writing accurately and at good length. In German pupils of below average ability and with special needs achieve very well in their oral work.

51. The percentage of pupils gaining A*~C grades in the last two years is well above average. Results are particularly good in German. The number of pupils gaining the higher A grades in both French and German is, however, lower than nationally. A reason for this has been the policy of entering pupils for the lower rather than the higher levels of the GOSE. This policy is now under review. There are no significant differences between the results of boys and girls.

52. In lessons seen and work analysed during the inspection standards in Years 10 and 11 are above average in French and well above average in German, and achievement is good across the two years. In German, pupils achieve very well in speaking the language in short dialogues and in their written composition. A small group of pupils in Year 10 who obtained GCSE in the language the previous year begin to study for A/S level Spanish. They achieve well but their progress is not as good as in Years 8 and 9. This is partly a result of work which is sometimes hard for them to understand and they need more support.

53. The quality of teaching is generally good and pupils learn well, There are some weaknesses in French but there are examples of excellent and very good lessons in German and Spanish. Lessons are carefully planned. Skilful guidance and support result in pupils learning to speak and write confidently. There is regular use of new technology such as electronic whiteboards. These are used very effectively in German, for example, where they motivate lower attaining pupils to contribute and play an active role throughout the lesson. Marking and assessment are thorough and detailed. In contrast the range of activities in some other French lessons is unimaginative. There is over reliance on translation, reading and writing, and the use of English. Even in these lessons, however, pupils’ behaviour is good although they are passive learners.

54. Leadership and management are very good. The head of department has been in post for a relatively short period of time. Rapid progress has been made in developing work in Spanish, using ICT to support learning and extending the range of school visits. A very positive development this year has been staff from the school teaching French and German in local primary schools. However, there is still some inconsistency in teaching approaches across the department and the teaching of French is less effective than that of the other languages. Good progress has been made since the previous inspection and there is clear capacity for further development.

MATHEMATICS

Provision in mathematics is very good.

Main strengths and weaknesses

• Pupils make very good progress and GCSE results are well above average.
  
• Pupils have a very good attitude to their work.
  
• Pupils’ behaviour in lessons is very good.
  
• Teaching is very good in Years 10 and 11.
  
• The department uses assessment very well to help pupils achieve.
  
• There is strong leadership and management from the head of department.
  
• There is a very good match of teachers to the curriculum.
  
• Some aspects of lOT are insufficiently used.

Commentary

55. At the end of Year 9 in 2003, test results were well above average nationally and in line with similar schools. In 2004 these results improved further. Pupils achieve very well overall, including those with special educational needs. Pupils in the current Year 9 entered the school with average standards, and are now working at above average standards.