marking which merely acknowledges that work has been completed. This is checked quickly and economically. Instead, selected pieces of work are marked in detail, with close reference to very clear criteria. Pupils are then asked to follow this up with another assessed piece, relying on similar skills and concepts. This too is marked in detail, and comments are made to show whether there has been sufficient improvement in target areas.

21. Marking is very effective in all subjects in Years 10 and 11, where there is frequent and very well informed reference to GCSE grades. In Years 7 to 9 there is less consistency, and though the practice is good overall there is scope for further improvement in some subjects where there is not close enough reference to what pupils need to do to attain higher levels in the national curriculum.

22. Assessment from lesson to lesson is good though the school has rightly identified a need to improve the quality of questioning in lessons. In Years 7 to 9 particularly there is scope to use questioning more effectively to establish how much pupils have understood during each lesson, so that plans for the next lesson can be adjusted. The achievement of pupils who have special educational needs is assessed very effectively, though it is not yet monitored frequently enough to identify the small steps of progress that some pupils make.

The curriculum

The curriculum provision for pupils aged 11 to 16 is very good. There is very good provision of extra-curricular activities. Staffing, resources and accommodation are good overall.

Main strengths and weaknesses

• The curriculum is reviewed regularly and meets the needs of pupils very well.
  
• There is very good extra-curricular provision which promotes sport, the arts and other interests.
  
• Staff are highly committed to maintaining an inclusive curriculum for pupils who have special educational needs or disabilities.
  
• There is a very good match of teaching staff to the needs of the curriculum.

Commentary

23. The curriculum offers a very good range of relevant options for pupils and meets the needs of all pupils very well so that their achievement is very good. It is reviewed and updated regularly in response to the needs of the pupils and in the light of new developments. A very good range of curriculum options is available for pupils aged 14 to 16 years. Many pupils take GCSE examinations early and then study new subjects, which enhances their learning. The curriculum is highly inclusive and provides very well for all pupils including those with special educational needs and disabilities, Well-planned additional support ensures that pupils have the literacy skills that they need across the curriculum. Examinations in Year 11 are chosen carefully to ensure that all pupils with special educational needs can leave school with an appropriate qualification. Detailed curriculum information is sent to parents, which allows them to understand exactly what their children are being taught.

24. Arrangements for the teaching of literacy and numerical skills across the curriculum are good and for lOT they are very good. Personal, social and health education is well planned and forms part of an integrated teaching programme which includes citizenship. This combined programme makes a good contribution to pupils’ personal development. Good careers advice is available to pupils as they progress through the school.

25. The range of extra-curricular activities is very good, especially in sport, music and drama where participation rates are very high. Most subjects run clubs and give very good support for learning outside of the school day. Many activities and events are organised through the house system, which gives pupils a sense of belonging and makes a very valuable contribution to the positive atmosphere and ethos which pervades the school.