teaching.
- The outcome of this high quality management is a school in which learning and teaching can flourish. Staff and pupils are aware of what is expected of them and respond by consistently giving of their best. As a result, pupils' achievements are high.
Pupils are cared for very well, with a strong emphasis on helping all of them to reach the best possible standards.
- The quality of care for pupils is very good. Teachers go out of their way to be supportive and to meet pupils' needs. This is evident in lessons, where teachers consistently relate to pupils in a civilised way, engendering mutual respect and consideration between all members of the school community.
- The school places a high premium on good behaviour and civilised values. Expectations of pupils in this regard are very high and they respond very well. Behaviour and attendance are carefully monitored so that remedial action may be taken quickly where appropriate. As a result it is rarely necessary for pupils to be excluded and permanent exclusion is extremely rare.
- Staff consistently act as good role models in their relationships with pupils. They are firm in class, but in a context of supporting pupils well.
Pupils' attitudes are very positive, which leads to effective learning
- Pupils respond very well to the school's high expectations of them. They have very good attitudes to school and to their work and have considerable pride in the school. Many pupils indicated to inspectors that they felt privileged to be pupils in this school.
- Behaviour in classes and around the school is very good indeed. Inspectors witnessed virtually no inappropriate behaviour. In discussion with inspectors, pupils reported that there is almost no bullying or other oppressive behaviour and that where such does occur, the school is extremely effective in dealing with it.
- Attitudes to learning are very positive and make a considerable contribution to learning, to the progress pupils make and to their high achievements. In a Year 11 English set for pupils of average attainment, pupils were introduced to Macbeth. The teacher's skilful introduction was met with enthusiasm, ready participation and sharp concentration. Both boys and girls asked and answered questions, concentrated on the teacher and on their work closely, read with fluency and engagement when asked and made very good progress in acquiring new knowledge and in considering ideas. Inspectors were particularly struck be the degree of engagement and focus of lower attaining pupils and many with learning difficulties. Low attaining pupils in a Year 9 science lesson about metals reacting with water worked carefully and safely together and made good progress. In a very well taught Year 9 French group for low attainers, pupils worked hard and were very keen to do well even though they found the work taxing. They stayed rigorously on task and tried very hard. As a result they made excellent progress.
- Because of the school's success in encouraging an ethos of civilised behaviour, pupils demonstrate high levels of respect for the points of view and values of others. Relationships between them are very good as a consequence. They listen to one another in lessons, work well together when called upon to do so and are mutually supportive. This was particularly evident in a Year 11 design and technology lesson where pupils offered advice and support to each other about their coursework, but inspectors encountered such behaviour consistently in lessons.
There is poor indoor accommodation for physical education, which restricts the curriculum, especially during periods of bad weather.
- The school's accommodation is of generally good quality. Facilities for indoor physical education activities stand in sharp contrast. Particularly in bad weather, restricted gymnasium space and the lack of a sports hall places severe constraints on the physical education curriculum and pupils' experience of the subject.
What Should the School Do to Improve Further?
- In collaboration with the local education authority the school should now seek to improve the quality of facilities for indoor physical education in order to raise standards in the subject further and to improve pupils' experience of the curriculum.
PART C: SCHOOL DATA AND INDICATORS
Summary of the Sources of Evidence for the Inspection
| Number Of Lessons Observed | 57 |
| Number of Discussions With Staff, Governors, Other Adults and Pupils | 13 |
Summary of Teaching Observed During the Inspection
| Excellent | Very Good | Good | Satisfactory | Unsatisfactory | Poor | Very Poor |
| 4 | 23 | 48 | 16 | 0 | 0 | 0 |
The table gives the percentage of teaching observed in each of the seven categories used to make judgements about lessons.
Information About the School's Pupils
| Pupils on the school's roll | Years 8-11 |
| Number of pupils on the school's roll | 894 |
| Number of full-time pupils eligible for free school meals | 121 |
| Special Educational Needs | Years 8-11 |
| Number of pupils with statements of special educational needs | 6 |
| Number of pupils on the school's special educational needs register | 117 |
| English as an additional language | |
| Number of pupils with English as an additional language | 2 |
| Pupil mobility in the last school year | |
| Pupils who joined the school other than at the usual time of first admission | 9 |
| Pupils who left the school other than at the usual time of leaving | 14 |
Attendance
| Authorised Absence | % |
| School data | 7.1 |
| National comparative data | 7.9 |
| Unauthorised Absence | % |
| School data | 0.5 |
| National comparative data | 1.1 |
Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year.
Attainment At the End of Key Stage 3
| Number of registered pupils in final year of Key Stage 3 for the latest reporting year | Year | Boys | Girls | Total |
| 1999 | 114 | 101 | 215 |
| National Curriculum Test Results | English | Mathematics | Science | |
| Numbers of pupils at NC level 5 and above | Boys | 63 | 88 | 81 |
| Girls | 81 | 73 | 72 | |
| Total | 144 | 161 | 153 | |
| Percentage of pupils at NC level 5 or above | School | 67 (68) | 76 (64) | 72 (72) |
| National | 63 (65) | 62 (60) | 55 (56) | |
| Percentage of pupils at NC level 6 or above | School | 21 (34) | 50 (38) | 37 (35) |
| National | 28 (35) | 38 (46) | 23 (27) | |
| Teachers Assessments | English | Mathematics | Science | |
| Numbers of pupils at NC level 5 and above | Boys | 66 | 83 | 72 |
| Girls | 80 | 76 | 69 | |
| Total | 146 | 159 | 141 | |
| Percentage of pupils at NC level 5 or above | School | 68 (57) | 75 (77) | 66 (52) |
| National | 64 (61) | 64 (64) | 60 (61) | |
| Percentage of pupils at NC level 6 or above | School | 21 (20) | 41 (46) | 39 (35) |
| National | 31 (15) | 37 (40) | 18 (30) | |
Percentages in brackets refer to the year before the latest reporting year
Attainment At the End of Key Stage 4
| Number of 15 year olds on roll in January of the latest reporting year | Year | Boys | Girls | Total |
| 1999 | 97 | 101 | 198 |
| GCSE Results | 5 or more grades A*-C | 5 or more grades A*-G | 1 or more grades A*-G | |
| Number of pupils achieving the standard specified | Boys | 56 | 94 | 95 |
| Girls | 66 | 97 | 98 | |
| Total | 122 | 191 | 193 | |
| Percentage of pupils achieving the standard specified | School | 62 (56) | 96 (95) | 97 (96) |
| National | 46 (45) | 91 (90) | 94 (93) | |
| GCSE Results | GCSE point score | |
| Average point score per pupil | School | 44 (44) |
| National | 37.8 (36.8) | |
Percentages in brackets refer to the year before the last reporting year.
Ethnic Background of Pupils
| No of pupils | |
| Black - Caribbean heritage | 5 |
| Black - African heritage | 0 |
| Black - Other | 0 |
| Indian | 5 |
| Pakistani | 0 |
| Bangladeshi | 0 |
| Chinese | 2 |
| White | 882 |
| Any other minority ethnic group | 0 |
Exclusions in the Last School Year
| Fixed Period | Permanent | |
| Black - Caribbean heritage | 0 | 0 |
| Black - African heritage | 0 | 0 |
| Black - Other | 0 | 0 |
| Indian | 0 | 0 |
| Pakistani | 0 | 0 |
| Bangladeshi | 0 | 0 |
| Chinese | 0 | 0 |
| White | 17 | 0 |
| Any other minority ethnic group | 0 | 0 |
This table gives the number of exclusions, which may be different from the number of pupils excluded.
Teachers and Classes
| Qualified teachers and classes: Years 8-11 | |
| Total number of qualified teachers (FTE) | 50.7 |
| Number of pupils per qualified teacher | 17.6 |
FTE Means full-time equivalent
| Education support staff: Years 8-11 | |
| Total number of education support staff | 10 |
| Total aggregate hours worked per week | 218 |
| Deployment of teachers: Years 8-11 | |
| Percentage of time teachers spend in contact with classes | 76.2 |
| Average teaching group size: Years 8-11 | |
| Key Stage 3 | 23.4 |
| Key Stage 4 | 22.0 |
Financial Information
| Financial Year | 1999 |
| £ | |
| Total Income | 2,083,039 |
| Total Expenditure | 2,095,207 |
| Expenditure per pupil | 2519 |
| Balance brought forward from previous year | 129,554 |
| Balance carried forward to next year | 117,386 |
Results of the Survey of Parents and Carers
| Questionnaire return rate | |
| Number of questionnaires sent out | 894 |
| Number of questionnaires returned | 188 |
Percentage of Responses in Each Category
| Strongly Agree | Tend To Agree | Tend To Disagree | Strongly Disagree | Don't Know | |
| My Child Likes School | 34 | 51 | 11 | 2 | 2 |
| My Child is making good progress in school | 41 | 50 | 4 | 0 | 5 |
| Behaviour in the school is good | 38 | 48 | 5 | 1 | 7 |
| My child gets the right amount of homework | 22 | 63 | 10 | 4 | 1 |
| The teaching is good | 34 | 53 | 2 | 1 | 10 |
| I am kept well informed about how my child is getting on | 23 | 41 | 21 | 4 | 11 |
| I would feel comfortable about approaching the school with questions or a problem | 42 | 45 | 6 | 3 | 4 |
| The school expects my child to work hard and achieve his or her best | 67 | 29 | 1 | 1 | 2 |
| The school works closely with parents | 21 | 48 | 21 | 4 | 6 |
| The school is well led and managed | 37 | 51 | 3 | 1 | 8 |
| The school is helping my child become mature and responsible | 36 | 52 | 6 | 2 | 4 |
| The school provides an interesting range of activities outside the lesson | 22 | 47 | 15 | 4 | 12 |
