Holgate School Sports College
Result of Amalgamation
- Aug. 31, 2012)
Phone:01226 *** ***
Headteacher: Miss J Rothery Ba Ma
823 pupils, Mixed
|Unique Reference Number||106657|
|Inspection dates||3–4 December 2008|
|Reporting inspector||Bernard Campbell HMI|
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|
|Number on roll|
|Appropriate authority||The governing body|
|Chair||Mr John Bostwick|
|Headteacher||Miss J Rothery|
|Date of previous school inspection||12 September 2005|
|School address||Shaw Lane|
|South Yorkshire S70 6EP|
|Telephone number||01226 203720|
|Fax number||01226 201489|
|Inspection dates||3–4 December 2008|
© Crown copyright 2008
The inspection was carried out by one of Her Majesty's Inspectors and three Additional Inspectors.
Holgate School Sports College is a voluntary controlled school with the land owned by a charitable trust but operating as a community local authority school. It is an average size school with a higher than average percentage of boys. The proportion of students eligible for free school meals is broadly average, but the school serves an area of above average social disadvantage. There are fewer than average ethnic minority students. The proportion of students with learning difficulties and/or disabilities is above average. A fully integrated Hearing Impaired Resourced Provision is based within the school. The school has the Sportsmark and Healthy Schools awards.
Overall effectiveness of the school
Holgate School Sports College is a good school with good capacity for further improvement. The school has a strongly inclusive culture that values all students and staff. There is a positive and well ordered climate that supports good learning. Teaching and support staff are hardworking, energetic and proactive which contributes to the good relationships between staff and students.
Achievement is good. The percentage of students who gain five or more GCSE A* to C, including English and mathematics, has improved at faster than the national rate. Sustained work since the previous inspection to improve boys' attainment has resulted in much improved achievement by boys at Key Stage 4. Standards at both key stages are below national average. The 2008, unvalidated Key Stage 3 results show a good improvement in English in comparison with the underperformance in the subject in the previous two years. In 2008, students made satisfactory progress in English, mathematics and science at Key Stage 3.
Students' personal development and well-being are good because of the good care guidance and support provided by the highly committed teaching and support staff. A high proportion of students participate in out of hours learning, many are involved in physical activity and good numbers make a positive contribution to the active school council. Students enjoy lessons and relationships are good. The recent introduction of mixed age tutor groups is generally popular with students of all ages. Support, guidance and vocational aspects of the curriculum prepare students well for the next stage of learning and increasing numbers stay in education, training or move to employment. Attendance is satisfactory overall, but there is a small group who are persistently absent, which restricts their progress.
The school's specialist designation as a sports college, achieved in 2005, makes a strong contribution to students' achievement and personal development and has enhanced the role of the school in the wider community. The partnership with Shaw Lane Sports Club has increased access to facilities and has led to higher than average participation by girls and boys in a broader range of physical, sporting and leadership activities. The effective implementation of the specialism has resulted in the improved motivation of boys and the increased confidence of girls.
Teaching and learning are good. Lessons are well planned with a clear purpose and teachers usually provide a good variety of interesting activities that successfully involve students in thinking and learning. Many teachers communicate their subject knowledge with great enthusiasm and hold well-focused, constructive dialogues with their classes, which the students enjoy. School leaders have provided effective training and development which has improved the quality and consistency of teaching and learning. There is a need to further reduce the minority of teaching that is satisfactory and increase the proportion that is consistently good. The good curriculum at Key Stage 4 has contributed to improved achievement and higher
take up of further education, training and employment. The newly introduced humanities curriculum in Year 7 is well planned and is taught effectively.
Leadership and management are good. The headteacher provides clear direction and is highly visible to staff and students. She has inspired a strong sense of collective endeavour in the school. This has resulted in improved progress and higher standards at Key Stage 4. Teaching and support staff and external partners rightly praise the strong culture of teamwork that has been developed by senior leaders. Middle leaders have taken on greater responsibility for leading improvements in teaching, learning and the curriculum. Members of support staff have also taken on new roles for managing and supporting students. These well led developments have increased the pace and impact of whole-school changes and have improved the quality of provision for students. The impact of actions taken to tackle the areas for improvement identified at the previous inspection, the improved results in 2008 and the strong evidence of improving provision indicate that the school has good capacity to make further improvement.
Achievement and standards
Achievement is good. Students make good progress from the end of Key Stage 2 to their performance in GCSE examinations, as measured by the percentage gaining five or more GCSE grades at A* to C including English and mathematics. Standards at the end of Key Stage 4 have risen steadily since the last inspection, particularly because of the successful work by the school to improve the progress made by boys, especially at Key Stage 4. In 2008, the school gained a significant increase of 8% in the five or more GCSE grades at A* to C including English and mathematics which narrowed the gap between the school results and the national average. The school was also successful in ensuring that all students left the school with at least one pass at GCSE or equivalent. Overall, standards at the end of Key Stage 4 are still below the national average.
Standards at the end of Key Stage 3 were well below average in 2007, but improved significantly in 2008 due to effective action taken by the school. This led to a good improvement in English results which had been low for two years. In 2008 the expected proportions of students gained Level 5+ in the unvalidated national Key Stage 3 test results in English, mathematics and science.
Students were observed to be making good progress in most lessons, although there are a few occasions when poor behaviour or lack of engagement hampers their progress. Hearing impaired students are well supported and make good progress. Although students with learning difficulties and/or disabilities make satisfactory progress overall, the school has identified some who do not and has put measures in place to monitor and support these students more closely.
Personal development and well-being
The majority of students form good relationships, have good attitudes to learning and work effectively with each other. Most students enjoy school, and feel safe and well supported in school. Parental questionnaires generally endorse this view. Students' moral and social development is good and their cultural and spiritual development is satisfactory. Many students take advantage of the many sporting, physical and team opportunities to improve their physical and emotional health and are increasingly adopting healthier lifestyles, including a healthier approach to eating. Attendance is satisfactory overall, but there are some students who are persistently absent, which restricts their achievement. The great majority of students behave well, but there is a small core of students whose behaviour is unacceptable at times. The school's new approach of internal exclusion and personalised learning programmes has reduced the number of fixed term exclusions and is helping students to improve their behaviour. Students speak highly of the support they receive from these new initiatives. Most students play a full and active part in the life of the school and this aspect has improved significantly since the last inspection. They have many opportunities to take responsibility and these have increased with the development of the new tutor group system. The school responds well to issues raised by the student leadership team and the active school council, who have contributed to the development of behaviour strategies and the new tutor group arrangements. Students are equipped with appropriate skills essential to their future working lives. When they leave school, students make informed choices and increasing numbers stay in employment, education and training.
Quality of provision
Teaching and learning
Teaching and learning are good. Most teachers communicate with students enthusiastically about their subject which leads to good learning across the school. Planning is generally well structured and lessons begin with clear and interesting introductions that provide clear objectives and set the scene for the main activity. Tasks are varied and well sequenced and usually lead to enthusiastic participation by students. The best teachers and support staff use data well to make sure activities match the range of abilities. Effective training has successfully encouraged teachers to involve students in making choices in their learning and to work independently. Good classroom management, good relationships and effective use of learning support staff usually enable students to enjoy lessons and learn well. On occasions, teachers' desire to achieve the lesson objectives leads to missed opportunities to follow ideas raised by students. In a few lessons, teachers do not cater sufficiently for the needs of the most and least able.
Curriculum and other activities
The good curriculum enables most students to achieve well by the time they leave school. In Key Stage 4, the strong focus on GCSE English and mathematics together with early GCSE entry and use of alternative syllabuses benefit students' results. The programme of vocational and more traditional courses meets students' aspirations, and some gain from learning opportunities provided off-site. A small minority who struggle to engage with learning are motivated by part-time work experience, together with school based courses suited to their needs. Older students appreciate the help, for instance, with coursework that is often provided by staff outside normal school hours. In Year 10, students spend three weeks on work experience, which is longer than average, but the additional benefits have not been thoroughly evaluated. Innovative changes have been made to the curriculum in Year 7 since September. Several subjects linked to humanities are taught in a combined way and connections with personal learning and thinking skills are well made. Staff and students speak highly of this new development and some good lessons were observed. Large numbers of students participate enthusiastically in a wide range of good quality sporting and other extra-curricular activities.
Care, guidance and support
Students receive good care, guidance and support. The new arrangements for students' progress managers to support achievement have effectively linked pastoral support with academic guidance. Students speak highly of the opportunities created by the new house system. The collection of data about students' progress is regular and frequent and has led to a coherent approach to assessment, involving both teaching and support staff. The close match between the school's predicted and actual GCSE results in 2008 is evidence of the accuracy of the school's judgements. Teachers, support staff and managers generally use the data well to identify those at risk of underachieving and to take effective action. The recently developed inclusion team provides a well coordinated approach for students with additional needs. Individual learning plans for those with learning difficulties and/or disabilities have been made more specific which has improved the targeting of support. There is good care and support for students in the Hearing Impaired Resourced Provision. Strategies to improve attendance are effective with most students. However, the school has recognised that more effective support and challenge is needed for individuals and their families in cases where students are persistently absent. Outside agencies are used effectively to support vulnerable students and those with learning difficulties. Links with primary schools and the introduction of the new tutor system enable Year 7 students to settle in well. The school monitors child protection procedures thoroughly to ensure the safety of all of students. Procedures for safeguarding meet current government requirements.
Leadership and management
Leadership and management are good. The headteacher provides strong leadership and clear direction which have resulted in improved progress and higher standards at Key Stage 4. Good progress has been made in tackling the areas for improvement identified in the previous inspection. In particular, the school has successfully improved the attainment and progress of boys who met their challenging targets at Key Stage 4 in 2008. Effective action has been taken to remedy students' underperformance in English at Key Stage 3. However, further work is needed to raise standards and improve progress at Key Stage 3. The headteacher and her senior team have established a culture of positive teamwork among teaching and support staff which has improved the quality of care, guidance and support for students and makes effective use of staffing resources. For example, members of support staff play an important role in managing the well ordered movement around the school, and provide good support for individual students with learning difficulties and/or disabilities. Middle managers are a keen and energetic group of professionals who contribute to the positive ethos of the school and to the pace of school improvement. With good support from senior leaders, middle managers have played a strong role in developing the new curriculum in Key Stage 3, improving assessment, introducing a new vertical tutor group system, developing the role of support staff and extending the partnership work of the sports college.
The school's self-evaluation of the quality of teaching and learning and its overall performance is accurate. The school is developing increasingly effective systems to collect data, to analyse plans and to evaluate actions to improve the progress of individuals and groups. The sports specialism makes a significant contribution to community cohesion within the school, through the increased participation in out- of- hours learning and through the range of activity with the local community. The school has a highly committed governing body with a good range of expertise. They take a close interest in school performance and provide good support for school improvements. The governors are contributing effectively to the planning of the new school that will be built to replace the current building.
|Any complaints about the inspection or the report should be made following the procedures set out in the guidance 'Complaining about inspections', which is available from Ofsted's website: ofsted.gov.uk.|
|Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate.||School Overall|
|How effective,efficient and inclusive is the provision of education,integrated care and any extended services in meeting the needs of learners?||2|
|Effective steps have been taken to promote improvement since the last inspection||Yes|
|How well does the school work in partnership with others to promote learners' well-being?||2|
|The capacity to make any necessary improvements||2|
|How well do learners achieve?||2|
|The standards¹ reached by learners||3|
|How well learners make progress, taking account of any significant variations between groups of learners||2|
|How well learners with learning difficulties and/or disabilities make progress||3|
|How good are the overall personal development and well-being of the learners?||2|
|The extent of learners' spiritual, moral, social and cultural development||3|
|The extent to which learners adopt healthy lifestyles||2|
|The extent to which learners adopt safe practices||2|
|The extent to which learners enjoy their education||2|
|The attendance of learners||3|
|The behaviour of learners||3|
|The extent to which learners make a positive contribution to the community||2|
|How well learners develop workplace and other skills that will contribute to their future economic well-being||2|
|How effective are teaching and learning in meeting the full range of learners' needs?||2|
|How well do the curriculum and other activities meet the range of needs and interests of learners?||2|
|How well are learners cared for, guided and supported?||2|
|How effective are leadership and management in raising achievement and supporting all learners?||2|
|How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education||2|
|How effectively leaders and managers use challenging targets to raise standards||2|
|The effectiveness of the school's self-evaluation||2|
|How well equality of opportunity is promoted and discrimination eliminated||3|
|How well does the school contribute to community cohesion?||3|
|How effectively and efficiently resources, including staff, are deployed to achieve value for money||2|
|The extent to which governors and other supervisory boards discharge their responsibilities||2|
|Do procedures for safeguarding learners meet current government requirements?||Yes|
|Does this school require special measures?||No|
|Does this school require a notice to improve?||No|
Inspection of Holgate School Sports College, Barnsley, S70 6EP
Following our visit to your school, I would like to thank you all for your welcome. I particularly want to thank those of you who spoke to members of the inspection team in meetings, around the school and in lessons. You had many good things to say about your school. Inspectors agreed with much of what you said. This is what we found.
Holgate School Sports College is a good school with good capacity for further improvement. The headteacher, teachers and the support staff have created a positive and well ordered school that supports good learning and contains the sometimes challenging behaviour by a few students. Students achieve well and the percentage who gain five+ GCSE A* to C including English and mathematics, has risen faster than that found nationally. The school's work to improve boys' attainment has resulted in them now making better than average progress, especially at Key Stage 4. A small number of students do not make progress because they are persistently absent. The opportunities provided by the sports specialism and Shaw Lane Sports Club have increased participation in physical activity which has motivated boys and promoted the confidence of girls. Most lessons are made interesting because of the teachers' enthusiasm and skill in organising purposeful and enjoyable activities. We would like all lessons to be of the same high quality.
These are the improvements we have asked the headteacher and governors to make.
Best wishes for the future.