Commentary
87. Pupils of all abilities achieve very
well in Years 10 and 11. GCSE results in 2004 were well above
average compared with the national average. An unusually large
number of pupils achieved A* and A grades. Results in resistant
materials were particularly high. Food technology results were
lower than in other aspects of the subject. However, they have
improved consistently for the last three years and were above
the national average in 2004. The most able pupils are identified
at the beginning of Year 9 and given the opportunity to enter
the examination in Year 10. These pupils achieve exceptionally
high results every year. In 2004, all of them achieved A*, A
or B grades. Pupils’ coursework
is very thoroughly completed and their practical work is of a high
standard. Careful research and evaluation underpins all their work.
88. In Years 7 to 9 pupils achieve well, regardless of ability.
The 2004 teacher assessments of pupils in Year 9 indicate that
attainment is below the national average. However, work seen during
the inspection indicates that standards are, in fact, above average.
Lower attainers receive extra help and higher attainers are given
extension activities. Practical skills are well developed in all
aspects of pupils work except textiles, where the lack of a specialist
teaching room and limited resources restrict the level of attainment.
Pupils regularly use lOT to enhance their work and competently
use two and three-dimensional design packages. They use the design
process consistently, develop good research and evaluation skills,
and show a pride in the quality of finish of their practical work.
89. Teaching is good in Years 7 to 9, and very good overall.
Pupils benefit from very hard-working teachers who are happy to
provide support before and after school and at lunchtime in order
to achieve the highest possible standards. Teachers plan lessons
thoroughly and have high expectations. Activities are interesting
and pupils enjoy them. Practical skills are taught competently.
Teacher/pupil relationships are very good. A very thorough understanding
of examination requirements enables teachers to provide individuals
with high quality advice, which results in high standards. A new
assessment system has been introduced this year for the younger
pupils. It is detailed and useful, but as yet, not all teachers
are using it consistently and so its impact is not as great as
it could be.
90. The head of department provides very good leadership and
management. He is enthusiastic, willing to try new ideas and has
a clear vision of the future development of the subject. He has
overcome serious recruitment difficulties and has successfully
built a committed and enthusiastic department. He analyses data
carefully and uses the findings to improve results.
91. Improvement since the previous inspection has been good.
Standards are higher, teaching is better and there is now a greater
consistency of approach across the faculty. Accommodation and resources
have been significantly improved, although one food technology
room remains in need of updating and refurbishment.
VISUAL AND PERFORMING ARTS
Art and design
Provision in art and design is good.
Main strengths and weaknesses
• Specialist teachers use their knowledge
well to plan and manage lessons.
• Pupils achieve well and standards
are above average.
• Some tasks provide insufficient
scope for independent and expressive work at the highest levels.
• Positive relationships support
good learning and achievement.
• Pupils have insufficient opportunities
to use lOT to develop their work.
• Leadership and management are good
|