School etc

Bilton School - A Maths and Computing College Closed - academy converter Nov. 30, 2011

see new Bilton School

Bilton School - A Maths and Computing College
Lawford Lane

phone: 01788 *** ***

headed by: Patsy Weighill


school holidays: via Warwickshire council

Secondary — Community School

Education phase
Establishment type
Community School
Establishment #
Close date
Nov. 30, 2011
Reason closed
Academy Converter
OSGB coordinates
Easting: 447968, Northing: 274137
GPS coordinates
Latitude: 52.363, Longitude: -1.297
Accepting pupils
11—16 years old
Ofsted last inspection
April 27, 2010
Region › Const. › Ward
West Midlands › Rugby › Admirals and Cawston
Urban > 10k - less sparse
Admissions policy
Main specialism
Maths and Computing (Operational)
Investor in People
Committed IiP Status
Learning provider ref #

rooms to rent in Rugby

Schools nearby

  1. Bilton School CV227JT (939 pupils)
  2. 0.2 miles Henry Hinde Infant School CV227JQ
  3. 0.2 miles Henry Hinde Infant School CV227JQ (180 pupils)
  4. 0.3 miles Henry Hinde Junior School CV227HN
  5. 0.3 miles Cawston Grange Primary School CV227GU
  6. 0.3 miles Cawston Grange Primary School CV227GU (253 pupils)
  7. 0.3 miles Henry Hinde Junior School CV227HN (260 pupils)
  8. 0.4 miles Bilton Infant School CV227NH (208 pupils)
  9. 0.6 miles Crescent School CV227QH (165 pupils)
  10. 0.8 miles St Oswald's CofE Primary School CV227DJ (225 pupils)
  11. 0.9 miles Bawnmore Community Infant School CV226JS (177 pupils)
  12. 0.9 miles Rugby High School CV227RE
  13. 0.9 miles Rugby High School CV227RE (791 pupils)
  14. 1 mile Bilton CofE Junior School CV226LB (410 pupils)
  15. 1 mile Tyntesfield School CV226DY
  16. 1 mile Brooke School CV226DY (162 pupils)
  17. 1.1 mile Bloxam Middle School CV227AU
  18. 1.1 mile Harris School CV226EA
  19. 1.1 mile St Matthew's Bloxam CofE Primary School CV227AU (252 pupils)
  20. 1.1 mile Harris CofE Academy CV226EA (839 pupils)
  21. 1.2 mile Long Lawford Primary School CV239AL (323 pupils)
  22. 1.2 mile Oakfield Primary School CV226AU
  23. 1.2 mile Oakfield Primary Academy CV226AU (253 pupils)
  24. 1.3 mile St Matthew's CofE First School CV212AU

List of schools in Rugby

September 2010

Page 1

30 November 2011
Ms Patsy Weighill
Bilton School
Lawford Lane
CV22 7JT
Dear Ms Weighill

Ofsted monitoring of Grade 3 schools with additional focus on behaviour:
monitoring inspection of Bilton School - A Maths and Computing College

Thank you for the help which you and your staff gave when I inspected your school
on 29 November 2011 with my colleague Elizabeth Cooper, additional inspector, and
for the information which you provided during this unannounced inspection



also pass on my thanks to the many students and the members of the governing
body that we spoke to during our visit.

Since the previous inspection, a number of the teaching staff has left the school and
there has been a significant restructure of senior and middle leadership
responsibilities. From 1

December, the school will convert to academy status and has

very recently been approved by the Young People’s Learning Agency to offer

franchised post-16 provision from September 2012.
As a result of the inspection on 27 April 2010, the school was asked to address the
most important areas for improvement which are set out in the annex to this letter.
Having considered all the evidence, I am of the opinion that at this time the school
has made good progress in making improvement, good progress in demonstrating a
better capacity for sustained improvement and the effectiveness of the school in
improving students’ behaviour is good.
Attainment is broadly average and has risen since the last inspection, with a
particularly sharp rise in the proportion of students achieving five GCSE
qualifications, including English and mathematics, at grades A* to C. The school’s
own detailed analyses of results indicate that students made good progress in
English, satisfactory progress in mathematics, and particularly strong progress in
physical and religious education. Some in-school variation remains but is reducing as

Serco Inspections
Cedar House
21 William Street
B15 1LH
T 0300 123 1231
Text Phone: 0161 6188524
reveal email: enqu…
Direct T 0121 683 3888

September 2010

Page 2

a result of an increase in the quality of teaching and more effective leadership of
curriculum areas.
The quality of learning observed during the inspection matched the school’s own
well-moderated evaluations. Much good teaching and learning were observed, with
some that was satisfactory. Students demonstrated positive attitudes and good
engagement in learning activities. For example, in a Year 7 English lesson, students

quickly settled to effective discussion on the challenging topic of Shakespeare’s use

of figurative language. Students appreciate the improved quality of teaching and
explained that most lessons now include a range of activities, many of which require
them to work together. Across curriculum areas, teachers use resources well to
make learning interesting. Good use of visual sources in history helped students to
understand the impact of the Home Front during the Second World War. Judicious
use of resources in a science lesson supported students in their ability to make links

with the periodic table, and a range of different graphical models enabled students’

learning to be developed in mathematics. Many teachers used graduated learning
objectives well to shape lessons and enable students of different levels of ability to
make, and reflect on, progress. In the strongest lessons, good quality questioning

was used to extend students’ understanding and allow teachers to assess progress.

There were strong examples of marking that gave very subject-specific targets for
improvement but this was not consistent across all subjects. When teaching was less
successful, the pace of learning was slower because the teacher dominated the
lesson and activities were not well matched to students’ abilities.
At the time of the previous inspection, the headteacher and one of the deputy
headteachers had been in post for three weeks. Since then there has been an
increased and sustained strategic leadership of the school. Significant changes have
been made to the structure of middle and senior leadership which have resulted in a
much sharper focus on improving the quality of teaching and other aspects of
provision. The increased effectiveness of leadership at all levels, including a robust
performance management process, means that students’ outcomes have improved.
Analysis of achievement is exceptionally detailed and focused clearly on different
groups to identify underachievement. The impact of this is seen in the narrowing of
gaps between the attainment and progress of different groups in the school, as
evidenced in the 2011 results. Middle leaders are held to account well for the
standards in their areas and those spoken to during the inspection commented very
positively about this and the way in which they are contributing to whole-school
improvement. Structured programmes of quality assurance and effective professional
development involve all leaders and have led to greater consistency and more secure
self-evaluation. For example, the quality of teaching is judged on what is seen
during lesson observations but also then linked to the impact of that teaching on

students’ learning over time. A well-established coaching programme means that

teachers with different levels of experience and expertise work together to improve
their practice. Senior leaders have created bespoke packages of support to move
teaching from satisfactory to good and then to outstanding. Inadequate teaching has

September 2010

Page 3

been eradicated. All of these factors support the good progress the school is making
in demonstrating a better capacity for sustained improvement.
The behaviour of students in lessons observed during the visit was good. They
worked well in paired and group situations and responded quickly to their teachers’
high expectations. Behaviour in the eating areas was orderly and there was minimal
litter around the site. Students said that behaviour in lessons and around the site

was now more orderly and that there were no ‘no-go’ areas. The school’s approach

to encouraging students to be self-managing at all times is having an increasingly
good impact. Students understand the rewards and sanctions policy, and are pleased
about the increased consistency with which teachers implement this. The behaviour
management systems are embedded well into the day-to-day working of the school.
These have had a positive impact on helping those students whose behaviour is
challenging to manage their attitudes and on reducing the number of fixed-term
exclusions. There is a structured and increasingly effective approach to re-
integrating those students who have been excluded. Support staff, including
lunchtime supervisors, feel well-supported by senior leaders and also commented on
the more positive school environment. The school’s own surveys of parents and
carers indicate that they are happier with the standard of behaviour and the extent
to which their children feel safe.

The school’s specialisms are not, in the view of the headteacher, having a significant
impact on students’ achievement. This is currently under review.

External support from a partner school has been highly valued and the good impact
of this is evident in the increasing effectiveness of middle leadership.
I hope that you have found the inspection helpful in promoting improvement in your
school. This letter will be posted on the Ofsted website.
Yours sincerely
James McNeillie

Her Majesty’s Inspector

September 2010

Page 4


The areas for improvement identified during the inspection which took
place in April 2010

  • Accelerate the rate of pupil progress by ensuring that at least 65% of teaching
    is good or better, with 10% outstanding, by December 2010, through:
    - embedding and sharing the existing good practice
    - ensuring that learning activities are matched to students’ different abilities
    - providing resources that motivate and enthuse students and actively
    engage them in their learning
    - ensuring that students know how well they are doing, and how to improve,
    through regular high-quality marking and feedback.
  • Build the school’s own leadership capacity by developing leadership at all levels
    - increasing the rigour of whole-school and faculty systems for monitoring
    and evaluating all aspects of the school’s work, including a better
    understanding of the performance of different groups of students, so that
    areas of underperformance are accurately identified and appropriate
    interventions are introduced
    - sharing the good practice of the most effective middle leaders through
    coaching and regular middle leader meetings.

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