pupils
to a narrow ability band and provide too much structure so that
pupils’ recording
of work is restricted to short, factual responses only. Pupils
frequently self-mark factual answers in their booklets and this
provides them with the opportunity to reflect on their own work.
67. The hardworking technicians make a
significant contribution to learning because they set out experiments
in a way that ensures that teachers can proceed seamlessly to
demonstrations or practicals. The use of lOT to support learning
is developing well. Teachers are beginning to make imaginative
use of the newly installed interactive whiteboards, for example,
showing video clips to support learning or using software that
models electrical circuits to demonstrate the answer to a pupil’s
question. They make regular use of computers to record work and
to research on the Internet.
68. The head of department provides very
good leadership and management. His strong, exciting vision for
the department is shared by all staff and he leads by example
in both teaching and administration. Shared responsibilities
and joint decision-making have fostered an excellent team spirit
and all staff feel that their contributions are valued. Departmental
routines and procedures are highly effective and the smooth running
of the department means that teachers can focus on teaching and
learning. Decisions for change are based on evidence, particularly
evidence of pupils’ attainment.
Monitoring and evaluation is thorough and the head of department
knows the strengths and weaknesses of the department well. However,
monitoring does not have a clear and comprehensive structure and
the possibility therefore exists for some less effective aspects
of practice to remain unchallenged. The department is continually
seeking to improve and innovate. It has a positive partnership
with the local education authority and, as a leading department,
is supporting other schools in the area to develop good practice.
Progress since the previous inspection has been very good.
Example of outstanding practice
A highly effective
practical demonstration using a model electricity grid significantly
enlivened the potentially dry and theoretical topic of the
use of transformers in the National Grid. Skilful questioning
drew out predictions and explanations from pupils, allowing
them to work out the key points for themselves. Difficult
concepts were revisited and time-limited activities maintained
the pace of the lesson. Pupils’ tasks were matched
to their ability and individual support was provided by the
teacher in a sensitive manner. All pupils made excellent
progress. |
INFORMATION AND COMMUNICATION
TECHNOLOGY
Provision in information and communication
technology (lCT) is
very good.
Main strengths and weaknesses
-
A strong
team teaches and supports lCT in the school.
-
Pupils’ independent
learning and study skills are well developed.
-
Pupils use lOT responsibly.
-
The school is well
resourced for lCT
-
The progress of some
Year 10 and 11 pupils in lCT is not reported to parents.
Commentary
69. Standards of attainment in
ICT of students when they join the school are variable, but in
general are in line with the national average. Work seen during
the inspection confirms that pupils reach above average standards
by the end of Year 9 and Year 11. In 2004 the results of teacher
assessments in Year 9 were above average, which represents good
achievement. Students following the GNVQ in lOT in Years 10 and
11 achieve very well. Overall resufts in this course in 2004 were
well above average, with the majority of students gaining an A*
to C grade. The overall picture in all years is of improvement
year on year.
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