phone: 01609 772888
associate headteacher: Mr Chris Byrne
947 pupils capacity: 66% full
330 boys 53%
295 girls 47%
Last updated: June 20, 2014
Secondary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 436854, Northing: 494682
- GPS coordinates
- Latitude: 54.346, Longitude: -1.4346
- Accepting pupils
- 11—14 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Nov. 20, 2013
- Region › Const. › Ward
- Yorkshire and the Humber › Richmond (Yorks) › Northallerton North
- Urban > 10k - less sparse
- Admissions policy
- Main specialism
- Technology (Operational)
- Applied Learning second specialism
- Investor in People
- Committed IiP Status
- Free school meals %
- Learning provider ref #
- 0.3 miles Friarage Hospital School DL61JG
- 0.4 miles Hambleton/Richmondshire Pupil Referral Service DL61SZ (14 pupils)
- 0.6 miles Applegarth Primary School DL78QF (265 pupils)
- 0.6 miles Bullamoor Junior School DL61RF
- 0.6 miles Alverton Primary School DL61RB (205 pupils)
- 0.7 miles Mill Hill Community Primary School DL61AE (169 pupils)
- 0.7 miles Northallerton College DL61DD (723 pupils)
- 1.1 mile Broomfield School DL78RG (241 pupils)
- 1.1 mile Sacred Heart RC Primary School DL78UL (76 pupils)
- 1.2 mile Romanby Primary School DL78BL (275 pupils)
- 1.2 mile Brompton Community Primary School DL62RE (173 pupils)
- 2.9 miles The Dales School DL79QW (49 pupils)
- 3 miles Ainderby Steeple Church of England Primary School DL79QR (95 pupils)
- 4.3 miles Thornton-Le-Moor CofE Primary School DL79DW
- 4.3 miles Newby Wiske County Primary School DL79EY
- 4.4 miles South Otterington Church of England Voluntary Controlled Primary School DL79HD (112 pupils)
- 5 miles Leeming RAF Community Primary School DL79NQ (199 pupils)
- 5.2 miles Kirkby Fleetham Church of England Primary School DL70SA (33 pupils)
- 5.5 miles Knayton CofE Primary School YO74AN (99 pupils)
- 5.6 miles Osmotherley Primary School DL63BW (39 pupils)
- 5.7 miles Leeming and Londonderry Community Primary School DL79SG (22 pupils)
- 5.8 miles Aiskew, Leeming Bar Church of England Primary School DL79AU (51 pupils)
- 6.1 miles Great Smeaton Community Primary School DL62EQ
- 6.1 miles Ingleby Arncliffe Church of England Voluntary Aided Primary School DL63NA (28 pupils)
Brompton Road, Northallerton, North Yorkshire, DL6 1ED
|Inspection dates||20–21 November 2013|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Good||2|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| From broadly average starting points when |
Gaps in performance between groups of
Teaching is mainly good and sometimes
they join the school, students achieve well
and reach above average standards by the
end of Year 9.
students have significantly reduced. Students
known to be eligible for support through the
pupil premium make the same good progress
as that of their peers and the gaps between
their performance and that of other students
are already below national levels.
outstanding. Teaching is carefully monitored
to ensure that teachers have high
expectations of their students and use their
subject expertise to plan lessons which
deepen students’ knowledge and
| Students’ behaviour is good in lessons and |
Leadership and management across the whole
around the school. Students show respect to
each other and adults and are polite and
helpful to visitors. Students enjoy learning, say
they feel safe in school and that they have
good support from staff.
school are good. Senior staff lead the school
with strong commitment to drive forward
improvements. The involvement of all staff and
subject leaders is encouraged through a
collaborative team spirit where everyone plays
a part in attempting to make the school the
best it can be. The new governing body has an
accurate picture of the school and asks exactly
the right questions to make sure that senior
leaders and middle leaders are held rigorously
| Not all teaching is consistently good and not |
Students do not always respond well enough
enough teaching is outstanding.
to comments on how to improve their work
so that they can progress more quickly.
| Students are not given enough opportunities to |
work by themselves and in groups to solve
problems and to show they can manage their
Information about this inspection
- Inspectors observed teaching and learning in 34 lessons, taught by 33 teachers. Three lessons
were observed jointly with members of the senior leadership team.
- Inspectors observed an assembly, met with five groups of students, five members of the
Northallerton and Catterick Federation governing body, a representative of the local authority
and a representative of a local pupil referral service. Several meetings were held with pastoral
staff, heads of subjects, the special educational needs co-ordinator, the literacy co-ordinator and
members of the senior leadership team, including the two associate headteachers.
- Inspectors took account of the 64 responses to the on-line questionnaire (Parent View) and of
the 31 responses to the staff questionnaire.
- Inspectors observed the school at work and looked at students’ exercise books, student
attainment and progress data, school development planning, tracking systems and the school’s
self-evaluation of its performance. They also scrutinised a range of school policies and
documentation in relation to safeguarding, child protection, behaviour and attendance. In
addition, they considered minutes of governing body meetings.
|Geraldine Hutchinson, Lead inspector||Additional Inspector|
|Jim Kidd||Additional Inspector|
|Steven Beverley||Additional Inspector|
|John Townsley||Additional Inspector|
Information about this school
- Allertonshire School is part of the Northallerton and Catterick Federation consisting of Risedale
Sports and Community College and Northallerton College. All schools share the same executive
headteacher and governing body. Each school has its own associate headteacher. In the case of
this school there are two co-associate headteachers. The school joined the Federation on 1
- The school is a smaller than average secondary school that caters for students in Years 7 to 9.
- The proportion of students known to be eligible for the pupil premium (additional funding to
support students known to be eligible for free school meals, children who are looked after and
the children from service families) is below average.
- The proportion of students supported at school action is below average. The proportion
supported at school action plus or with a statement of special educational needs is also below
that usually found.
- The proportion of students for whom English is not a first Language is below average, as is the
proportion of students from minority ethnic heritages.
- The school is located on two sites which are joined by a bridge and walkway across a main road.
What does the school need to do to improve further?
- Continue to improve the quality of teaching and learning so that all is at least good and more is
- reducing the amount of teacher-talk in lessons
- ensuring that work and activities in lessons meet the needs, abilities and interests of all groups
even more closely
- giving students more opportunities to find things out for themselves and to be responsible for
their own learning
- using homework in a more focused way to extend learning in the classroom
- improving systems to ensure that pupils respond more consistently to the marking and
feedback that they receive.
|The achievement of pupils||is good|
- Students join Year 7 with skills that are generally typical for their age and leave in Year 9 with
standards that are above average. All groups of students, including those known to be eligible
for support through the pupil premium, make good progress in English and mathematics.
- Students’ work in books and files and displays around the school confirm that they make good
progress between Year 7 when they join the school and Year 9, when they leave. The rates of
progress have increased steadily over the last three years and especially for the most-able
students, boys and those known to be eligible for support through the pupil premium.
- Current data show that attainment in English is still a little behind that in mathematics. However,
the rate of progress in English has shown the greatest acceleration and standards are rising
- The school has introduced a number of effective systems to monitor teaching quality and to
track students’ progress on an individual basis at four assessment points during each year. This
has had a positive impact on raising attainment and accelerating progress in every subject and
for each student. This means that, if the rate of progress slows for any reason, the school finds
out quickly and takes immediate action to put in extra support so that students catch up quickly.
- Additionally, this process allows the school to set more ambitious targets so that students make
faster progress as they further develop their skills and understanding. This is especially the case
for the most-able students who, over the last three years have made a 32 per cent increase in
progress levels achieved.
- The school Year 7 catch-up programme where students are taught in smaller groups and the
accelerated reading scheme make sure that students quickly adapt to work in a secondary
school. This helps them to settle quickly so that they learn, extend their skills and make more
rapid progress in lessons. As a result, students’ literacy and numeracy skills have become more
assured and the progress that students make has gathered pace. In addition, their progress is
further enhanced by teachers in every subject who focus effectively on developing literacy skills.
Teachers of science and design and technology have noticed that levels of progress have
increased as literacy levels have improved.
- Disabled students and those who have special educational needs benefit from effective support
from teaching assistants and individual teaching so that they make the same good progress as
that of their peers.
- The school uses the pupil premium funding effectively to ensure that support for those pupils
known to be eligible for free school meals is well-targeted. There is also individual support for
students and additional training for teachers. In lessons observed during the inspection, students
supported by the pupil premium made progress that was equal to that of all other students.
- The vast majority of parents who responded to the on-line questionnaire is very satisfied with
the progress their children are making.
|The quality of teaching||is good|
- The quality of teaching over time is good and there are examples of outstanding teaching across
a range of subjects. In three-quarters of lessons observed, for example, teaching was judged to
be good or better. Where teaching was judged to be less than good, it was often because there
was too much teacher-talk, lessons were too teacher-led and did not allow scope for students to
develop their independent learning skills.
- As a result of accurate monitoring and evaluation by subject leaders, teaching quality has
improved as teachers work better together to improve their skills and to share classroom
practice; this helps students to learn more effectively. One example is the ‘Habits of Mind’
scheme integrated into all teaching and every aspect of school life. It encourages students to
learn, for example, how to be persistent, how to ask questions when they do not understand,
how to manage impulsive behaviour and how to listen to others. These opportunities for
students to think about their own learning are emphasised every day in lessons and raise
awareness of what skills are needed to be a good learner.
- Teachers usually set high expectations for students and, where teaching is good, it sets
challenging tasks that require students to make individual decisions and to work independently.
For example, in a design and technology lesson Year 7 students worked individually and used
technical equipment safely to make a circuit board and to test that it worked.
- There are strong and positive relationships between students and the adults who work with
them. Students respond well to opportunities where they are trusted to work alone in a group to
come up with original and creative ideas. This was evident in a music lesson on drumming where
Year 8 students worked collaboratively to create lyrics and a drum beat based on an anti-
bullying theme. Students said that this kind of lesson develops their confidence as they do not
rely on the teacher and try out their ideas to see if they work.
- Where teaching is good and better teachers plan carefully to make sure that lessons are well-
resourced and keep students involved in active learning. In these lessons the pace is brisk and
students have the chance to complete several tasks. For example, in a science lesson Year 9
students considered the impact of smoking on respiration and health through group research,
made a leaflet of key facts and a poster to explain the effects of smoking on the body.
- The majority of teachers gives students good feedback on their learning during lessons so that
they can improve the standard of their work. This was the case in a physical education lesson
where Year 7 students practised gymnastic moves and through teacher feedback and use of a
video, refined their skills and improved their technique.
- Feedback and marking in books is generally helpful and tells students what to do next to
improve. There are, however, fewer examples where students are required to respond to
feedback and to make the improvements needed.
- Homework is set and completed regularly. However the focus of homework tasks and how these
deepen understanding and reinforce learning in the classroom is not always clear enough.
- Students are keen to learn and there is a good work atmosphere in classrooms. Mutual respect
abounds. Students persevere in their work to make improvements and ask questions when they
need help. The use of word boards in English and other subjects helps students to learn subject-
specific terminology and improve their spelling and literacy skills.
- The best teaching encourages students to help each other. For example, in an English lesson
students used a ‘shoulder partner’ sitting next to them to talk through an idea and they also had
opportunities to work out how well their peers were doing. Students said this develops social
skills and encourages them to support others.
- A strength of the school is the harmonious and positive learning environment created in the
majority of lessons.
- Most of the parents who responded to the on-line questionnaire agreed that their children are
|The behaviour and safety of pupils||are good|
- Students enjoy school and show a positive attitude to learning across all subjects and at after-
school activities and clubs. A large majority of students participates in musical, dramatic and
sporting activities and these events are celebrated throughout the school and with the local
community. Students are proud of their school and this is reflected in their attendance which is
- Students’ behaviour is good in and around school. They show self-discipline when moving round
the school, walking sensibly from one site to the other across the bridge and moving through
narrow corridors at lesson change-over with good regard for others’ comfort and safety. They
are polite and respectful to each other, to the adults who work with them and to visitors.
- Students say that they feel safe in the school and know who to talk to when they have a
problem. They appreciate their heads of house and form tutors for the support they provide.
Often, the first person students speak to when they need help is one of the student listeners
who have been trained to help others with a problem. The vast majority of parents who
responded to the on-line questionnaire agreed that their children feel safe at school.
- Students say that bullying does happen but that it is usually verbal and is dealt with quickly by
the school. A positive response by the school and students to bring this topic out into the open
was evident in the anti-bullying week. The theme was effectively reinforced through lessons and
assemblies. The anti-bullying theme, including through social media sites, was discussed and
explored by students during the two days of the inspection. Students show a keen awareness of
how prejudice-based bullying is hurtful and wrong.
- The school encourages students to take responsibility and develop their leadership roles. The
student voice representatives for each subject regularly meet to discuss ideas for improvement
to present to their teachers. For example, students have suggested a music questionnaire and
expanded the inclusion of more students in sporting activities.
- The promotion of students’ spiritual, moral, social and cultural development is a strength of the
school. There is a wide range of well-attended extra-curricular activities and visits. Students
show a good awareness of other cultures and are articulate in relevant debates and discussions,
for example when they talk about the use of samba and drumming in Africa and South America.
Displays around the school also celebrate other cultures and cultural activities. Students show
respect and appreciation of others’ talents and readily perform in music and drama activities.
The school prepares students well for life in a multi-cultural society.
- Provision and support for students whose circumstances may make them vulnerable and for
those disabled students or those who have special educational needs are good. The high-quality
work of teaching assistants promotes these students’ personal and academic progress. As a
result, they are integrated effectively in lessons and learn well alongside their peers.
|The leadership and management||are good|
- The two associate headteachers work effectively together to lead the school and the staff. Their
methodical and diligent team approach to establishing strategies for improvement continues to
work well, sets an example throughout the school and ensures that staff at all levels are actively
involved in driving the school forward. A major strength of the leadership is its willingness to
allow others to take responsibility and thus fulfil the school’s mission, ‘Learning and Achieving
- Subject leaders are held effectively to account for their areas for improving the quality of
teaching, raising attainment and progress and monitoring and supporting their staff. These
middle leaders meet together on a fortnightly basis to evaluate progress and to deliver or
receive training. They also inform governors of performance in their subject areas. Middle
leaders value their active involvement in school improvement and speak highly of the
professional training they receive. They particularly value the coaching they receive to improve
their classroom practice.
- Senior leaders know their school well, assess its performance accurately and have identified
appropriate strengths and areas for improvement.
- Teaching, for example, is monitored more robustly than at the time of the previous inspection
and leaders have an accurate view of the quality of classroom practice across the school.
Targets for improvement are challenging, training activities focus on improving achievement and
students’ progress has accelerated as a result.
- Performance management arrangements are linked directly to the monitoring of teaching quality
and student achievement. They are in line with the Federation’s policy and practice linking
performance with pay progression.
- The curriculum provides opportunities for students to develop a wide range of personal and
academic skills and talents which are promoted and celebrated across the whole school
- The local authority provides strong support to the school, including at subject level through the
moderation of internal assessments by subject advisors which has ensured the accuracy of
- Safeguarding and child protection policies and practice fully meet current requirements.
- The governance of the school:
The governing body demonstrates a strong commitment and passion for improving the
provision of education in the school. Some governors were also governors of the school before
it joined the Federation so there is a continuity of experience which benefits the school.
Governors have completed appropriate training. Governors show an accurate knowledge of
the strengths of the school and also of the areas for improvement.
The governing body has extremely rigorous systems for holding leaders, including middle
leaders, to account for the standards of progress of students and for quality of teaching.
Governors oversee performance management arrangements and allow salary progression only
when teachers meet the rigorous targets for students’ progress.
The governing body has evolved a committee structure that oversees financial and human
resources functions and decides on how pupil premium funding is used to promote the
progress of students who are eligible for support through this funding. The governing body
scrutinises all school performance data closely and holds leadership to account with rigour.
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes |
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
|Grade 2||Good||A good school is effective in delivering outcomes that provide well |
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it |
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is |
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.
|Unique reference number||121678|
|Local authority||North Yorkshire|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Secondary|
|Age range of pupils||11–14|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||630|
|Appropriate authority||The governing body|
|Headteacher||Chris Byrne/Mike Holmes|
|Date of previous school inspection||30 May 2012|
|Telephone number||01609 772888|
|Fax number||01609 780517|