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| The inspection was carried out by two Additional Inspectors. |
| Description of the school |
| This larger than average school became a specialist sports college in 2004. There are more boys than girls. The college community is culturally diverse. Nearly two thirds of students are from Indian backgrounds. Over 26 languages are spoken. About half the students speak English as an additional language. There are 35 at an early stage of learning English. The proportion of students eligible for free school meals and those with learning difficulties and/or disabilities is above average. The college has Leading Edge status, which means that its good practice is nationally recognised and is being shared with others. It has achieved Healthy School status, Sportsmark, Career Mark and Investors in People. The headteacher was appointed in September 2007. |
| Key for inspection grades |
| Grade 1 Outstanding Grade 2 Good Grade 3 Satisfactory Grade 4 Inadequate |
| Overall effectiveness of the school |
| This good college has improved substantially since its last inspection. Its development as a specialist sports college has been an excellent driving force in this improvement. As a result, students enjoy college a great deal. Their attendance is excellent and their behaviour and attitudes to their work are positive. Learners’ willingness to adopt healthy lifestyles is outstanding. Through its sports college status, excellent partnerships have been developed within the local community and further afield. Increasing numbers of students are taking advantage of the many opportunities to contribute to the community. For example, a group of Year 11 students have trained as football coaches and referees to support younger pupils in primary schools and those in a partner special school. Through its specialism, the college has developed an excellent range of extra-curricular and enrichment activities. These make a good contribution towards students’ good personal development and well-being. Good leadership and management at all levels have been the other main driving force in the college’s improvement. Senior leaders have successfully shared their vision to raise the achievement of all students. Since her appointment, the headteacher has given very clear direction on how this should move forward, and has very effectively shared this with other leaders in the college. The headteacher has led improvements to the college’s self-evaluation procedures. The success of a range of initiatives has contributed to its good capacity to improve. Self-evaluation has clearly identified strengths and weaknesses and set the college’s agenda for improvement in the development plan. Evaluation has been enhanced by taking into account the views of students on their teaching and learning. Heads of faculties display a growing confidence in their use of data and its analysis. Governance has improved since the last inspection and is now good. Governors are knowledgeable about the college’s work. They have a good understanding of its context within its community and its strengths and weaknesses. This enables them to hold the college’s leadership to account. There has been a substantial improvement in standards since the last inspection. Achievement from Years 7 to 11 is good. Students join the college with levels of attainment that are below average. By the end of Year 11 they attain standards that are broadly in line with national expectations for five or more GCSEs at grades A* to C and five or more grades at A* to G. This represents good progress. GCSE results improved substantially in 2007 and this overall improvement has been maintained in 2008. In 2007, results in Year 9 national tests were below average overall but there was variation across subjects. Results were average in English, below average in mathematics and exceptionally low in science. In 2008 tests, unvalidated results show that, although standards remain below average, there has been an overall improvement in science and in all three subjects at the higher levels. The achievement of students with learning difficulties and/or disabilities is good. Students at an early stage of learning English make good progress. Throughout the school, standards in the school’s specialist subject, physical education, have improved in the last two years. The introduction of a more engaging curriculum has contributed to the improvement. The targets set for all students are at a challenging level to promote good or better progress. Students know their targets. Their progress is rigorously checked, and effective intervention programmes are in place for students who are not on track. Teaching and learning are good overall, and the amount of good and outstanding teaching is increasing. This is contributing to improved standards. There is a calm atmosphere in lessons, built around very positive relationships amongst students and staff. Teachers plan lessons carefully and provide a wide range of activities and resources. Lesson plans take good account of the need to develop literacy skills and motivate boys to achieve. Although most teachers plan to meet the range of abilities within their classes, there is not always a close match between teaching strategies and students’ learning needs. As a result, not all are challenged to achieve their full potential. Good practice seen during the inspection, where activities were well matched and included careful input by the teacher, targeted questions to individuals and a range of well-matched resources. The college’s specialist status has contributed to improvement by supporting the development of strategies used across all subjects to involve students in their learning and through the provision of resources that motivate boys. However, in a few lessons, students spend too long listening to the teacher. This reduces opportunities for students to develop their learning by discussing their work with others or by reflecting on a question together. Most students receive good feedback on their work in a variety of ways and this is helpful to them in reaching their targets. The college is addressing the inconsistencies that remain in the quality of feedback by sharing good practice on assessment. The college is sensitive to the cultural and religious needs of its diverse community. Students value this diversity. They take good advantage of the planned and informal opportunities within the good curriculum to learn about other students’ cultures and backgrounds. This contributes to their good spiritual, moral, social and cultural development. They are tolerant and understand individual rights and responsibilities. They feel confident to challenge racism on the rare occasions that it occurs. The reintroduction last year of a musical show is a good example of the college’s commitment to involve all groups of students in a collaborative project and build a good sense of being part of one community. Good care, guidance and support systems are in place to safeguard students. They say they feel safe in school. They know where to turn to for help if they have problems and value the learning enhancement centre (LEC) for this purpose. The college has established very effective systems to support vulnerable students and those at risk of exclusion. There has been a sharp fall in exclusions as a result. Strategies to monitor attendance and punctuality have been successfully implemented, with significant improvements to both. The life skills programme is taught effectively across all year groups by experienced staff. Almost all students leave to positive destinations from Year 11, well equipped with the academic skills and personal attributes for their future lives. Students at an early stage of learning English receive good support to enable them to settle in the college and learn the language. The recent restructuring of learning support has ensured that all students with learning difficulties and/or disabilities have access to specialist teaching and a personalised curriculum. There was a larger than usual return of questionnaires from parents in response to the inspection. The vast majority are very positive, recognising the good level of care, guidance and support that the college provides. The comment, ‘Crown Hills is a good school and is safe and well led and managed’ is typical of parental expressions of confidence. A small minority of parents feel the college could do more to take the views of students into account. The college has a good number of systems in place that seek the views of students. Students are able to give many examples of initiatives that have been implemented at their suggestion like the recent developments to facilities for prayer. |
| What the school should do to improve further |
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© Crown Hills Community College - 2008