methods are supporting some pupils
to write at GCSE level in Year 9. Standards are average in work-related
learning where the school is at an early stage in its work to raise
the profile of enterprise and knowledge of the workplace.
Key Stage 4
Standards in GCSE/GNVQ examinatIons at the
end of Year 11 in 2004
|
School results |
National results |
Percentage of
pupils gaining 5 or more A*~C grades |
85 (81) |
52(52) |
Percentage of
pupils gaining 5 or more A*~G grades |
95 (94) |
89 (88) |
Percentage of
pupils gaining 1 or more A*~G grades |
97 (99) |
96. (96) |
Average point
score per pupil (best eight subjects) |
43.9 (42.9) |
34.9 (34.7) |
There were 216 pupils in the year group. The percentages
include the equivalent GCSE grades obtained in GNVQ assessments.
Figures in brackets are for the previous year.
7.
Standards by the end of Year 11 are well above average, and achievement through
Years 10 and 11 is very good. GCSE results in 2004 were well above the national
average, and they have been very high compared to results in similar schools
for the last four years. For several years now the progress that pupils have
made during their five years at Hall Mead School has been amongst the best
in the country.
8.
Standards were particularly high in science. They were well above average in
the majority of other subjects, and were above average in art and design
and religious education. Standards were lower in geography, though still
average nationally. Here the classes included a high proportion of pupils
who were less successful across all of their subjects. Standards seen during
the inspection confirmed overall very good achievement.
9.
The school ensures that pupils are motivated to do their best regardless of
the standards they are reaching. An emphasis on effort means that the great
majority of pupils believe that they can succeed. As a result pupils with
special educational needs are successful in examinations, and in 2004 many
achieved good grades at GCSE. The very good provision available for pupils
in the early stages of learning English as an additional language was seen
in one instance where a careful diagnosis of language skills led to very
good support. This resulted in very good achievement, particularly in the
development of spoken English.
Pupils’ attitudes,
values and other personal qualities
Pupils’ attitudes and personal
development are very good and their behaviour is excellent. Their
attendance is good and punctuality is very good.
Mainstrengths and weaknesses
- Pupils very good attitudes make strong
contributions to the standards they attain and their very
good achievement.
- Pupils are
very polite and behave exceptionally well in all situations.
- Pupils develop extremely good relationships with other pupils and with adults.
- The schools ethos and high expectations are particularly effective in promoting pupils moral and social development.
- Some pupils get more chance to develop their self-awareness and spiritual
understanding than others.
Commentary
10. Pupils arrive at school and
in lessons in very good time because they are committed to the
school. They absorb the schools
very strong work ethic. Pupils willingly apply themselves to
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