Holgate School Sports College Closed - result of amalgamation Aug. 31, 2012
phone: 01226 *** ***
headteacher: Miss J Rothery Ba Ma
Secondary — Voluntary Controlled School
- Education phase
- Establishment type
- Voluntary Controlled School
- Establishment #
- Close date
- Aug. 31, 2012
- Reason closed
- Result of Amalgamation
- OSGB coordinates
- Easting: 433581, Northing: 406087
- GPS coordinates
- Latitude: 53.55, Longitude: -1.4946
- Accepting pupils
- 11—16 years old
- Ofsted last inspection
- Nov. 10, 2011
- Region › Const. › Ward
- Yorkshire and the Humber › Barnsley Central › Kingstone
- Urban > 10k - less sparse
- Admissions policy
- Main specialism
- Sports (Operational)
- SEN priorities
- HI - Hearing Impairment
- Investor in People
- Committed IiP Status
- Learning provider ref #
- 0.1 miles Shawlands Primary School S706JL (279 pupils)
- 0.1 miles Joseph Locke Primary School S706JL (430 pupils)
- 0.1 miles Holy Rood Catholic Primary School S706JL (245 pupils)
- 0.3 miles St Mary's Church of England Voluntary Aided Primary School, Barnsley S752DF
- 0.3 miles St Mary's Church of England Primary School, Barnsley S752DF (223 pupils)
- 0.4 miles Keir Street Junior School S702PA
- 0.4 miles Horizon Community College S706PD (2035 pupils)
- 0.5 miles St Matthew's Infant School S752AW
- 0.5 miles The Kingstone School S706RB
- 0.5 miles Hope House School, Barnsley S701AP (78 pupils)
- 0.5 miles Rockley Mount School S706RG
- 0.5 miles Agnes Road Infant School S701NJ
- 0.5 miles Barnsley College S702YW
- 0.5 miles Summer Lane Primary School S752BB (325 pupils)
- 0.6 miles Barnsley Additional Support for Education S701LL
- 0.6 miles Greenacre School S706RG (273 pupils)
- 0.8 miles The Sixth Form College S751DS
- 0.9 miles Pipers Grove Primary School S711AR
- 0.9 miles Queens Road Academy S711AR (211 pupils)
- 1 mile Doncaster Road Primary School S701TS (263 pupils)
- 1 mile Wilthorpe Infant School S751AQ
- 1 mile Worsbrough Common Primary School S704EB (259 pupils)
- 1 mile Gawber Primary School S752RJ (214 pupils)
- 1 mile Worsborough Common Junior School S704EB
Holgate School Sports College
|Inspection date(s)||10–11 November 2011|
|Unique Reference Number||106657|
|Inspect ion number||377443|
|Inspect ion dates||10–11 November 2011|
|Report ing inspector||Joan McKenna|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Secondary|
|School category||Voluntary controlled|
|Age range of pupils||11–16|
|Gender of pupils||Mixed|
|Nu mber of pupils on the school roll||825|
|Appropriate authority||The governing body|
|Headteacher||Paul Haynes (Acting)|
|Date of prev ious school inspection||3 December 2008|
|School address||Shaw Lane|
|Telephone number||01226 203720|
|Fax number||01226 201489|
This inspection was carried out by five additional inspectors. Twenty six lessons were
observed taught by 26 staff, shorter visits to classrooms were made and
observations of other school activities took place. Meetings were held with the acting
headteacher, senior and middle leaders, the Chair and vice-chair of the Governing
Body, a local authority representative and groups of students. Inspectors scrutinised
documents including information about students’ learning and progress, policies,
action plans, monitoring information, arrangements for safeguarding students and
attendance data. Responses to questionnaires returned by students, staff and 219
parents and carers were analysed.
The inspection team reviewed many aspects of the school's work. It looked in detail
at a number of key areas.
- Whether students’ attainment is high enough and whether the learning,
progress and achievement of all groups of students is at least satisfactory,
especially in mathematics.
- The extent to which the quality of teaching is meeting the needs of all groups
of students equally well.
- Whether pastoral provision and most aspects of students’ personal development
are good, as the school judges.
- Whether leaders at all levels and members of the governing body are ensuring
that the school is improving at a fast enough rate.
Information about the school
This is a slightly below average-sized secondary school. The very large majority of
students are of White British heritage. The proportion of students known to be
eligible for free school meals is above the national average, as is the proportion of
students with special educational needs and/or disabilities. The school is a local
authority Multi Sensory Resourced Provision for students with hearing impairment,
catering for six students. Holgate is a specialist sports college. It holds Sportsmark
accreditation and has Healthy School status.
Holgate is due to close in August 2012 when it will amalgamate with another local
school to form a new school. The headteacher is on secondment from the school.
One of the two deputy headteachers is acting as headteacher until mid-February
when it is planned that the other deputy headteacher will take over responsibility for
running the school. The Chair and Vice-Chair of the Governing Body have taken up
these roles since the previous inspection.
Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory and 4 is inadequate
Please turn to the glossary for a description of the grades and inspection terms
|Overall effectiveness: how good is the school?||4|
|The school's capacity for sustained improvement||3|
In accordance with section 13 (3) of the Education Act 2005, Her Majesty’s Chief
Inspector is of the opinion that this school requires significant improvement because
it is performing significantly less well than in all the circumstances it could reasonably
be expected to perform. The school is therefore given a notice to improve. Significant
improvement is required in relation to students’ attainment and progress and the
quality of teaching.
The school’s effectiveness has declined since its previous inspection, to the point
where students’ attainment at the end of Year 11 is low and their progress
inadequate. An external local authority commissioned review conducted in March
2011 highlighted a range of weaknesses. The school’s leaders have set about
tackling them with determination. While the new policies and procedures are at the
early stages of implementation, some positive impact is already evident across many
areas of school life. Although attainment remains low compared with other schools
nationally, examination results in July 2011 show that students’ attainment improved
slightly on the previous year. Self-evaluation is now more comprehensive and
rigorous. Leaders understand what further improvements are necessary and those
made to date indicate that the school is demonstrating a satisfactory capacity to
Arrangements for pastoral provision have been revised and ensure that all students
receive satisfactory care, guidance and support. Those students who may need extra
support, such as those with hearing impairments, receive additional, well-targeted
and effective attention. Students’ personal outcomes, including their behaviour, are
mainly satisfactory, and, helped by positive relationships with staff, students feel
very safe in school.
The quality of teaching is inadequate. Despite some improvements in recent months
that have increased the amount of satisfactory teaching, there is still some that is
inadequate and not enough that promotes good progress. As a result, students are
not making adequate or consistent progress across the school, including in English
and especially in mathematics. Students are enabled to learn well in some lessons
but teachers do not always use assessment well enough to match work to students’
differing needs and abilities. A common weakness in lessons and in teachers’
marking is that students do not have sufficient guidance on how well they are doing
and what they need to do to improve. Students are not encouraged sufficiently to be
independent and active learners. Changes have been made to the satisfactory
curriculum to help meet students’ needs more fully.
There is a clear commitment to improve the school and the acting headteacher is
leading with a sense of urgency. Much has been done in a short space of time, and
to positive effect in the areas concentrated upon. However, some areas of the
school’s work, such as assessment, have not been given sufficient priority. Some
senior leaders are in acting positions so are new to their roles, and the impact of
middle leaders on students’ outcomes is mixed. Leaders, staff and governors,
however, are working hard to bring about the required change. There is an
awareness of the need to maintain the momentum as the school makes the
transition to form a new school.
What does the school need to do to improve further?
- Raise the attainment of students and improve their achievement, especially in
mathematics and English by:
- ensuring that all leaders and staff understand what constitutes good progress
and that they use this effectively in their practice
- setting appropriately challenging targets for all students and ensuring they
understand how to reach them
- rigorously tracking the progress of students of all ages towards their targets
- ensuring all relevant leaders make comprehensive and accurate analyses of
how individuals and groups of students are progressing.
- Ensure that teaching results in consistently good learning and progress by all
- using assessment information about students’ prior attainment to set work
that is well matched to their different needs and abilities
- providing activities that develop students’ independence, confidence and
capacity to take responsibility for their learning
- ensuring that marking provides students with clear feedback on how well they
are doing and how to improve their work.
- Ensure that leaders at all levels are consistently effective in improving students’
-ensuring that all leaders have the knowledge, skills and understanding to carry
out their responsibilities effectively
-ensuring that the current momentum for change is maintained through the
forthcoming transition to the new school.
|Outcomes for individuals and groups of pupils||4|
Students’ attainment on entry is slightly below average overall and low when they
leave the school, reflecting significant underachievement over time. Although
students’ learning shows some improvement, it is still too variable across subjects.
Some students make good progress, but teaching is not yet consistent or strong
enough to ensure that all students make enough progress from their starting points.
Students’ basic literacy and numeracy skills are not strong enough. Rates of progress
vary across different groups of students. The progress of students with special
educational needs and/or disabilities is similarly variable: those with hearing
impairments generally progress well relative to others. There is, however, evidence
of some narrowing of gaps in students’ learning.
Students have satisfactory attitudes towards their learning. Most follow instructions
in lessons and try to do well. Occasionally, when teaching is more effective, students
show high levels of engagement and application and take pride in their success.
However, in general, students are passive learners. Several factors contribute to this.
Often tasks do not give students the opportunity to be involved actively enough in
their learning. A lack of confidence means that some individuals are reluctant to tell
teachers that they do not understand something. A small minority of students are
content to do the minimum and a very small number engage in low-level disruption
which takes time away from learning, usually when teaching is less effective.
Students say they enjoy school and that they get on well together. Most behave
appropriately around the school and in lessons with just a small proportion who
challenge the school’s expectations of their conduct. This is a significant
improvement on the behaviour seen during the local authority commissioned review
in March, when some poor behaviour was observed in lessons. Students understand
how to keep healthy and participate enthusiastically in the wide range of
opportunities for sport and physical fitness. Some make a contribution to life within
the school and beyond by taking on leadership roles, for instance as school
councillors and sports leaders. Students showed empathy and spiritual awareness
during the Remembrance Day service that took place during the inspection. Their
cultural awareness is a weaker aspect of their spiritual, moral, social and cultural
development. Attendance is rising and is broadly in line with the national average.
Fewer students than previously are persistently absent, but the proportion is still
above that found nationally.
These are the grades for pupils' outcomes
|Pupils' achievement and the extent to which they enjoy their lear ning |
Taking into account:
|The quality of pupils' learning and their progress||4|
|The quality of learning for pupils with special educational needs and/or |
disabilities and their progress
|The extent to which pupils feel safe||2|
|The extent to which pupils adopt healthy lifesty les||3|
|The extent to which pupils contribute to the school and wider community||3|
|The extent to which pupils develop workplace and other skills that will |
contribute to their future economic well-being
Taking into account:
|The extent of pupils' spiritual, moral, social and cultural development||3|
The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average;
and 4 is low
How effective is the provision?
The school’s recent concerted action to improve teaching is evident in lessons. There
are now clearer and more consistently applied expectations of students’ conduct and
behaviour, such as ensuring that mobile phones are not used in class. Teachers plan
activities to promote learning more carefully and are more aware of the need to
ensure that all students make progress. In some lessons teaching is engaging,
activities provide challenge for all and opportunities are created for students to get
actively involved through group or practical work. However, in too many lessons this
is not the case. Teachers are now aware of the range of students’ prior attainment
and are using the newly introduced ‘learning plans’ to engage in dialogue with
students about what constitutes good and outstanding progress. However, this is
often done in a mechanistic and, sometimes, an inaccurate way. Students are often
given identical work despite sometimes having very different target grades. Some
teaching concentrates on students getting the right answer, such as seen in some
mathematics lessons, rather than promoting depth of understanding and equipping
students to retain and recall their learning. Marking does not provide clear and
comprehensive feedback on how well students are doing or how to improve their
work and reach their targets.
Significant changes to the curriculum, designed to offer more flexibility to meet
individuals’ needs and in response to the changing circumstances of the school, have
been made since the previous inspection. The impact of these changes has not been
monitored but external examination results show a slight rise in students’ attainment
and rates of progress. A range of provision is in place for those who find it difficult to
engage in lessons, such as the ‘Vision to Learn’ programme. The school’s sports
specialism has made a significant impact on students’ personal development. A wide
range of extra-curricular activities enrich the curriculum. There is some attention to
the development of literacy skills through other subjects, but less attention is paid to
promoting numeracy across the curriculum.
The school provides a welcoming environment for students. Relationships between
students and staff are positive and students feel able to approach adults with
problems, as shown by comments such as ‘teachers are there for you’, and ‘they
don’t turn you away’. Secure arrangements are in place to support those with special
educational needs and/or disabilities and there is close liaison with external agencies
where necessary. Parents and carers are positive about the support the school gives
to students with special educational needs and/or disabilities. Arrangements to
promote positive behaviour, and for dealing with incidents when it is not, have been
tightened up and are making a difference. However,the analysis of the full impact of
these measures has yet to be undertaken. Efforts to improve attendance and
punctuality have been effective; action to reduce persistent absence is starting to
have a positive impact but the figures remain above average. Students receive
helpful support for transition into the school and on to their next stage after school.
This is demonstrated by the very low numbers of students who are not in education,
employment or training after leaving.
These are the grades for the quality of provision
|The quality of teaching |
Taking into account:
|The use of assessment to support learning||4|
|The extent to which the curriculum meets pupils' needs, including, where |
relevant, through partnerships
|The effectiveness of care, guidance and support||3|
How effective are leadership and management?
The improved focus and deliberations of the leadership team, and the actions taken
since the review in March, are improving the school on a range of fronts. In
particular, improving teaching and learning is now central to the drive to raise
students’ attainment. Training for staff has been provided, expectations clarified,
procedures tightened up and monitoring is more regular. Not all areas have been
subject to the same level of scrutiny. For example, there remain some
inconsistencies as the analysis of assessment data about students’ progress is more
extensive at Key Stage 4 than at Key Stage 3. Middle leaders are held to greater
account and have a better awareness of their role. It is recognised that some require
support to enable them to carry out their responsibilities well. For example, some are
not fully confident in analysing students’ performance data or making evaluative
judgements when monitoring.
Key governors, who are new in post, understand their role and the position of the
school. They understand what questions they need to ask and what evidence they
need to have to be able to answer them. Keeping students safe is taken seriously
and arrangements for vetting staff meet statutory requirements. The school
promotes equal opportunities and does not tolerate discrimination; gender
stereotyping is challenged, for example. Although there are differences in
achievement between different groups, action is being taken to narrow gaps
between them. The school values its relationship with parents and carers and has
undertaken surveys of their views. The school’s sports specialism is prominent in the
partnerships developed with external organisations and is also utilised to good effect
to promote cohesion within the school and local community. There has, however,
been less action to promote community cohesion on a wider front so that
international links are underdeveloped.
These are the grades for the leadership and management
|The effectiveness of leadership and management in embedding ambit ion and |
driv ing improvement
Taking into account:
|The leadership and management of teaching and learning||3|
|The effectiveness of the governing body in challenging and support ing the |
school so that weaknesses are tackled decisively and statutory responsibilities
|The effectiveness of the school's engagement with parents and carers||3|
|The effectiveness of partnerships in promoting learning and well-being||3|
|The effectiveness with which the school promotes equality of opport unity and |
|The effectiveness of safeguarding proce dures||3|
|The effectiveness with which the school promotes community cohesion||3|
|The effectiveness with which the school deploys resources to achieve value for |
Views of parents and carers
Most of the parents and carers who returned questionnaires were positive about the
school, including about students’ behaviour and the extent to which the school helps
students to have a healthy lifestyle. However, a few parents and carers were
negative about these aspects. Inspection evidence indicates that these aspects are
satisfactory. A small number of written and verbal comments were also received.
Positive responses particularly praised provision for students with special educational
needs and/or disabilities. Negative comments centred on students’ progress,
especially in mathematics, and aspects of communication. The inspection team found
that, while the school has some positive features, it is not effective enough overall.
However, it is demonstrating the capacity to improve.
Responses from parents and carers to Ofsted's
Ofsted invited all the registered parents and carers of pupils registered at Holgate School Sports
College to complete a questionnaire about their views of the school.
In the questionnaire, parents and carers were asked to record how strongly they agreed with 13
statements about the school.
The inspection team received 219 completed questionnaires by the end of the on-site inspection. In
total, there are 825 pupils registered at the school.
The table above summarises the responses that parents and carers made to each statement. The
percentages indicate the proportion of parents and carers giving that response out of the total number
of completed questionnaires. Where one or more parents and carers chose not to answer a particular
question, the percentages will not add up to 100%.
|My child enjoys school||59||27||148||68||6||3||5||2|
|The school keeps my child |
|The school informs me |
about my child's progress
|My child is making enough |
progress at this school
|The teaching is good at |
|The school helps me to |
support my child's learning
|The school helps my child |
to have a healthy lifestyle
|The school makes sure that |
my child is well prepared
for the future (for example
changing year group,
changing school, and for
children who are finishing
school, entering further or
higher education, or
|The school meets my |
child's particular needs
|The school deals effectively |
|The school takes account |
of my suggestions and
|The school is led and |
|Overall, I am happy with |
my child's experience at
What inspection judgements mean
|Grade 1||Outstanding||These features are highly effective. An outstanding |
school provides exceptionally well for all its pupils'
|Grade 2||Good||These are very positive features of a school. A school |
that is good is serving its pupils well.
|Grade 3||Satisfactory||These features are of reasonable quality. A |
satisfactory school is providing adequately for its
|Grade 4||Inadequate||These features are not of an acceptable standard. An |
inadequate school needs to make significant
improvement in order to meet the needs of its pupils.
Ofsted inspectors will make further visits until it
Overall effectiveness of schools
|Overall effectiveness judgement (percentage of schools)|
|Type of |
|Pupil referral |
New school inspection arrangements were introduced on 1 September 2009. This means that
inspectors now make some additional judgements that were not made previously.
The data in the table above is for the period 1 September 2010 to 08 April 2011 and are consistent
with the latest published official statistics about maintained school inspection outcomes (see
The sample of schools inspected during 2010/11 was not representative of all schools nationally, as
weaker schools are inspected more frequently than good or outstanding schools.
Percentages are rounded and do not always add exactly to 100. Sixth form figures reflect the
judgements made for the overall effectiveness of the sixth form in secondary schools, special schools
and pupil referral units.
Common terminology used by inspectors
|Achievement:||the progress and success of a pupil in their |
learning, development or training.
|Attainment:||the standard of the pupils' work shown by test |
and examination results and in lessons.
|Capacity to improve:||the proven ability of the school to continue |
improving. Inspectors base this judgement on
what the school has accomplished so far and on
the quality of its systems to maintain
|Leadership and management:||the contribution of all the staff with |
responsibilities, not just the headteacher, to
identifying priorities, directing and motivating staff
and running the school.
|Learning:||how well pupils acquire knowledge, develop their |
understanding, learn and practise skills and are
developing their competence as learners.
|Overall effectiveness:||inspectors form a judgement on a school's overall |
effectiveness based on the findings from their
inspection of the school. The following
judgements, in particular, influence what the
overall effectiveness judgement will be.
The school's capacity for sustained
Outcomes for individuals and groups of
The quality of teaching.
The extent to which the curriculum meets
The effectiveness of care, guidance and
pupils' needs, including, where relevant,
|Progress:||the rate at which pupils are learning in lessons |
and over longer periods of time. It is often
measured by comparing the pupils' attainment at
the end of a key stage with their attainment when
This letter is provided for the school, parents and carers to share with their
children. It describes Ofsted's main findings from the inspection of their
14 November 2011
Inspection of Holgate School Sports College, Barnsley, S70 6EP
Thank you for being so welcoming when my colleagues and I inspected your school
recently. We enjoyed meeting you and talking with you.
Your school has some positive features. Pastoral care is effective, including for those
of you who need extra support. You told us that there are staff you can approach
with any problems. You enjoy the good range of activities provided for you outside of
the classroom, especially those related to sport. Most of you get on with staff and
each other, do what is asked of you in lessons and behave appropriately. School
councillors and sports leaders contribute well to school life.
Overall, however, we judge that your school is not effective enough and so we have
given it a notice to improve. This is because it is not ensuring that you all achieve
well or reach the standards you are capable of, especially in mathematics and
English. Although some teaching is good, not all lessons help you learn well enough
or ensure that you are actively involved in your learning. Information about how you
are progressing is not used well enough to plan work that meets your different needs
or to give you specific feedback on how to improve. We have asked the school to
improve all of these areas.
Your school is going through a period of change. Even though it is not effective
enough, it is starting to improve. The acting headteacher knows what needs to be
done to make the school better for you. He and other leaders and governors are
working hard to bring this about. We have judged that the school does have the
capacity to improve further. We have asked that all leaders play a full part in
improving the school and in keeping up the improvements, especially in your
achievements, during the ongoing period of change.
You can help the leaders and teachers in your school by responding to the
opportunities and guidance they provide for you. I wish you well for the future.