INSPECTION REPORT

Driffield School
Driffield
LEA area : East Riding of Yorkshire
School Register Number : 118078
Headteacher : Mr D Thacker

Reporting inspector : Mr R Heath

Dates of inspection : 10 - 14 March 1997

Inspection carried out under Section 10 of the School Inspections Act 1996

Information about the school

Type of school : Secondary Comprehensive

Type of control : County

Age range of pupils :11 - 18

Gender of pupils :Mixed

School address : Manorfield Road

Driffield

East Yorkshire

YO25 7HR

Telephone number :01377 253631

Fax number :01377 256922

Appropriate authority :Governing body

Name of chair of governors :Mrs C Clubley

REPORT CONTENTS

Paragraph

Main findings1 - 21

Key issues for action22

Introduction

Characteristics of the school23 - 24

Key indicators

PART A: ASPECTS OF THE SCHOOL

Educational standards achieved by pupils at the school

Attainment and progress25 - 31

Attitudes, behaviour and personal development32 - 35

Attendance36

Quality of education provided

Teaching37 - 44

The curriculum and assessment45 - 51

Pupils' spiritual, moral, social and cultural development52 - 55

Support, guidance and pupils' welfare56 - 61

Partnership with parents and the community62 - 66

The management and efficiency of the school

Leadership and management67 - 73

Staffing, accommodation and learning resources74 - 83

The efficiency of the school84 - 87

PART B: CURRICULUM AREAS AND SUBJECTS

English, mathematics and science88 - 106

Other subjects or courses107 - 162

PART C: INSPECTION DATA

Summary of inspection evidence163 - 164

Data and indicators

Main findings

1.Driffield School is a good school with some very good features. The ethos is very good. The school makes a distinctive contribution to the community.

2.Pupils' attainments in all subjects are average or above at Key Stages 3 and 4, and are mostly above average in the sixth form. At Key Stage 3, the results of the National Curriculum tests in 1996 were above average in English and matched the national averages in mathematics and science.

3.The GCSE results in 1996 matched the national average in the proportion of pupils obtaining five or more grades A*-C. They were above average in English, a little below in mathematics and about average in science. In the other subjects, pupils achieved above average results in history, geography, French, drama and expressive arts. Girls achieve better than boys in English, design and technology and in the arts and humanities subjects. The proportion of pupils obtaining five or more grades A*-G was above the national average.

4.The results at A level in 1996 were above average, and better than the previous year. Pupils who take the vocational courses reach broadly average standards overall.

5.Attainments in lessons match national standards, or better, for much of the time. Higher attaining pupils, however, are not always challenged sufficiently in many subjects and especially in mathematics and science.

6.Many pupils reach high standards in English. Their attainments in speaking and listening are good; reading is often good and pupils write well for a range of purposes. Standards are sound in mathematics. Pupils have appropriate knowledge and understanding of number, shape and space, measurement and graphs. Achievements in science are high. Pupils have a good understanding of life and living processes, materials and their properties, and of physical processes.

7.Many pupils reach high standards in history, geography, art, music, physical education, textiles, expressive arts and sociology. Much attainment is sound in modern foreign languages and religious education. Attainments in information technology (IT) are limited by lack of sufficient opportunities to learn the subject.

8.In the large majority of lessons, pupils make sound, and more often good, progress. In only a few lessons is overall progress less than it should be. Progress is often particularly good in modern foreign languages. Pupils with special educational needs make good progress, particularly where they receive additional support from classroom assistants.

9.Pupils' attitudes are mainly good, and often very good, in the large majority of lessons in all subjects. Exceptionally good responses occur frequently in English, science, history, modern foreign languages, art and music. Pupils work with commitment and, sometimes, with keen enjoyment. Where the teaching demands it, they respond well to challenging questions and good pace. Most pupils work hard and productively.

10.Behaviour is good, and often it is very good. It is sometimes boisterous and noisy at lunchtimes among younger pupils. In the few lessons where pupils' response is unsatisfactory or poor, it is largely due to teaching which fails to arouse interest and does not exercise proper control. Movement around school is sensible and, despite the large site, pupils get to lessons in reasonable time. Attendance is good.

11.A large proportion of the teaching is good. Some is very good, a small amount is excellent and inspirational, and a little has unsatisfactory features. This pattern is broadly similar at each of Key Stages 3 and 4. Most sixth form teaching is good. The teaching of music is often very good and at times excellent. Some very good or excellent teaching occurs in English, science, design and technology, geography, modern foreign languages, art, physical education and expressive arts.

12.The weaknesses in the teaching are in IT and in a very few lessons in English, science, design and technology, art and religious education. The teaching of IT at Key Stage 3 is intended to be included in other subjects but many teachers lack sufficient expertise, or ready access to computers, to ensure that all pupils receive appropriate IT experiences. In the few unsatisfactory lessons in the other subjects, planning and explanations are inadequate, pupils are not controlled sufficiently and they are left to their own devices. In such lessons, time is wasted and little or no progress is made.

13.The teaching is provided by a well qualified staff who plan effectively, have clear aims based upon good subject knowledge, and an obvious enthusiasm for teaching. Much of the teaching reflects high expectations of what pupils will achieve and of their attitudes to learning. In most lessons for mixed ability groups, however, planning is directed to the needs of the majority of pupils. It often overlooks extra provision for the higher attainers, with the result that they do not make the progress they should. This point was raised by parents.

14.Teaching methods and the organisation of pupils are good and are well chosen to match the learning objectives. Lessons are purposeful. Most teachers have effective strategies for maintaining good behaviour and obtaining a positive response from pupils. The use of time and resources is mainly good.

15.Marking of pupils' work by some teachers is consistent and encouraging. Too often, however, it is inconsistent and does not reward pupils' efforts and attainments. With exceptions, the setting of appropriate homework is not regular and consistent. Frequently, it is merely to finish off work started in class, which leaves some pupils little or nothing to do. Pupils' day-to-day achievements are not systematically recorded. These points were also raised by parents.

16.The quality of curriculum planning is good. The school provides a broad, relevant and balanced curriculum. The arrangements for equality of access and opportunity in the curriculum are good except in IT and in meeting the needs of higher attainers.

17.Pupils' spiritual development is well promoted in many subjects of the curriculum. Opportunities are missed in assemblies and in form tutor time. A daily act of collective worship for all pupils is not provided. Provision for moral development is good. An atmosphere of order, optimism and respect for others is evident. Very good opportunities for social and cultural development are taken up effectively by pupils. Extracurricular activities are extensive and include a range of sports and visits to places of interest in this country and abroad.

18.The school makes good provision to promote the welfare and health of its pupils.

The staff know pupils well and relationships are positive. Form tutors play a central role in monitoring pupils' development. Careers guidance and work experience are well provided. The full guidance programme lacks adequate training for all staff to teach it effectively. Bullying and harassment are not persistent problems in the school, and any incidents are dealt with swiftly and effectively.

19.The school has a very good partnership with parents. Guidance is good at important stages of the pupils' school career, such as making choices of GCSE subjects, vocational courses and A levels. Links with primary schools ensure a smooth transition into the secondary school.

20.The school is managed effectively overall. Leadership is clear and firm. Senior staff and governors have a high level of commitment to the pupils. The ethos of the school is very good and it runs smoothly on a day-to-day basis. The decision making process lacks a whole school forum for discussion of developments, and a shared view of the school's priorities among members of the governing body. These factors inhibit a fully cohesive commitment to school improvements.

21.Financial planning is good. The funds delegated to the school are efficiently managed. The deployment of staff makes good use of their expertise. Accommodation and resources have some shortfalls but are used well. These factors, considered with the achievements of the school and its pupils, against a relatively low unit cost per pupil, point to the school providing good value for money.

Key issues for action

22.What the school should do now:

·Raise further the attainments of pupils by:

-ensuring that higher attaining pupils, in mixed ability groups in particular, are challenged sufficiently, and that the lowest attainers have more help from support assistants;

-setting appropriate homework to a consistent pattern;

-ensuring marking practices are consistent across the school, and reward both effort and attainment;

-rewarding pupils' day-to-day achievements in a systematic way.

I.Improve the teaching and the learning opportunities in IT at Key Stage 3 to meet the requirements of the National Curriculum.

a)

II.Provide a daily act of collective worship for all pupils and improve the opportunities for spiritual development in assemblies.

a)

III.Attend to the health and safety features highlighted in this report.

Introduction

Characteristics of the school

23.The school is a large comprehensive school of about 1600 pupils and is situated on the edge of Driffield in the Yorkshire Wolds. In April 1996 it became part of the new East Riding of Yorkshire. Most pupils come to the school from 14 primary schools, within the town or surrounding villages, and have a wide range of backgrounds. There are almost equal numbers of boys and girls and they are almost entirely white. About 8 per cent are eligible for free school meals, which is below the national average for secondary schools. About 2 per cent of pupils have statements of special educational need, which is below the national average. The attainments of pupils on entry, as indicated by the National Curriculum tests taken during their last year at primary school, cover the full spectrum and are close to the national averages. The results of reading tests taken on entry to the school, however, have a slight downward skew.

24.The school is committed to a strong partnership between teachers, pupils, parents and the community, by which pupils can achieve high standards in both their personal and academic development. Planning by the staff and governors is sharply focused upon increasing pupils' attainment and progress, with a particular emphasis on raising further the quality of teaching and improving the underachievement of boys.

Key indicators

Attainment at Key Stage 3[1]

Number of registered pupils in final year of Key Stage 3 / Year / Boys / Girls / Total
for latest reporting year: 1996 / 1996 / 115 / 131 / 246
National Curriculum Test Results / English / Mathematics / Science
Number of pupils / Boys / 64 / 64 / 66
at NC Level 5 or / Girls / 91 / 79 / 74
above / Total / 155 / 143 / 140
Percentage at NC / School / 63 (32) / 58 (60) / 58 (68)
Level 5 or above / National / 57 (55) / 57 (57) / 57 (56)
Percentage at NC / School / 32 (8) / 28 (30) / 23 (30)
Level 6 or above / National / 26 (20) / 34 (33) / 22 (25)
Teacher Assessments / English / Mathematics / Science
Number of pupils / Boys / 77 / 71 / 60
at NC Level 5 or / Girls / 112 / 95 / 80
above / Total / 189 / 166 / 140
Percentage at NC / School / 77 (75) / 68 (72) / 56 (71)
Level 5 or above / National / 61 (62) / 62 (61) / 60 (59)
Percentage at NC / School / 48 (44) / 35 (33) / 30 (33)
Level 6 or above / National / 30 (32) / 35 (34) / 28 (28)

Attainment at Key Stage 4[2]

Number of 15 year olds on roll in January of the latest / Year / Boys / Girls / Total
reporting year: 1996 / 1996 / 127 / 128 / 255
GCSE Results / 5 or more grades A* to C / 5 or more grades A* to G / 1 or more grades A* to G
Number of pupils / Boys / 49 (55) / 121 (120) / 124 (124)
achieving / Girls / 61 (63) / 125 (102) / 125 (109)
standard specified / Total / 110 (118) / 246 (222) / 249 (233)
Percentage achieving / School / 43 (47) / 96 (88) / 98 (93)
standard specified / National / 42.6 (41) / 88.1 (87) / 93.9 (94)
Number studying for approved vocational qualifications or units, / Number / % Success Rate
and percentage of such pupils who achieved all those they / School / 0
studied: / National

Attainment in the Sixth Form[3]

Number of students aged 16, 17 and 18 who were entered for / Year / Male / Female / Total
GCE A/AS examinations in the latest reporting year: / 1996 / 39 / 45 / 84
Average A/AS points score per / For candidates entered for
2 or more A levels or equivalent / For candidates entered for fewer than
2 A levels or equivalent
per candidate / M / F / All / M / F / All
School / 15.4 / 17.7 / 16.5 (14.5) / 0.0 / 4.3 / 4.3 (4.3)
National / n/a / n/a / 16.8 (15.9) / n/a / n/a / 2.7 (2.7)
Number in final year of approved vocational qualifications, and / Number / % Success Rate
percentage of such students who achieved these qualifications: / School / 10 / 100
National / 79

Attendance

Percentage of half days (sessions) missed / %
through absence for the latest complete / Authorised / School / 7.6
reporting year : 1996 / Absence / National comparative data / 8.6
Unauthorised / School / 0.3
Absence / National comparative data / 1.1

Exclusions

Number of exclusions of pupils (of statutory school age) / Number
during the previous year : / Fixed period / 6
Permanent / 1

Quality of teaching

Percentage of teaching observed which is : / %
Very good or better / 19
Satisfactory or better / 96
Less than satisfactory / 4

PART A: ASPECTS OF THE SCHOOL

Educational standards achieved by pupils at the school

Attainment and progress

25.Pupils' attainments, overall, are average or above at Key Stages 3 and 4 and are mostly above average in the sixth form.

26.At Key Stage 3, the results of the national tests in 1996 were above the national average in English and matched the averages in mathematics and science. The proportions of pupils who achieved the higher levels were broadly in line with national data. There was little discernible difference in the relative performances of boys and girls.

27.At Key Stage 4, the GCSE results for 1996 were at the national average in the proportion of pupils obtaining five or more grades A*-C, at 43 per cent. In 1995, the proportion of pupils reaching similar standards was 47 per cent. Attainments in 1996 were above average in English, a little below average in mathematics and about average in science. In the other subjects, pupils achieved above average in history, geography, French, drama and expressive arts. The weakest results were in the resistant materials aspect of design and technology. Girls' achievements are, overall, better than boys in English, design and technology and generally in the arts and humanities subjects.

28.In the sixth form, the average points score for pupils entered for two or more GCE A levels in 1996 was above the national average and better than the previous year. Pupils undertaking vocational courses achieve broadly average standards.

29.In classrooms, pupils reach national standards, or better, in about equal proportions at each of Key Stages 3 and 4. In the sixth form, most attainment is above average. A little attainment is well above average at each of Key Stage 3 and 4 and the sixth form. Very little attainment is below average overall but pupils whose prior attainments are high are frequently not challenged sufficiently, especially in mathematics and science.

30.There are significant high attainments in English, science, history, geography, art, music, physical education, design and technology (textiles), expressive arts and sociology. Much of the attainment is sound in mathematics, modern foreign languages and religious education. The lowest attainments are in design and technology (resistant materials). In IT, there are insufficient opportunities for all pupils to learn the subject adequately.

31.The progress of most pupils, in the large majority of lessons, is good at both Key Stage 3 and Key Stage 4. Except in a small proportion of unsatisfactory lessons, it is otherwise sound. Progress of pupils in the sixth form is mostly good. Pupils make clear gains in knowledge and understanding in the majority of lessons in English, science, history, geography, modern foreign languages, art, music, physical education, religious education and in the vocational courses. Good progress is made in the textiles element of design and technology. Progress in mathematics is sound. Progress in IT is poor; it is hindered by insufficient opportunities to use computers. The pupils with special educational needs make good progress, particularly where there is additional support from classroom assistants. Those with high prior attainments have their progress slowed by insufficient pace and difficulty in the work.

Attitudes, behaviour and personal development

32.In the majority of lessons in each subject, pupils' responses are good or very good. They are exceptionally good in English, science, history, modern foreign languages, art and music. In all subjects, pupils' attitudes to their work are mainly good. They show good levels of involvement in their learning. They work with commitment and, sometimes, with keen enjoyment. For example, in a Year 8 French lesson, where pupils were learning phrases related to weather, they responded well to the fast pace and challenge. Pupils worked with sustained concentration, using a variety of resources, and made very good progress in speaking. Where the teaching demands it, pupils respond well to probing questions and activities. They are willing to answer and to ask questions. They join in discussion readily, particularly in English lessons.

33.Most pupils work hard and productively, often with concentration and perseverance, both individually and in groups. They are willing to help and cooperate with others. For example, a science lesson for pupils in Year 10 required them to investigate, in groups, the reactions of bleach with ink. Pupils listened carefully to the requirements, responded enthusiastically and showed exceptional perseverance in establishing stringent test conditions. They made good progress. Pupils take initiative when given the opportunities. Older pupils, particularly sixth formers, develop skills of independence and extended enquiry.