Montgomery High School - A Language College and Full Service School Closed - academy converter March 31, 2012
Headteacher: Mr P Moss
School holidays for Montgomery High School - A Language College and Full Service School via Blackpool council
Secondary — Foundation School
- Education phase
- Establishment type
- Foundation School
- Establishment #
- Close date
- March 31, 2012
- Reason closed
- Academy Converter
- OSGB coordinates
- Easting: 331843, Northing: 440430
- GPS coordinates
- Latitude: 53.856, Longitude: -3.0377
- Accepting pupils
- 11—16 years old
- Ofsted last inspection
- Sept. 29, 2011
- Region › Const. › Ward
- North West › Blackpool North and Cleveleys › Ingthorpe
- Urban > 10k - less sparse
- Admissions policy
- Main specialism
- Language (Operational)
- Investor in People
- Committed IiP Status
- Trust school
- Is supported by a Trust
- Learning provider ref #
- Montgomery High School - A Language College and Full Service School FY20AZ (1429 pupils)
- 0.1 miles St Bernadette's Catholic Primary School FY20AJ (208 pupils)
- 0.1 miles St Bernadette's School FY20AJ
- 0.2 miles Westcliff Primary School FY29BY
- 0.2 miles Westcliff Primary School FY29BY (292 pupils)
- 0.5 miles Bispham Endowed Church of England Primary School FY20HH (440 pupils)
- 0.5 miles Blackpool and the Fylde College FY20HB
- 0.6 miles Kincraig Primary School FY20HN (146 pupils)
- 0.7 miles Moor Park Junior School FY20LY
- 0.7 miles Moor Park Infant School FY20LY
- 0.7 miles Moor Park Primary School FY20LY (426 pupils)
- 0.8 miles Norbreck Primary School FY51PD
- 0.8 miles Norbreck Primary Academy FY51PD (604 pupils)
- 0.9 miles Bispham High School - An Arts College FY20NH (628 pupils)
- 0.9 miles Blackpool Aspire Academy FY20NH
- 1 mile Anchorsholme Primary School FY53RX
- 1 mile Anchorsholme Primary Academy FY53RX (597 pupils)
- 1.2 mile Carleton St Hilda's Church of England Primary School FY67PE (190 pupils)
- 1.3 mile St Teresa's Catholic Primary School FY53JW (189 pupils)
- 1.3 mile Langdale Preparatory School FY29RZ
- 1.3 mile Langdale Free School FY29RZ (103 pupils)
- 1.4 mile Carleton Green Community Primary School FY67TF (308 pupils)
- 1.4 mile Unity College Blackpool FY20TS
- 1.4 mile The Blackpool Sixth Form College FY37LR
Ofsted report transcript
Montgomery High School - A Language
College and Full Service School
|Inspection date(s)||29–30 September 2011|
|Unique Reference Number||119735|
|Inspection dates||29–30 September 2011|
|Reporting inspector||Sally Kenyon HMI|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Secondary|
|Age range of pupils||11–16|
|Gender of pupils||Mixed|
|Nu mber of pupils on the school roll||1,450|
|Appropriate authority||The governing body|
|Date of previous school inspection||08 October 2008|
|School address||All Hallows Road|
|Telephone number||01253 356271|
|Fax number||01253 352305|
This inspection was carried out by one of Her Majesty’s inspectors and five additional
inspectors. Inspectors observed 49 staff in 51 lessons. They held meetings with
students, staff, members of the governing body, partners such as the University of
Cumbria, and the local authority. They observed the school's work, and looked at
evidence from 318 parental questionnaires.
The inspection team reviewed many aspects of the school's work. It looked in detail
at a number of key areas.
- The achievement of all students, especially those with special educational
needs and/or disabilities and the more able.
- The quality of teaching, particularly in modern foreign languages and
- The effectiveness of the use of assessment information to support learning to
allow the more able to make good progress.
- The capacity of leaders and managers at all levels to bring about and sustain
Information about the school
Montgomery High School is a much larger than average size secondary school. It is a
specialist language college and extended school. The proportion of students known
to be eligible for free school meals is just below the national average. The proportion
of students from minority ethnic groups is well below the national average. The
proportion of students with special educational needs and/or disabilities is below the
national average. The school became a Trust school in 2008 and appointed a new
headteacher in September 2010. The school holds the International School Award,
the Healthy School status, the Diana Anti-bullying Award. It has most recently gained
the Tribal Award for Excellence and Improvement in English.
|Overall effectiveness: how good is the school?||2|
|The school's capacity for sustained improvement||2|
Montgomery High School is a good school. Many students wear the ‘I love Monty’
badge, indicating the strength of pride in their school. One parent commented:
‘I am very pleased with the progress my child has made since she has started High
School. She feels safe and happy at school. I would recommend Montgomery to
Achievement is good. Since the last inspection the school’s focus on achieving more
A and A* grades at GCSE has seen some clear gains, for example, in English
language, chemistry, biology and physics. However, the school realises that there are
still missed opportunities to challenge thoroughly the most able across all lessons.
Progress has improved at Key Stage 3 with a significant increase in the proportion of
students making two levels progress in English and science, and a steady upward
trend in mathematics.
Teaching has improved since the last inspection due to the concerted efforts of staff
to share good practice through groups such as ‘teaching and learning capacity’
(TLC). A strong focus on developing assessment to support learning means that most
students know the levels they are working at and what are their targets. Some good
examples of peer- and self-assessment were seen, and inspectors observed the
creative use of traffic-light pages in planners to indicate pupils’ levels of
understanding. The best progress is made in lessons where students are able to
work independently with high challenge and a good pace. However, progress slows
when lessons are too teacher-led and student engagement wanes.
Leaders and managers at all levels have a clear understanding of what the school
does well and what still needs to be improved. The commitment of staff to raising
attainment is shown by all staff who responded to the questionnaire, agreeing that
they know what the school is trying to achieve and that they are actively involved in
it. A perceptive ‘single plan’ for the school has already paid dividends in the shape of
improved teaching and learning and a clear identification, analysis and monitoring of
the ‘on call’ system, which has resulted in a reduction of behaviour incidents. While
behaviour is good overall, inspectors saw satisfactory behaviour in a small minority of
lessons. This was due to the level of challenge or support for learning being poorly
matched to students’ needs for the most able and those with special educational
needs and/or disabilities.
Middle and senior leader training courses have had a positive impact and empowered
more staff to increase the depth of monitoring, evaluation and review. Transparent
systems are now in place for whole-school self-evaluation and middle leaders
undertake a range of monitoring activities which are presented to senior leaders at
the monthly ‘School Improvement Board.’ This has resulted in an extended
leadership team taking much more responsibility for holding staff to account for
students' outcomes and showing good capacity for further improvement.
The governing body has undergone many changes since the last inspection and has
responded well to the recommendations in the report. The governing body has a
heartfelt commitment to helping the school achieve its aims and the school intends
to further exploit its expertise through a greater direct involvement in self-evaluation.
What does the school need to do to improve further?
- Further accelerate progress by:
- creating more opportunities for challenging, engaging and independent
learning, particularly for the most able students
- ensuring consistent use of specific learning strategies to support students
with special educational needs and/or disabilities
- involving the governing body more directly in the school’s self-evaluation
|Outcomes for individuals and groups of pupils||2|
Students enter the school with broadly average attainment. They make good
progress from their starting points and leave with above average attainment.
Progress seen in lessons was stronger in the core subjects as a result of the school’s
drive to improving the use of assessment to support learning which has focussed on
these subjects and is now being spread across the school. Students with special
educational needs and/or disabilities make the same good progress as their peers.
Achievement in modern foreign languages remains variable at Key Stage 4 but has
shown steady improvement at Key Stage 3. Some good progress was seen in
lessons; for example, a Year 9 German lesson’s consistent use of the target
language, coupled with clear assessment objectives, meant that all students made
good progress in speaking and listening skills. This year’s results have significantly
improved in French, which sees the highest levels of entry in languages across the
school. The languages department now hosts the ‘hub’ for the local education
authority to allow all local schools to share good teaching practice in these subjects.
Almost all students who responded to the survey reported that they felt safe in
school and would have a number of adults they could turn to if there was a problem.
Many staff are trained to deal with cyber-bullying and the school recently received an
award for its anti-bullying work. The large majority of behaviour seen in lessons is
good or better, as a result of effective behaviour management and use of ‘Monty
Spiritual, moral, social and cultural education is good. Students comment very
positively on the wealth of overseas trips that take place and the links with other
countries. A Montgomery High School student is currently the north Blackpool youth
member of parliament, ensuring that young people’s voices are heard by decision
makers in the area.
Attendance is above average. The school has made significant gains in reducing
persistent absence over the last three years and is monitoring the attendance of
groups closely. A Lead Behaviour and Inclusion Manager has been appointed to
ensure that work in this area continues to have a positive impact and further improve
Students adopt healthy lifestyles well. The school council has introduced an outdoor
seating area alongside the restaurant; however, limited indoor space results in some
students having to wait for long periods of time at break and lunchtime.
Students make good contributions to the school and wider community. Last year
they held a ‘Tangerine Day’ in aid of the stroke association. This not only raised
money but allowed the local community to come into school and have various health
checks, such as a blood pressure test.
These are the grades for pupils' outcomes
|Pupils' achievement and the extent to which they enjoy their learning |
Taking into account:
|The quality of pupils' learning and their progress||2|
|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||2|
|The extent to which pupils contribute to the school and wider community||2|
|The extent to which pupils develop [workplace and other skills]/[skills] that |
will contribute to their future economic well-being
Taking into account:
|The extent of pupils' spiritual, moral, social and cultural development||2|
How effective is the provision?
The quality of teaching overall is good. In the best lessons, students make good or
better progress because objectives are clear and intended outcomes are structured
for students with different levels of ability. This was evident in a Year 9 history class
where students worked independently on an analysis of ‘Who should be king in
1066?’ The lesson was engaging and challenging; good progress was made by all
students as a result of clear learning objectives and peer-assessment linked to tiered
outcomes. In an outstanding science lesson, good pace and a well-planned variety of
engaging activities meant that all students made accelerated progress. The teacher
The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average;
and 4 is low
used a more stretching set of questions to extend the thinking of the most able, and
students were able to articulate what they had done well and what they needed to
The curriculum is good. An ongoing curriculum review has already made significant
changes in modern foreign languages and science. The languages department has
introduced two new courses to allow students with weaker literacy skills to make
better progress, and some of the most able in Year 7 have completed their first
qualification in Mandarin in association with a local university. The provision for
information and communication technology (ICT) has been greatly enhanced since
the last inspection and many students regularly use interactive whiteboards to
promote independent learning, although this remains inconsistent across the school.
A literacy leader has been appointed and will serve to enhance cross-curricular
On Wednesday afternoons, many varied activities occur in place of a traditional
lesson arrangement. These include: zumba, digital photography, baseball and
gardening. The school is closely monitoring the uptake of activities to ensure that the
engagement of Key Stage 4 students matches that of those in Key Stage 3.
The pastoral team has been re-modelled in the past year to focus on making
students ‘ready to learn’. Previous heads of year are now progress managers with
the emphasis not only on supporting the ‘whole student’, but also on tracking
individual progress and seeking to provide tailored support for the ‘whole child’.
Support for families is offered in partnership with the local health service and youth
team. The overwhelming majority of students who responded to the survey
commented that they receive good guidance for their future lives and the vast
majority of students continue into education, employment or training when they
These are the grades for the quality of provision
|The quality of teaching |
Taking into account:
|The use of assessment to support learning||2|
|The extent to which the curr iculum meets pupils' needs, including, where |
relevant, through partnerships
|The effectiveness of care, guidance and support||2|
How effective are leadership and management?
The headteacher is tenacious in distributing leadership and developing the capacity
of leaders and managers. Rigorous systems for monitoring, tracking and analysing
progress are in place along with a clear self-evaluation cycle. Leaders embed
ambition and drive improvement well through the school’s mission statement of
‘mutual respect, ambition and learning.’ The leadership and management of teaching
and learning are good, with senior and middle leaders conducting formal
observations and ‘learning walks’ around the school.
The school promotes equal opportunities and tackles discrimination well. There are
very few racist incidents and, if any occur, they are thoroughly investigated and
reported. Arrangements for safeguarding and community cohesion are good.
Engagement with parents and carers is good and the school has launched a new
website for parents and carers as a result of feedback from the parent council.
Since the advent of Trust status, the governing body has welcomed new members
including local businesses, the Blackpool Sixth Form and Further Education Colleges.
Members of the governing body are now linked to each curriculum area, although
this is in its infancy. The governing body is involved with students through joining
the school council for have lunch and helping out in careers events by interviewing
Key Stage 4 students. The governing body readily challenges the school and acts as
a critical friend; however, it is not fully and systematically involved in whole-school
Montgomery extended school provides help and support for teenage mothers, advice
on sexual health matters and counselling. It also offers family support services and
many of these are accessed by parents and carers of students at the school. There
are strong partnerships through the Trust, for example, with the local sixth form
college and also with the fire service, the army, a local football club and a
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||2|
|The effectiveness of the governing body in challenging and supporting the |
school so that weaknesses are tackled decisively and statutory responsibilities
|The effectiveness of the school's engageme nt with parents and carers||2|
|The effectiveness of partnerships in promoting learning and well-being||2|
|The effectiveness with which the school promotes equality of opportunity and |
|The effectiveness of safeguarding procedures||2|
|The effectiveness with which the school promotes community cohesion||2|
|The effectiveness with which the school deploys resources to achieve value for |
Views of parents and carers
The very large majority of parents and carers who responded to the survey felt that
their child enjoyed school and most felt that their child was safe in school. Most think
that the school is well led and takes account of their suggestions and concerns. A
few negative comments were received about the reporting system, behaviour and
bullying. Inspectors followed these up with the school but found that most parents
and carers feel that unacceptable behaviour is dealt with effectively. Comments
about bullying and behaviour were followed up with the school and inspectors found
that while there were some isolated incidents of poor behaviour, the management of
behaviour was good and staff and students reported that it had improved in recent
Some parents and carers commented about the school not providing enough
challenge for more able students and not having enough understanding of specific
special educational needs in order to effectively support students’ learning. Through
lesson observations and meetings with staff and students, inspectors found that
whilst there was some good and better practice, support for students with special
educational needs and/or disabilities and the degree of challenge for the most able
were inconsistent across the school.
Responses from parents and carers to Ofsted's
Ofsted invited all the registered parents and carers of pupils registered at Montgomer y High School - A
Language College and Full Service School 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 318 completed questionnaires by the end of the on-site inspection. In
total, there are 1,450 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||117||37||173||54||17||5||3||1|
|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
3 October 2011
Inspection of Montgomery High School - A Language College and Full
Service School, Blackpool, FY2 0AZ
Thank you for being so welcoming to the inspection team when we visited your
school earlier this month. Thank you also for the time you spent telling us about your
school, telling us about your learning in lessons, and for completing questionnaires.
We listened carefully to what you said and your contribution helped us reach our
To summarise, we found that:
- you go to a good school
- you achieve good outcomes
- teaching is good overall, however there is still some variation in quality across
the school in meeting everyone’s needs
- your behaviour is good, as is the care, guidance and support you receive
- you have a strong community ethos and make lots of effort to help others.
The inspection team have asked the school to accelerate progress further by allowing
all of you to have more lessons offering engaging, challenging and independent
learning. We also want the school to ensure that all teachers use specific learning
strategies to help those of you who need specific support with learning to make good
and better progress. Finally, we have asked your highly committed governing body to
become more involved in helping the school evaluate its own work.
Her Majesty's Inspector