OFSTED Report 2004 Summary

Flegg High School is a good school and gives good value for money. Pupils reach broadly average standards, achieving more highly in the early years. The quality of education provided by the school and pupils' personal development are good, The leadership of the head teacher is very good and the leadership and management of other key staff are good. Pupils with special educational needs and higher-attaining pupils achieve well.

The school’s main strength and weaknesses are:

  • Standards are above average in Year 9, and mathematics is strong throughout the school

  • Excellent community links and learning opportunities outside the curriculum contribute very well to pupil’s development and achievement

  • The positive effect of the extensive peer-counselling initiative and involvement of pupils in the development of the school

  • Good pupil attitudes and behaviour contribute to a calm learning environment
  • Too wide a variability in aspects of teaching, assessment and subject management which limits the drive to raise pupils’ academic achievements
  • Insufficient structure to the citizenship programme to ensure that all pupils receive their entitlement

The school has shown good improvement since the last inspection. Most of the key issues identified in the last report have been resolved, particularly relating to pupils taking responsibility, improving attendance, curriculum development and strategic planning. Results at the end of Year 9 have risen and the proportion of pupils gaining five or more GCSE grades A* to C has been maintained. Teaching has improved, vertical tutor grouping has been introduced, extra-curricular activities have increased significantly and a major emphasis upon pupil democracy introduced. Additionally, the school has achieved the Artsmark award and the Investor in People award has been confirmed for the third time.

Standards Acheived

Overall, pupils’ achievement is satisfactory. Test results at the end of Year 9, in 2003, were well above the national average and broadly average for similar schools. Results were strongest in mathematics and weakest in science. Overall, current standards in Year 9 are above the average. They are well above in mathematics, above average in English, science and information and communication technology (ICT), and at least average in all other subjects except art and modern foreign language where they are below average. Pupils are achieving well from their attainment on entry in the different subjects. At GCSE in 2003, the proportion of pupils gaining five or more grades A* to C was average both nationally and when compared to similar schools. A well-above average proportion of pupils gained at least one pass. Current standards in Year 11 are average overall. They are well above average in mathematics, above average in science, geography, information and communication technology, music and physical education, but below average in art and modern foreign languages. Pupils are achieving at least satisfactorily in all subjects. Higher-attaining pupils and those with special educational needs achieve well.

Pupils’ personal qualities, including their social, moral spiritual and cultural development, are good. Pupils enjoy school, and their attitudes to work and their behaviour are good. The peer counselling initiative, among many others, has a very significant impact on both the school and the pupils involved. Through persistent work and careful monitoring the school has improved attendance to its now satisfactory level and pupils’ punctuality is good.

Quality of Education

The school provides a good quality of education. Overall, teaching is satisfactory with much that is good. This is an improvement. Teachers encourage and challenge pupils effectively and use their good subject knowledge to explain ideas clearly and to demonstrate skills and techniques well. The majority of pupils work productively, enjoy their lessons and learn soundly. Teachers have good relationships with pupils which create an environment in which learning is encouraged. The range of teaching strategies used keeps pupils engaged and interested in their work. Good support for pupils and small groups helps them to achieve. In some subjects, too little use is made of ICT to support learning. Marking informs pupils how well they are doing but, while some teachers give good regular guidance on how pupils might improve their work, this is not consistent. The use that teachers make of the information from marking and testing to monitor pupils’ progress is too variable.

The curriculum provides a good range of opportunities and meets pupils’ needs well, especially in Years 10 and 11. The curriculum is enriched by an excellent range of extra—curricular activities which broaden the learning experiences of pupils. The school assigns a high priority to the care of its pupils, providing them with good support and advice throughout their time at the school. Pupils have very good opportunities to play an active part in a democratic partnership with the school. Links with parents are good and involvement with the community is excellent.

Leadership and Management

Leadership and management are good overall and the headteacher shows very good leadership. She has worked with a very clear sense of purpose and vision to improve the school and is well supported by her senior managers. The school is self-critical and honest in its self-evaluation. Development is planned and managed well. Staffing structures continue to be adapted to support the drive to further improve teaching and raise achievement. The school is governed well. Governors are knowledgeable about their school and support its work strongly. The school complies with all statutory requirements with the exception of a daily act of collective worship. Senior managers and governors work well in a productive and professional manner with a strong sense of shared purpose.

Parents and Pupils’ View of the School

Parents are pleased with the school. In response to some concerns, the inspection judged that the school makes continuous efforts to seek the views of parents, but these are not always met with a similar positive response. Parents are kept well informed about the progress their child is making and this is an area that has been improved. Homework is satisfactory, suitably linked to class work and regularly marked. Pupils like their school. Some expressed concern about poor behaviour. The evidence of the inspection is of overall good behaviour and that reported instances of bullying are usually quickly and effectively resolved. The inspection does not support the concern that pupils are not treated fairly by staff; indeed, very positive and supportive relationships are a feature of the school.