INSPECTION REPORT
FRANCIS BACON SCHOOL
St Albans
LEA area: Hertfordshire
Unique reference number: 117574
Headteacher: Rachel Macfarlane
Reporting inspector: Ted Wheatley
10013
Dates of inspection: 2nd – 6th December 2002
Inspection number: 249710
Full inspection carried out under section 10 of the School Inspections Act 1996
© Crown copyright 2003
This report may be reproduced in whole or in part for non-commercial educational purposes,
provided that all extracts quoted are reproduced verbatim without adaptation and on condition
that the source and date thereof are stated.
Further copies of this report are obtainable from the school. Under the School Inspections Act
1996, the school must provide a copy of this report and/or its summary free of charge to
certain categories of people. A charge not exceeding the full cost of reproduction may be
made for any other copies supplied.
INFORMATION ABOUT THE SCHOOL
Type of school:
Comprehensive
School category:
Foundation
Age range of pupils:
11 – 18
Gender of pupils:
Mixed
School address:
Postcode:
Drakes Drive
St Albans
Hertfordshire
AL1 5AR
Telephone number:
01727 859382
Fax number:
01727 810199
Appropriate authority:
The Governing Body
Name of chair of governors:
Geoff Chartres
Date of previous inspection:
March 1996
Francis Bacon School - 3
INFORMATION ABOUT THE INSPECTION TEAM
Team members
10013
Ted Wheatley
Registered
inspector
Subject
responsibilities
Aspect responsibilities
Educational inclusion.
What sort of school is it?
English as an
additional subject.
The school’s results and
pupils’ achievements
How well are pupils
taught?
How well is the school
led and managed?
What should the school
do to improve
18755
Roger Williams
Lay inspector
Pupils’ attitudes values
and personal
development
How well does the
school care for its
pupils?
How well does the
school work in
partnership with parents?
3758
Anthony Barringer
Team inspector
English
Drama
Post 16: English
2919
Phillip Armitage
Team inspector
Mathematics
Post 16:
mathematics
27503
Marie Foulds
Team inspector
Science
Post 16: biology
30901
Sue Schofield
Team inspector
Art and design
Citizenship
7084
Jack Haslam
Team inspector
Design and
technology
12118
Allan Paver
Team inspector
Geography
2740
Betty Barratt
Team inspector
History
27803
Joe Clark
Team inspector
Information and
communication
technology
19026
Brian Downes
Team inspector
Modern foreign
languages
Special educational
needs
Francis Bacon School - 4
1340
David Wigley
Team inspector
Music
Media studies
22042
John Challands
Team inspector
Physical education
Special educational
needs
10275
John Cosgrove
Team inspector
Religious education
10060
David Gutman
Team inspector
Post 16: business
education
17709
Alan Giles
Team inspector
Post 16: psychology
How good are the
curricular and other
opportunities offered to
pupils?
The inspection contractor was:
Peak Education Partnership
Cockerham Hall
17 Huddersfield Road
Barnsley
South Yorkshire
S70 2LT
Any concerns or complaints about the inspection or the report should be raised with the
inspection contractor. Complaints that are not satisfactorily resolved by the contractor should
be raised with OFSTED by writing to:
The Complaints Manager
Inspection Quality Division
The Office for Standards in Education
Alexandra House
33 Kingsway
London WC2B 6SE
Francis Bacon School - 5
REPORT CONTENTS
Page
PART A: SUMMARY OF THE REPORT
7
Information about the school
How good the school is
What the school does well
What could be improved
How the school has improved since its last inspection
Standards
Pupils’ attitudes and values
Teaching and learning
Other aspects of the school
How well the school is led and managed
Parents’ and carers’ views of the school
ANNEX: THE SIXTH FORM
PART B: COMMENTARY
HOW HIGH ARE STANDARDS?
16
The school’s results and pupils’ achievements
Pupils’ attitudes, values and personal development
HOW WELL ARE PUPILS OR STUDENTS TAUGHT?
20
HOW GOOD ARE THE CURRICULAR AND OTHER
OPPORTUNITIES OFFERED TO PUPILS OR STUDENTS?
22
HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?
26
HOW WELL DOES THE SCHOOL WORK IN
PARTNERSHIP WITH PARENTS?
29
HOW WELL IS THE SCHOOL LED AND MANAGED?
30
WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?
33
PART C: SCHOOL DATA AND INDICATORS
34
PART D: THE STANDARDS AND QUALITY OF TEACHING IN
AREAS OF THE CURRICULUM, SUBJECTS AND COURSES
IN KEY STAGES 3 AND 4
41
PART E: THE STANDARDS AND QUALITY OF TEACHING IN
AREAS OF THE CURRICULUM, SUBJECTS AND COURSES
IN THE SIXTH FORM
69
Francis Bacon School - 6
PART A: SUMMARY OF THE REPORT
INFORMATION ABOUT THE SCHOOL
Francis Bacon School is an 11 to 18 comprehensive with 914 pupils and students. There are
99 students in the sixth form and the school is smaller than average for a school of its type.
One hundred and fifty eight pupils have English as an additional language; this is high, and
four pupils are at the early stages of learning English. The largest ethnic minority groups are
Bangladeshi and Moroccan and there are pupils and students of Indian, Pakistani, Caribbean,
black African and Chinese origin in the school. The proportion of pupils entitled to free school
meals is above average though it varies considerably between year groups. The proportion of
pupils and students who have statements of special educational needs is below average and
the proportion who are on the school’s register for special educational needs is below
average. The majority of these pupils have moderate learning difficulties, emotional and
behavioural difficulties, dyslexia and speech or communication difficulties. Attainment is
below average on entry to the school with a below average percentage of higher attaining
pupils in many year groups; there are fluctuations in attainment from year to year.
The school has had difficulty in recruiting teachers, especially in mathematics and science.
There is some movement of pupils in and out of the school after the school year is underway.
HOW GOOD THE SCHOOL IS
This is a good and improving school. Pupils and students make good progress as they move
through the school. Teaching is good overall and often very good or excellent. The school is
well led and managed. The direction for improvement is very good under the new
headteacher who is well supported by the senior staff. The school gives satisfactory value for
money.
What the school does well
•
Pupils make good progress and standards are rising.
•
Teaching is good overall and in one in three lessons it is very good and sometimes
excellent.
•
The direction for improvement provided by the headteacher and senior staff is very good.
•
The commitment to improvement by staff and governors is outstanding; it is leading to
improving teaching and rising standards.
•
The provision for pupils’ social development is very good.
•
Relationships throughout the school, between pupils and adults and between pupils from
all ethnic backgrounds, are very good.
•
The monitoring of pupils’ academic performance and guidance to help them improve are
very good.
What could be improved
•
A small proportion of boys do not achieve as well as they could in art and design and
Francis Bacon School - 7
modern foreign languages.
•
The provision for religious education in Years 10 and 11 is unsatisfactory.
•
In Years 7 to 9 there is too little time for geography and history and timetable
arrangements for religious education are unsatisfactory.
•
The school has difficulty recruiting sufficient appropriately qualified mathematics and
science staff.
•
Some aspects of the school’s accommodation are unsatisfactory.
The areas for improvement will form the basis of the governors’ action plan.
HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION
Overall, the school has made sound improvement since it was last inspected in March 1996.
The school has done much to improve pupils’ literacy skills and has improved provision for
the most able pupils. The school’s procedures to monitor and review the curriculum have
improved. There has been some progress in developing pupils’ numeracy skills; a numeracy
policy is in place and is starting to have an impact. Provision for religious education in Years
10 and 11 has not improved and statutory requirements for collective worship are still not
met. Teaching has improved significantly and standards are starting to rise.
STANDARDS
The table shows the standards achieved by pupils at the end of Year 11 and sixth form
students at the end of Year 13 based on average point scores in GCSE and A-level/AS-level
examinations.
compared with
Performance in:
Key
similar
schools
all schools
2000
2001
2002
2002
GCSE examinations
C
D
D
B
A-levels/AS-levels
B
B
*
well above average
A
above average
average
below average
well below average
B
C
D
E
* National comparison data for AS/A-level results in 2002 are not yet available.
In the end of Year 9 national tests taken in 2002, attainment was below the national average,
but average compared with similar schools. The percentage of pupils obtaining level 5 or
above was average in English and below average in mathematics and science. The
percentage of pupils obtaining the higher levels was average in English and science and
below average in mathematics. In teachers’ assessments in other subjects, attainment was
average in design and technology, above average in information and communication
technology (ICT) and music, and below average in geography, history, modern foreign
languages and physical education. Results in teachers’ assessments in art were well below
average. Taking into account pupils’ below average levels of attainment on entry to the
school, poor literacy skills and the fact there are few higher attaining pupils, their achievement
is satisfactory overall. Inspection evidence shows that standards are broadly average; they
are above average in ICT and music, and below average in science, geography and history.
Overall, achievement is satisfactory. Pupils make good progress in English, art and design,
Francis Bacon School - 8
design and technology, ICT and music. Achievement is limited in history and geography
because there is not enough time for them.
In the GCSE examinations taken by pupils in 2002, the average point score obtained by pupils
was below the national average but was above average compared with similar schools. The
percentage of pupils obtaining five or more A*-C grades was below the national average but
above the average for similar schools. The percentage of pupils obtaining five or more A*-G
grades was broadly average and better than the average for similar schools. The percentage
of pupils obtaining at least one GCSE pass grade was in line with the national average and
the average for similar schools. The school did not achieve the targets set with the local
authority, but these targets were unrealistically high. Results were best in English, drama,
ICT, Bengali and physical education. Where results were well below average – mathematics,
science, geography, history, design and technology and German – and below average in
music, there has been a history of staffing difficulties. The majority of pupils obtain a GCSE
grade in the subjects they take. During the inspection standards were close to average
overall and above average in physical education. They were below average in science,
history and music and no judgement can be made for religious education because it is not
taught. Overall, pupils achieve well taking into account their attainment on entry to the school.
In the sixth form, attainment in AS and A2 examinations in 2002 was broadly average and an
improvement on recent years. Standards seen during the inspection show that students
achieve well considering that attainment on entry to the sixth form was below average.
Standards of literacy, numeracy and ICT are broadly average, and in literacy have improved
significantly since pupils entered the school.
Pupils with special educational needs make good progress overall, as do pupils with English
as an additional language and pupils from ethnic minorities. A small number of boys do not
attain as well as they ought to in art and modern foreign languages.
Throughout the school, attainment has been limited by staffing recruitment difficulties. The
situation is better than it has been, but there are still temporary teachers in English, science
and art.
PUPILS’ ATTITUDES AND VALUES
Aspect
Comment
Attitudes to the school
Good. Pupils have a positive attitude to learning. They are keen to
become involved in activities within the school community.
Behaviour, in and out of
classrooms
Good overall. Overall pupils behave well, though on occasion a
small minority of pupils misbehave. The school works hard to
improve behaviour and sets high standards for this.
Personal development
and relationships
Good. The school takes great care over pupils’ personal
development and pastoral care, and support and guidance for
pupils are good. Relationships are very good, particularly between
the different ethnic groups in the school.
Attendance
Good. The rate of attendance is above average and is particularly
good in the sixth form.
TEACHING AND LEARNING
Francis Bacon School - 9
Teaching of pupils:
Years 7 – 9
Years 10 – 11
Years 12 – 13
Quality of teaching
Good
Good
Very good
Inspectors make judgements about teaching in the range: excellent; very good; good; satisfactory;
unsatisfactory; poor; very poor. ‘Satisfactory’ means that the teaching is adequate and strengths outweigh
weaknesses.
Teaching and learning are good overall and teaching has improved considerably since the
last inspection. In the main school a quarter of teaching is very good and about a quarter of
this is excellent. Nearly a half of teaching is good and in about a quarter of lessons it is
satisfactory. A very small amount of teaching is unsatisfactory. In the sixth form half of
teaching is very good or better and one lesson in every eight is excellent. There is no
unsatisfactory teaching in Years 10 and 11 or the sixth form.
Teaching is good in English, mathematics and science and in almost all other subjects; it is
very good in geography and satisfactory in physical education and religious education. The
best teaching, and there is some in nearly all subjects, is characterised by very good subject
knowledge that leads to clear explanations and searching questions and pupils learn well
from this. Teachers are very well organised and have high expectations – pupils appreciate
this and learn well as a result. Relationships are generally very good and teachers’
management of pupils is good. Where there is unsatisfactory teaching it is usually because
the teachers’ classroom management skills are unsatisfactory and work does not challenge
pupils. The teaching of literacy is good and is having a positive impact on how well pupils
learn in all subjects. Teachers provide guidance on how to write; they use and display key
terminology in their subjects and ensure that pupils use them. The teaching of numeracy is
sound overall. ICT is taught well and pupils use it well to support learning in other subjects.
In the sixth form, the majority of teaching is characterised by very good subject knowledge
and high expectations. Consequently students learn well.
The teaching of pupils with special educational needs is good. Teachers are well informed on
pupils’ learning difficulties and plan work for pupils effectively. The teaching of pupils from
different ethnic groups is good and support staff play an important part in helping pupils with
English as an additional language learn well.
Francis Bacon School - 10
OTHER ASPECTS OF THE SCHOOL
Aspect
Comment
The quality and range of
the curriculum
Satisfactory overall. There is no religious education in Years 10
and 11 although plans to teach it from September 2003 are
advanced. There is a satisfactory range of extra-curricular
activities and careers education is good. The arrangements for
teaching history, geography and religious education are
unsatisfactory.
Provision for pupils with
special educational
needs
Provision is good. Support for pupils is very good in lessons and
when pupils are withdrawn from lessons for specific help.
Provision for pupils with
English as an additional
language
Good. Support staff are used effectively to help pupils develop
their English language skills. Pupils from ethnic minorities are
well integrated into lessons and they receive specific support as
it is needed.
Provision for pupils’
personal, including
spiritual, moral, social
and cultural,
development
Good overall and provision has improved under the new
headteacher. Provision for social development is very good.
Provision for spiritual, moral and cultural development is good.
Assemblies still do not meet statutory requirements for collective
worship but they give strong moral messages and are culturally
strong.
How well the school
cares for its pupils
Good. The school treats caring for its pupils as a priority and
does this well. The academic monitoring, support and guidance
provided by the school are very good.
The school works well with parents and works hard to improve its links with homes.
HOW WELL THE SCHOOL IS LED AND MANAGED
Aspect
Comment
Leadership and
management by the
headteacher and other
key staff
Very good. The new headteacher is providing very good direction
for the school to improve. She has considerable support from
senior and other staff in the school. Heads of department
manage their subjects well.
How well the governors
fulfil their responsibilities
Governors have a good and improving understanding of the
areas for improvement and are very involved in planning
development. They fulfil their statutory requirements except for
collective worship and the teaching of religious education in
Years 10 and 11.
The school’s evaluation
of its performance
Very good. The school evaluates its own performance effectively
and has action plans to deal with issues it identifies. Teaching is
observed and evaluated, and support is provided for teachers to
aid their professional development.
The strategic use of
resources
Good. Expenditure is linked closely to the school improvement
plan. Spending is planned with best value in mind and is
monitored effectively.
Francis Bacon School - 11
Staffing and accommodation are unsatisfactory. Accommodation for music is unsatisfactory.
There is insufficient space for sixth form teaching in music technology, psychology, media
studies and general studies. The dining hall is too small, there are not enough social spaces,
and narrow corridors, staircases and doorways restrict movement around the school. The
school works hard at recruiting staff but has difficulty finding suitably qualified and
experienced teachers. Learning resources are good.
PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL
What pleases parents most
What parents would like to see improved
•
Their children enjoy coming to school.
•
•
Children make good progress.
Parents are concerned about the
behaviour of some pupils.
•
Teaching is good and the school has high
expectations.
•
Parents feel they are not well enough
informed about children’s progress.
•
The school deals with parents’ concerns
well.
•
•
Parents are concerned about
homework; at the meeting they were
worried there was too little.
The school is well managed and led.
•
•
Pupils become mature and responsible.
Parents think the school does not work
closely enough with them.
•
Parents think there are too few activities
outside of lessons.
Inspectors agree with the strengths that parents identify. Inspectors feel that pupils’ behaviour
is generally good and that the school has good procedures to deal with unacceptable
behaviour, of which there is a small amount in some lessons. Generally, parents are kept
well informed on pupils’ progress, homework is set regularly and is of good quality, links
between the school and homes are good and there is a satisfactory range of extra-curricular
activities.
Francis Bacon School - 12
ANNEX: THE SIXTH FORM
FRANCIS BACON SCHOOL
INFORMATION ABOUT THE SIXTH FORM
The sixth form is smaller than most other sixth forms. There are 60 students in Year 12, and
39 students in Year 13. Numbers are increasing. Year 13 students represent about a third of
the year group from their Year 11, and Year 12 students about a half, n
i dicating more
students are staying on to do their sixth form studies in this school. The school works in a
consortium of six schools in the area, through which students have access to a wide range
of subjects. There is a minimum required standard for students to start courses in the sixth
form, but this is applied flexibly, according to the background of students. Students’
attainment on entry to the sixth form is below average overall.
HOW GOOD THE SIXTH FORM IS
The sixth form is successful and effective. Results in 2001 were broadly in line with national
averages, reflecting good achievement considering the below average starting point of most
students. Compared with all sixth form institutions results were above average. Teaching is
very good, and of the five subjects reported on in detail it was very good in English, biology,
business studies and psychology. Monitoring and support of students’ academic progress
and personal development are good. The sixth form gives satisfactory value for money.
Strengths
•
•
•
•
•
Students achieve well, often having started from a low level.
The relationships between students and staff are very good.
There are very effective consortium arrangements, providing very good curriculum
choices for all students.
Teaching is very good, with teachers having very good subject knowledge, and
presenting high levels of challenge.
Leadership and management of the new headteacher and new head of sixth form are
strong.
What could be improved
•
•
•
ICT resources for developing students’ independent learning skills.
Accommodation for large classes, notably in music technology, psychology, media
studies and general studies.
A recreation area for students, clearly separated from a private study area.
Francis Bacon School - 13
THE QUALITY OF PROVISION IN INDIVIDUAL CURRICULUM AREAS
Curriculum area
Overall judgement about provision, with comment
Mathematics
Good. Teaching is good, and students make intellectual effort.
In terms of their attainment on entry, they make good progress.
Good. Teaching is very good. Target setting is very good, and
students’ work is thoroughly monitored. Students are
developing very good independent learning skills.
Good. Students attain average standards through very good
teaching which keeps them very well motivated.
Good. The new subject specialist is raising standards. In
comparison to entry abilities, students are now making good
progress. Groups are very big, indicative of the popularity of the
subject.
Very good. Teaching is very good and students are
enthusiastic and committed. Results in the 2001 AS
examinations were well above the national average.
Biology
Business Education
Psychology
English
Lessons were observed in all other subjects except history. In these lessons, the overall
quality of teaching was very good with some excellent teaching in art. Students have good
attitudes to their subjects and achieve well.
OTHER ASPECTS OF THE SIXTH FORM
Aspect
Comment
How well students are
guided and supported
Students are given good guidance, and are well supported.
They receive comprehensive information about the curriculum
on offer while in Year 11, and are smoothly and thoroughly
inducted into the sixth form. Their progress is closely monitored
across each year. Individual targets are set, and these are
systematically and regularly reviewed. Students are well
informed about higher education and career options.
Leadership and management of the sixth form are good. The
new headteacher and new head of sixth form have led a
searching review of provision, which is intended to be the basis
for improvement. Performance data has been analysed,
students have been consulted, and teaching and learning styles
reviewed. Results of this review are already having a positive
impact on teaching.
Effectiveness of the
leadership and
management of the sixth
form
STUDENTS’ VIEWS OF THE SIXTH FORM
What students like about the sixth form
What they feel could be improved
•
•
•
•
•
•
The wide choice of courses through the
consortium
Challenging teaching
The accessibility of teachers
They are treated as young adults
The atmosphere in the sixth form
•
•
Availability of computers for
independent research
Social accommodation
Information about individual progress
being made
Francis Bacon School - 14
Inspectors generally agree with the views of students. There is a very pleasant atmosphere in
the sixth form. Relationships between students, with students from other schools in the
consortium, and with teachers, are good. Teachers are accessible to students, and do relate
to them as young adults. Teachers have good subject knowledge, and lessons are
challenging. Inspectors agree that computer resources to enable students to develop
independent learning skills are limited, but the school is aware of the situation and is
addressing the problem. There have been recent improvements to the sixth form
accommodation. Inspectors agree that the common room, while a very pleasant community
area, is neither a relaxing social area nor suitable study area. Procedures for informing
students of their progress are judged to be good.
COMPARING PROVISION IN SCHOOLS AND COLLEGES
Inspectors make judgements about provision in subjects and courses, and about leadership and
management, in the range: excellent; very good; good; satisfactory; unsatisfactory; poor; very poor.
Excellent and very good are equivalent to the judgement ‘outstanding’ in further education and sixth form
college reports; poor and very poor are equivalent to ‘very weak’.
Francis Bacon School - 15
PART B: COMMENTARY
HOW HIGH ARE STANDARDS?
The school’s results and pupils’ achievements
1
Attainment on entry to the school is currently below average with fluctuations between
year groups over recent years, but it has not been better than below average. Standards of
literacy on entry to the school have been consistently below average. Over recent years there
has been a continuing pattern of below average percentages of higher attaining pupils
entering the school.
2
In the end of Year 9 national tests taken in 2002, attainment was below average
overall. In English the percentage of pupils obtaining level 5 or better was broadly average, as
was the percentage obtaining the higher levels. These results were well above average
compared with similar schools. In mathematics and science the percentage of pupils
obtaining level 5 or higher was below average. In English, the percentage of pupils obtaining
level 6 or higher was above average compared with similar schools. The percentage of pupils
obtaining the higher levels was below average in mathematics and average in science.
Compared with similar schools these results were above average. Considering the staffing
difficulties the school has experienced, these results were good and pupils made satisfactory
progress from when they entered the school. In other subjects, attainment was above
average in ICT and music, average in design and technology and below average in
geography, history, modern foreign languages and physical education. Attainment as
indicated by teachers’ assessments were well below average in art. Inspection evidence
reflects these results, except in mathematics where staffing is now stabilised and standards
are broadly average and have improved. Overall, pupils’ achievement is satisfactory, though
in English, art and design, design and technology, ICT, music and drama it is good.
3
In the GCSE examinations taken in 2002, results were below average but above
average compared with pupils in similar schools. The proportion of 16 year olds obtaining five
or more GCSEs at A*-C grades was below the national average, but above the average for
similar schools. The proportion obtaining five or more A*-G grades was in line with the
national average and above the average for similar schools. The percentage obtaining one or
more A*-G grade matched the national average and the average for similar schools. Results
were best in English, drama, ICT, Bengali and physical education. Results were well below
average in mathematics, science, geography, design and technology, history and German. In
music they were below average; in all of these subjects staffing difficulties have had a
detrimental effect on standards. Overall, there was little difference in pupils’ results compared
with 2001, though compared with their attainment on entry to the school, particularly their
below average levels of literacy, they achieved well. Compared with similar schools, pupils
did better in 2002 than they did in 2001. The main difficulty was the school’s continuing
problem of not being able to appoint staff to vacant positions and this depressed results in
mathematics, science, geography, design and technology and modern foreign languages.
4
The school did not reach the targets for GCSE results agreed with local education
authority; these were too high, taking into account the prior attainment and background of
pupils. Recently, there has been considerable discussion between the school and the local
education authority, and targets for the future are now realistically based on pupils’ prior
attainment.
5
Standards in the current Year 11 are broadly average, indicating an improvement
since GCSE examinations in 2002. While there are still some staffing difficulties and
problems with pupils catching up on missed work, the success of the school in making some
Francis Bacon School - 16
permanent appointments is beginning to show good results. In addition, a recent
development in involving pupils in target setting, as part of the school’s initiative of ‘Smarter
Learning’, is having a positive effect in encouraging pupils to take some responsibility for
improving the standards they attain. Overall, pupils in Years 10 and 11 achieve well.
Standards of work seen are close to average overall, above average in physical education
and below average in science and history. Religious education is not taught so no judgement
can be made. Girls do better than boys overall, though boys and girls both achieve well taking
into account their prior attainment. In particular, boys do worse than girls in art and design,
and modern foreign languages. However, the school works hard to support boys’ learning.
The impact of the school’s work in literacy is starting to help pupils achieve better throughout
the school.
6
Standards of literacy are broadly average, which indicates that pupils have achieved
well considering that standards were below average on entry to the school. The majority of
pupils, however, have standards of speaking and listening higher than those commonly
found. This comparative strength is developed through schemes of work and lesson planning
and is particularly good in science, geography, modern foreign languages, music and
religious education (the latter, only in Years 7 to 9). Those pupils who have below average
literacy skills on entry to the school are given effective support and make good progress. The
small number of pupils for whom English is an additional language and who are at the early
stage of learning English also receive very good assistance and achieve well. A minority of
pupils join the school with a reading age well below their actual age. They receive intensive
specialist support within the classroom, older pupils also offer valuable support through
paired reading and pupils are encouraged to use the library for private reading as well as
research.
7
Overall standards of numeracy are broadly average. However, in many subjects
where the application of numeracy would be beneficial, little is done. Whereas geography
makes good use of concepts such as conflict matrices in Year 9 and statistical evaluation of
correlations in Year 11, subjects such as history and physical education do little.
8
Pupils’ ICT skills are broadly average and are well supported in other subjects. Pupils
have sound word processing skills and are confident in their use of computers. The use of
ICT to support learning in other subjects is good. Pupils use word processing widely to
present information, for example in GCSE coursework. In modern foreign languages, pupils
use computers extensively both to present information in creative and imaginative ways and
in the use of the Internet for research. In history, pupils have used ICT effectively in their
project work. For example, in their Tower of London project they used word processing and
desk-top publishing skills to present their work in a meaningful and interesting way. Pupils
use databases well to display and process information. In GCSE subjects, pupils regularly
use high order skills in word processing, databases and spreadsheets. Skills develop more
slowly in science; pupils have access to data logging equipment but because of a lack of
measurement software they are not able to use it. This issue is being addressed. Although
mathematics is very well resourced with computers, they are not regularly used. In
mathematics, Years 7 and 8 pupils’ levels of numeracy are rising due to the good use of an
independent learning system.
9
Standards are not as high as they should be. There has also been considerable
disruption in staffing and the school has had difficulties in recruiting teachers. Nevertheless,
staff have strived to support all pupils and to help them achieve their best.
10
The achievement of pupils with special educational needs is good. Most pupils are
working to a standard commensurate with, or above, their level of ability. Progress is often
good or very good when pupils are supported in class by teaching or learning support
Francis Bacon School - 17
assistants. Progress is also often very good when pupils in the lower school with literacy
problems are withdrawn from lessons to receive extra support.
11
Pupils from ethnic minority groups achieve well and they perform at least as well as
other pupils and often better. The school monitors their performance and provides good
support where necessary to ensure that they are not disadvantaged. Pupils with English as
an additional language are well supported by specialist staff.
Sixth form
12
In the 2001 examinations, students attained a points score in line with the national
average when compared with other maintained schools. They attained above the national
average when compared with all sixth form providers. In English and media studies students
attained results above the national average. In mathematics and biology, results were below
average and in psychology they were well below average. Results in business studies were
broadly average. In the work seen during the inspection, students were working well, and
achieving as expected. A significant number start courses from a low base, but their very
good attitudes, together with very good teaching, enable them to make very good progress.
High quality debate features in psychology and English, and this leads to accurate
judgements being made. Students are developing good analytical powers, often through
effective brainstorming. Biology students, for example, worked out why plants flower, and
business studies students came to successful conclusions when considering market
segmentation. Students are thoughtful and understanding, and they assimilate what they are
being taught. They build effectively on prior knowledge, as demonstrated in mathematics
lessons. Students’ key skills are good overall; communication and study skills are particularly
well developed.
13
Overall, the quality of students’ key skills is good in each of the five areas, with
students having very good study skills and communication skills in psychology. Good
numeracy skills were observed in business studies. Students were successful in working out
unit costs, and they demonstrated good graphic work.
14
Communication skills in the sixth form are a strong feature, and contribute positively
to the overall quality of students’ achievement. Individual and group presentations are
undertaken well in psychology, mathematics and English, and contribute to the learning of all
students in the relevant class. In English, particularly, students work very effectively in small
groups, and engage at an intellectually high level. In general, students are articulate, and
present arguments in a mature and reasoned manner.
15
ICT skills are broadly average but vary. Students’ ICT skills develop well in
psychology, and are identified as an area for further improvement in the departmental action
plan. The biology department uses ICT well for research, and for word processing students’
work. It is not being used for measurement because of a lack of appropriate software at
present: this is being addressed. Students in business studies consolidate their ICT skills but
there are limited opportunities for extending competencies.
16
Study skills are good. Students generally keep detailed learning logs in psychology,
and supplement excellent strategies given by teachers to aid examination studies and
research. Biology students have well-developed independent learning skills. General National
Vocational Qualification (GNVQ) intermediate students, in business education, work well
independently.
Francis Bacon School - 18
Pupils’ attitudes, values and personal development
17
Pupils have a good, positive attitude to the school and this has been maintained since
the last inspection. Pupils like coming to school and most take part fully in all the activities the
school offers them. Teachers work hard to provide a satisfactory range of extra activities and
pupils generally respond well to this and appreciate the opportunities presented to them.
18
Behaviour is generally good, and has got better since the last inspection. The school
has high expectations for good pupil behaviour. Pupils know this, and usually respond well,
both in class and outside. In the last full year, exclusions were high but justified, but they have
reduced during the current year. During the inspection, some pupils pushed others and pulled
at bags whilst they moved along corridors and staircases unsupervised; but their
relationships were jocular and they were simply venting high spirits. A few lessons, where
teaching was unsatisfactory, failed to interest some pupils and unsatisfactory behaviour
resulted; but such occasions were rare.
19
Pupils with special educational needs behave well. Most pupils with special
educational needs are confident they will succeed when they have appropriate support in
class and because teaching staff are usually aware of their needs. Their attitude to work is
then enthusiastic and they have good relationships with other pupils and with their teachers.
20
Instances of bullying are infrequent and are not tolerated in any form, including sexism
or racism. The school has good systems for combating bullying, well known to pupils, staff,
parents and governors, which have proved effective. The inspection found a total absence of
friction between different ethnic groups of pupils; on the contrary, many examples of cooperation and genuine friendliness were witnessed.
21
Pupils have a good understanding of how their actions affect others. They enjoy their
roles as ‘Peer Pals’ to younger pupils, and more senior pupils have a mature view on the
need for them to be seen as good role models.
22
Pupils, generally, are keen to accept responsibility, and make a contribution to the
school community. They take the initiative in raising money for a variety of charities, and
contribute significantly to the life of the school through the year group council and the school
councils. The latter has been involved in many of the major decisions made by the school
recently, and they participate in the interview process for prospective staff at the school.
Pupils from Year 8 take turns to work for a day with the school office staff, show visitors
around, and find out more about how the school works.
23
Pupils’ respect for others’ values and beliefs is good. Contact with a range of beliefs
and cultures is a daily fact of life at the school and mutual respect is a strong feature of the
school community. Pupils generally co-operate and support each other in lessons, and many
examples were seen across the curriculum. For example, in a Year 11 science lesson where
pupils were studying the properties of yeast in controlled conditions, more knowledgeable
pupils were quick to help others to understand the reactions taking place. Such unselfish
behaviour is quite common at the school and pupils enjoy co-operating with others.
Relationships are a great strength and they are very good. Pupils are happy in each other’s
company; as one Year 11 pupil said during a discussion about the school, “We feel easy with
each other.” There are very good relationships, too, between pupils and members of staff,
and this plays an important part in their learning and in their personal development.
24
Attendance is good. It is above the national average for secondary schools, and has
improved since the last inspection. The attendance rate for the current year, so far, shows
that this good level is being maintained. During inspection week, attendance fell slightly due to
Francis Bacon School - 19
the Muslim festival of Eid and due to fasting. Punctuality is also good and lateness is firmly
discouraged. The school works very hard to ensure pupils attend school, and has committed
much time and effort to this end. The improving attendance rate is the result.
Sixth form
25
Sixth form students have very positive attitudes towards the school. These very good
attitudes have been evident through the initial pre-inspection survey, and through subsequent
interviews and discussions with individuals and groups of students, during the inspection.
During their time in the sixth form, students’ relationships are developed very well. This is
noticeable in their relationships with sixth form members from other schools who attend
lessons as part of the consortium arrangements.
26
Students contract to maintain a 98 per cent attendance rate while they are at school,
and this is usually achieved. Attendance in the sixth form is good.
HOW WELL ARE PUPILS OR STUDENTS TAUGHT?
27
Teaching and learning are good and have improved significantly since the last
inspection. In one third of lessons teaching is very good and sometimes excellent. In Years 7
to 11 more than a quarter of teaching is very good and about a quarter of this is excellent.
Over half of teaching is good and in about a third of lessons it is satisfactory. Teaching is
unsatisfactory in a very small number of lessons in Years 7 to 9.
28
Teaching is good in most subjects; it is very good in geography and it is satisfactory in
physical education and religious education. There is some very good teaching in all subjects
and the most significant features are the very good planning of lessons and the strengths of
teachers’ subject knowledge. The very best lesson planning shows some consistency
across the school. Teachers plan their lessons with clear objectives that are shared with
pupils, a wide variety of activities to involve and interest pupils, and clear summarising of the
important knowledge, understanding and skills taught in the lessons. This has a positive
impact on pupils’ learning because they leave lessons confident in what they have learnt.
Teachers’ subject knowledge has a noticeably good effect on how well pupils learn too,
through the high quality of questioning, the clarity and depth of teachers’ explanations, and the
choice of resources to aid learning.
29
Most lessons have a wide range of learning activities, skilful questioning, clear
explanations and, in Years 10 and 11, effective preparation for examinations. This helps build
pupils’ confidence and their own skills in explaining their understanding and knowledge. In
science, for example, questioning, explanations and activities focus on testing out ideas
before moving on to new work; in this way pupils are confident in their understanding and
what the next steps in their learning will lead to.
30
Overall, teachers provide challenging work matched to pupils’ needs, taking full
account of their learning difficulties and prior attainment. This is very good in music and
design and technology and often very good elsewhere. Teachers are mostly very aware of
pupils’ needs and, having set work, they provide a high level of individual support to help
pupils learn, and they are generally effective. Teachers’ expectations are high and they share
them with pupils so that pupils fully grasp what they need to do to perform well in their work.
On occasion, work in some science lessons is not challenging enough, and is not matched
to the needs of all pupils.
Francis Bacon School - 20
31
Teachers’ marking is good. The great majority of teachers mark pupils’ work regularly
and thoroughly. They provide good advice to pupils on how to improve their work and set
them targets, often by negotiation, to help raise their levels of attainment. Teachers use a
wide range of assessment information to help them set pupils’ targets and provide guidance.
Teachers generally set homework regularly and for the most part it builds on or consolidates
work done in lessons. While there have been a few inconsistencies in setting homework,
these have arisen where there have been disruptions to staffing.
32
Teachers’ management of pupils is good overall and is based on good relationships
between teachers and pupils. Teachers are sensitive to pupils’ learning and social needs and
pupils are aware of this, reacting positively in response. Pupils respect the fact that teachers
set work suited to their needs and provide support when necessary. Where there is
occasional challenging behaviour by pupils, teachers usually use the school’s behaviour
policies effectively and firmly. In a small number of lessons where teaching is unsatisfactory,
teachers do not deal with potentially disruptive situations by using the school’s behaviour
procedures well and sometimes the work they set is unsuitable for the needs of pupils.
33
The teaching of literacy is good and is having a beneficial effect on pupils’ learning in
all subjects. Many teachers display key words in classrooms to improve spelling of technical
words in subjects. In science, geography, history and religious education pupils are given
help and assistance with planning and structuring longer pieces of writing. These strategies
are effective. The teaching of numeracy across the school is broadly satisfactory. It is good in
geography, ICT and music, particularly where the use of computers supports numeracy very
well. In physical education, history and English teaching of numeracy is unsatisfactory.
34
The teaching of ICT skills across the curriculum is good overall. Teachers make good
use of word processing for pupils to present information for GCSE coursework. They provide
many opportunities for pupils to use the Internet for research, word processing and desk-top
publishing skills to present their work in an attractive way, and databases, spreadsheets and
digital cameras. In design and technology the lack of staff training restricts the use of
computers to computer-aided design packages and the use of Photoshop and Publisher.
There is limited use in mathematics and science, though in both it is improving. ICT is also
not used sufficiently frequently in physical education.
35
The teaching of pupils with special educational needs is good overall. In most
subjects good use is made of individual education plans to inform planning and pupil
progress. Although these plans do not usually identify subject specific targets many staff are
using them very effectively to develop appropriate targets for pupils and to set appropriate
work. A very good example of this was seen in a Year 8 English lesson where great care was
taken using information from individual education plans to pitch work at the appropriate level
for individual pupils. In music, specific music objectives are included on some individual
education plans. In most lessons, good classroom teaching involving a range of teaching
strategies and resources is ensuring good progress for most pupils with special educational
needs. A significant factor in this good learning is the well-informed support provided by
learning support assistants who know the pupils very well and also have good knowledge and
understanding of their subject areas.
36
Teachers’ support for pupils from ethnic minorities is good. There is a large proportion
of pupils with English as an additional language, though few are in the early stages of English
language acquisition. Nevertheless, the school analyses examination results and uses the
information it obtains effectively to plan all pupils’ work and to ensure that all learning needs
are met.
Francis Bacon School - 21
Sixth form
37
Teaching and learning in the sixth form are of a very good quality overall. Over 60 per
cent of teaching in subjects reported on in detail was very good or better, and in a psychology
lesson and biology lesson the teaching was excellent. There was no unsatisfactory teaching.
Students make overall very good progress, due largely to the quality of teaching, but also due
to their very good attitudes to their studies. Students from other schools in the consortium
enjoy studying in this school, and judge the teaching to be very good.
38
Sixth form teachers have very good subject knowledge, and they present students
with high levels of challenge. They will not accept superficial answers when hypotheses are
being debated, and they press students to think around topics in more depth. An imaginative
approach to an analysis of Hamlet, for example, enabled English students to delve more
deeply into the text. Teachers demonstrate great enthusiasm for their subject, and they show
students how to study more fully so that they, too, will develop more knowledge and skills in,
and a love of, the subject. Lessons are carefully planned and prepared, and no time is lost: a
fast pace of development is maintained. Teachers build on knowledge the students have
already acquired, and they provide students with excellent learning resources. Psychology
students, for example, have ‘learning planners’ which help them organise their study for each
aspect of any module.
HOW GOOD ARE THE CURRICULAR AND OTHER OPPORTUNITIES OFFERED TO
PUPILS OR STUDENTS?
39
The quality and range of learning opportunities across the school are satisfactory. An
appropriate statutory curriculum is in place for Years 7 to 9 but not for Years 10 and 11 where
religious education is not included. Overall, the curriculum is flexible enough during all years
to respond to most pupils’ specific needs. Some pupils who would find it difficult to derive
appropriate benefit from the full range of GCSE courses are disapplied from modern foreign
languages and have a reduced science allocation to allow them to follow a general national
vocational qualification (GNVQ) course in leisure and tourism, while others are disapplied
from technology so that they can follow a life skills course subsidised and supported by the
Prince’s Trust. Pupils in this year group also have the opportunity to choose the GNVQ
course in ICT. In Years 7 to 9 the school teaches all subjects in the National Curriculum and
drama and religious education. Citizenship is taught through personal, social and health
education (PSHE). The curriculum is well planned in most subjects to provide progression
through programmes of study during Years 7 to 9, and GCSE syllabus requirements in Years
10 and 11. Equality of access and opportunity is good. This is an inclusive school. There is
access to all areas of the curriculum and extra-curricular activities for all pupils.
40
There is an appropriate balance of time between most subjects. However, the
arrangement for teaching religious education, history and geography during Years 7 to 9 is
unsatisfactory. The effective reduction in time for geography and history and the restrictions
on the opportunities to develop their studies over an uninterrupted year has restricted
progress. A similar effect has been noticed in religious education where teaching in six-week
units has reduced continuity. During Years 10 and 11 the time available of two hours per
week at GCSE level for all optional subjects is barely adequate to cover the syllabus in
appropriate detail and the time available of just one hour per week for physical education for
those pupils not studying for the GCSE examination is inadequate to cover the subject in
enough depth. Provision for PSHE, including sex education and drugs awareness education,
is good and imaginative. Currently the PSHE programme is well managed by the deputy
headteacher.
Francis Bacon School - 22
41
The school provision for extra-curricular activities is satisfactory. There are
opportunities for extension, enrichment and enhancement for pupils in the school in most
curriculum areas. This includes both music and drama, leading to opportunities for pupils to
perform in productions during the school year, and physical education where many pupils
represent successful school teams and achieve other representative honours. Many
homework and revision clubs are also a popular choice for a large number of pupils. Pupils
also participate in the Duke of Edinburgh Award Scheme. An activities week each year in the
summer term for all pupils in Years 7 to 10 gives them the opportunity to experience a wide
range of activities outside the normal school curriculum.
42
Activities take place on the school site in the evenings, and at week-ends. A variety of
business links are used to support business education to good effect and good links with
local employers are also used to help deliver work experience opportunities in Year 10. There
are regular visitors from the local and wider community to support various other aspects of
the curriculum including personal and social education, citizenship, physical education,
religious education, history and some work-related learning.
43
Careers guidance is good and is improving. Skilful redeployment of a teacher within
school has enabled this area to be successfully developed. The school has started some
innovative approaches. For example, work experience ends with a one-day conference for
Year 11 to help them refocus their future plans in the light of experience. There is a strong
and productive relationship with ‘Connexions’ to provide careers advice and support for
identified troubled and troublesome pupils, and early careers advice and the support for
pupils in school on examinations’ results days. The school makes effective use of a visiting
Careers Bus. The greatest strength in vocational education lies in the areas of work
experience and the industry day for Year 9 pupils during their option choices. However, links
with college-based vocational courses are underdeveloped.
44
Liaison with local primary schools is very effective. Pupils in the local primary schools
and parents visit the school during Year 6. Curriculum links are satisfactory.
45
There is good provision for special educational needs pupils from the time they arrive
at the school until they leave. All pupils receive their curriculum entitlement. There are
improving opportunities for pupils to participate in vocational or work-related courses where
they are very successful. A successful and well-attended early morning ‘breakfast’ club
provides further good support for pupils who are experiencing literacy problems at the lower
levels.
46
The school has makes good provision for developing pupils’ literacy skills. The policy
for language across the curriculum is good and has been adopted by all departments and a
working group of teachers manages the dissemination and development of that policy.
Development of the policy has taken the views of all departments into account. Several
curriculum areas have made a committed contribution and much good work is in progress
across the whole curriculum. The library, which is an attractive and well-managed facility, is
well used by some departments.
47
The effectiveness of the school’s work to develop pupils’ numeracy skills is
satisfactory. The mathematics department has run a successful whole-school numeracy inservice training day and some departments took their lead from this. Staffing difficulties in the
department prevented this work being followed through and much of its benefit has been
dissipated. Numeracy features as a weekly topic in registration periods, often in the form of a
puzzle. This initiative is a good start to developing approaches to developing pupils’
numeracy skills.
Francis Bacon School - 23
48
Provision for developing pupils’ ICT skills is good. Most subjects make good use of
computers and have planned opportunities to ensure pupils consolidate their ICT skills. The
use of ICT to support learning in other subjects is good. There are limitations to the effective
use of ICT in science due to a shortage of suitable software, and in mathematics available
computers are not used as much as they could be, though this situation is improving. ICT is
not used enough in physical education.
49
The provision for the pupils’ spiritual, moral, social and cultural development is good,
with a particular strength in social development and a significant improvement in the spiritual
provision which the previous inspection noted as a weakness. The statutory requirement to
provide an act of collective worship for all pupils is not fulfilled but the assemblies observed
provided ample evidence of uplifting themes, very good relationships and a caring ethos.
50
At the time of the previous inspection spirituality was insufficiently planned for in the
curriculum and religious education did not play a large enough part in the provision. Both
these aspects have been improved but religious education still does not play a significant part
in the spiritual, moral, social and cultural development of pupils in Years 10 and 11.
51
The overall provision for spiritual development is good and has improved since the
previous inspection. It is now good in the important area of religious education in Years 7, 8
and 9. Pupils are encouraged to reflect upon non-material aspects of life and to consider
questions of the existence of God and of life and death. There is now a whole school policy
document and most departments have some written plans and teaching styles which reflect
the whole school policy to foster spiritual development. There has been an in-service day
devoted to spiritual opportunities throughout the curriculum and an audit of what is provided in
the various subjects. Pupils respond well to opportunities which occur in English and in
religious education to reflect upon their own values and those of others, and the study of
poetry involves a strong appeal to the imagination. Geography, history, mathematics and
science provide opportunities for reflection about the environment, human nature and the
world in which we live as well as the universe of which it is a part. Opportunities are taken in
art and other subjects to reflect upon questions of life and death and for pupils to explore their
own feelings. There is time in tutorials for reflective moments and these are used with varying
degrees of success. The school exhibits the spiritual characteristic of a caring community,
not just in its everyday life but in an underlying philosophy which places emphasis on the
worth of the individual and the need for consultation at all levels. During the inspection week
there was a series of year assemblies which were impressive both for the pupils’ own input
and for their themes about human dignity, rights and freedoms or the lack of them. Against a
background of music, lighting, videos and dance from the performance and expressive art
students in the sixth form, issues of tyranny, torture and discrimination were effectively
presented.
52
The provision for the moral development of pupils is good. The school has a clear
code of behaviour to which pupils adhere and clear expectations in and outside of classes.
The school council, staff, and pupils and students together helped to set up the behaviour
policy and this is an example of collective responsibility for good order. The council is even
involved, in an appropriate way, in the appointment of staff which is another example of the
shouldering of responsibility for the good of the school. The good relationships include pupils
supporting each other and older pupils supporting younger ones. Opportunities exist
throughout the curriculum, as in history and religious studies in Years 7 to 9, for pupils to see
and discuss the moral issues surrounding past and present actions. English texts invite
pupils to empathise with people faced with moral dilemmas and the consequences of
choices. Drama provision makes a positive contribution to an understanding of oneself and of
society and moral issues. PSHE effectively covers moral and social responsibility. The
school offers opportunities for pupils to accept some responsibility, as in the council and in
Francis Bacon School - 24
the organisation of charitable events, trips and the annual activities week. Charitable work by
pupils and staff for Comic Relief or cancer research shows moral and social concern as
does the work of the post-16 charity committee and Year 9’s organisation of a topic on
poverty.
53
Provision for the social development of the pupils is very good. Most departments can
show harmonious group work, which foster good relationships and co-operative learning, and
the school takes positive steps to use seating arrangements for increased socialisation and
good relationships. Sporting activities and a variety of clubs provide good opportunities for
working together and playing by the rules. A variety of planned trips visits and exchanges help
to create good relationships as well as widening pupils’ experience. Such visits include trips
to Prague, Paris, Stratford, the Tower of London and Disneyland as well as the local abbey.
54
Pupils learn about citizenship and about present-day society in PSHE, religious
education, geography, and history and other subjects. They learn about rights and
responsibilities and how past and present societies function. Enlightened teaching strategies
often give them the opportunity to take some responsibility for their own learning and to help
others. Perhaps the best testimony came from the pupils who were interviewed by
inspectors and gave their opinion that this is a happy school and one which they would
recommend to others.
55
Provision for the cultural development of pupils is good. In religious education there
are opportunities to learn about other world religions and other cultures than Christianity. In
English and the humanities, there are opportunities for pupils to develop an awareness of the
diversity and the interdependence of cultures. There are examples of pupils in music and
performance and expressive arts realising their own individual talents by taking the
opportunities to perform. Pupils have successfully taken part in competitions, been
interviewed on radio and been involved in the making of important videos illustrating national
initiatives. There are good opportunities for cultural development both within the music
curriculum and in extra-curricular activities. Pupils study Japanese art, and visit the Victoria
and Albert Museum and the Tate Modern. Visiting musicians, well-known artists of some
standing with youthful audiences, make a good contribution to cultural development.
56
The school is a harmonious social group that contains within itself examples of a
multiculturalism which prepares children for life in a wider world as well expanding pupils’
cultural and multicultural horizons. Some Bangladeshi girls were chosen to appear in a video
connected with a national initiative to remove the barriers to personal development in
learning. Others produce a fashion show for the whole school. Opportunities arise in the
curriculum, in displays or in visits to enrich cultural provision. Subjects such as religious
education, history and geography by their nature help pupils to understand other countries
and other cultures as well as the culture of this country. Opportunities exist in art, drama, and
literature to extend this understanding still further.
Sixth form
57
Curriculum provision is a very successful feature of the sixth form. Through
consortium links with five other schools in the area, students have an extensive choice of
subjects. The school delivers AS and A2 courses in 14 broadly based subjects in Years 12
and 13. In addition, photography and physical education courses are currently delivered in
Year 13. Chemistry and physics courses are taught jointly with other schools.
58
Health and social care courses have been introduced this year, and it is proposed that
engineering will be introduced next year. Some students take GNVQ ICT courses in the
school: others take AS and advanced vocational certificate (AVC) ICT courses in other
schools. Students may take courses in classical civilization, dance, economics, English
Francis Bacon School - 25
literature, ethics, music, religious education, sociology and Spanish in other consortium
schools.
59
Students do not study religious education, unless it is a chosen examination course,
but all are introduced to appropriate religious experiences through a set of themes, ensuring
that statutory requirements are met.
60
Heads of sixth form in the consortium meet regularly to discuss developments in
curriculum planning. They are currently considering different option blocks in order to offer
students a greater diversity of choice. The consortium arrangement for curriculum provision
works well, and is constantly reviewed.
61
Students have very full timetables, notably in Year 12, but there is a good range of
enrichment activities for them to participate in. Through the post-16 hour, on Friday mornings,
in which all students take part, there are opportunities to take a general studies course, to
take part in sport activities or to prepare for the Community Service Award. Students may
take part in the Duke of Edinburgh Scheme or the Sports Leadership course, both of which
contribute to UCAS points. They have opportunities to mentor younger pupils by helping in
helping with reading and teaching ICT. Some students run a dance and drama club. There
are a number of student committees through which social events are organised, problems
are sorted out, money is raised for charity, and the common room is cared for. All students
follow a personal and social education course once a week.
62
Key skills are not taught as a discrete subject, but are taught through subjects. The
organisation of this is good and is effective in helping students improve their skills.
HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?
63
The school’s procedures for child protection and for ensuring pupils’ welfare are good.
This was also a strong feature at the time of the previous inspection. The school has an early
start to its day, and pupils appreciate the facility to use the dining room for a breakfast snack
before the school starts. This thoughtfulness for pupils’ overall welfare is typical of the
school’s genuine concern for pupils and students.
64
There are good, effective procedures for monitoring attendance and punctuality,
which have improved since the last inspection. There is a dedicated member of the
administrative staff responsible for making absence enquiries the same day they occur, and
for managing the lateness system. Information on pupil attendance is computerised, and
form tutors and heads of year groups liaise closely with the educational welfare officer and
the assistant headteacher with responsibility for pupil development. The school’s daily bulletin
is circulated to staff, and informs them of the previous week’s attendance figures, which are
displayed in each form. Those pupils with the best attendance are put into a draw to win a
valuable prize, for example a mountain bike. The school council has been involved with
selecting appropriate rewards. A senior member of staff and an assistant patrol the school
during lessons to prevent truanting internally.
65
Parents are well informed about the need for full attendance during term time, and the
reasons for this, and must apply for permission to take pupils out of school, giving their
reasons. However, some parents do persist in taking family holidays at this time, in spite of
the school’s discouragement. The school is working hard with families, and the parental
contact which precedes and follows, together with the rewards offered pupils, is having a
positive effect on attendance at the school.
Francis Bacon School - 26
66
There is a very good system for monitoring and promoting good behaviour at the
school. It is managed very effectively through heads of year and form tutors and has a
positive bias, designed to prevent, where possible, the ultimate sanction of exclusion.
Achievements of all kinds are celebrated, and these are shared with the school at
assemblies, and with parents who are told of the award. There is a thorough analysis of
unsatisfactory behaviour by heads of year, and an efficient software programme, devised by
the school, ensures that patterns and trends of poor behaviour are detected quickly. An extra
tier of sanctions entitled ‘internal exclusion’ has been introduced recently.
67
The rate of fixed period and permanent exclusions of pupils has been high but is
falling, and has reduced considerably from the same period last year. The school endeavours
to keep all its pupils at school, and only uses the exclusion sanction as a very last resort.
When pupils are excluded, all the appropriate procedures are carried out and parents and
governors are involved. The school has set up a working group to try to improve behaviour
further, and has involved the whole school community in this process. Parents and pupils are
being consulted, as well as governors and staff.
68
Bullying is not tolerated in any form. If it does occur, and this is infrequent, every effort
is made to deal with it fairly, and parents are always involved fully. All pupils are aware of
what they must do if they are bullied, and it was noticeable during interviews with pupils that
they believe there is hardly any bullying at the school. The school has very good procedures
for dealing with bullies.
69
There are good procedures for supporting and monitoring pupils’ personal
development. A senior teacher oversees this important part of the school’s provision, and
pupils of all abilities are encompassed. There is a school counselling service provided for
pupils referred both by teachers and by themselves. The newly appointed learning mentor is
dealing with pupils with learning problems, through one-to-one assessment and subsequent
targets shared with the pupil, and through setting up and running the ‘XL’ course sponsored
through the Prince’s Trust Scheme in order to re-motivate some pupils.
70
Pupils are encouraged to, and do, take on extra responsibilities. The school council
system and PSHE lessons teach independence and prepare pupils well for citizenship. This
very good provision by the school increases pupils’ self-esteem and consideration for others
and is of great benefit to their personal development, both individually and as members of the
school community.
71
There are good arrangements for assessing pupils’ attainment and progress
which are based on a very clear vision and grasp of the importance of assessment in
improving learning and raising standards. A major focus on reviewing and developing
assessment procedures has resulted in whole school involvement in training in assessment,
and the production of a new assessment policy. This stresses the importance of diagnostic
assessment and feedback to pupils, including the setting of action targets. Assessment is
regular and systematic. In addition to Year 9 assessments and GCSE examinations, it
includes half-termly assessments against National Curriculum and GCSE levels to inform
pupils about the standards they are achieving. Procedures are already becoming well
established and their effectiveness in supporting improvement in standards is being
systematically monitored. They produce a good range of data on pupils’ performance which,
along with the analysis of the results of National Curriculum assessments and GCSE, is
used well in planning for the curriculum and identifying resources needs.
72
Very good systems are being developed for the use of assessment data in
closely monitoring and supporting pupils’ academic progress. All teachers have a wide range
of data on each pupil in their mark books which enables them to track pupils’ progress
against their earlier attainment, to identify any underachievement and to set appropriately
Francis Bacon School - 27
challenging targets for attainment. Heads of year and year tutors are increasingly making
reference to this data in their support and guidance of pupils to ensure that expectations of
them are appropriately high, and appropriate provision is made for those causing concern.
The database for Year 11 pupils is especially valuable in establishing both the grades pupils
are working at and what they might realistically attain. The use of performance data in raising
standards is an ongoing priority in school development planning, and other initiatives which
are currently being piloted, such as the Year 10 target setting day aimed at supporting
identified groups of pupils, are meeting with a very positive response from pupils and parents.
73
Arrangements for assessing, recording and reporting the progress of pupils with
special educational needs are good and meet statutory requirements. Statements are
thoroughly reviewed and appropriate targets set. Individual education plans are also reviewed
regularly and targets adapted accordingly. Procedures for identifying pupils are in place and
are very effective. Well-established links between the special educational needs department
and all other departments ensure that information on individual pupils and on procedures is
conveyed to all staff. These links with departments are also a significant factor in ensuring
that appropriate progress is being made by all pupils with special educational needs. Primary
school liaison is good and forms the foundation for initial assessment which is then
developed through extensive testing of pupils on entry and in subsequent years. This
provides relevant and well- used information to assist the school in making decisions about
the level of support necessary for all pupils.
74
The school uses assessment information effectively to monitor the progress of pupils
with English as an additional language. It analyses the performance of individual pupils, boys,
girls and different ethnic groups and uses the information effectively to identify specific
support for pupils.
Sixth form
Assessment
75
Assessment is very good. The school uses information from the Advanced Level
Information System (ALIS) and the local education authority effectively for target setting.
Assessment information is collated and used to monitor students’ progress on a half-termly
basis. Students are assigned to academic tutors who meet with students and discuss
progress and set targets. Tutors and the head of sixth form collaborate closely to monitor
students’ academic progress and performance.
Advice, support and guidance
76
Students receive very good support and guidance throughout their sixth form career.
They are given full information about courses on offer when they are in Year 11 and effective
guidance when they know their GCSE results, and they are carefully inducted into Year 12.
The tutors know the students very well both academically and personally. In one tutor group
observed, for example, the tutor was a science teacher, and most of the students in her
group were mainly science students. Careers advice is good, and very good use is made of
the ‘Connexions’ organisation and the Careers Bus which visits the school regularly, enabling
students to research individual career possibilities independently through advanced
technology. Information about higher and further education is detailed and students receive
good guidance to help them make appropriate choices.
HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?
Francis Bacon School - 28
77
Most parents have a positive view of the school and like what it does for their children.
At the time of the last inspection, parents were described as being encouraged. However, a
minority of parents raised concerns about too little homework, not enough information on
pupils’ progress, insufficient co-operation with parents and the poor behaviour of some
pupils.
78
The inspection has found the level and amount of homework to be satisfactory. The
new headteacher has recently written to parents explaining the school’s homework policy and
the place of coursework. Parents’ views on homework have also been sought, through
surveys.
79
The quality of information provide by the school is good. Parents are well informed
about pupils’ progress through records of achievement, less formal, and termly academic
‘health checks’ on progress, annual reports and open evenings. More general advance
information about the curriculum is supplied through curriculum guides, given out at open
evenings, and detailed coursework information prior to commencing Years 10 and 11
studies. Annual reports on pupils’ progress are informative, and include targets and areas for
pupils’ development in each subject. Additionally, form tutors and heads of year keep in touch
with parents over both pastoral and academic issues through informally arranged interviews
and by telephone. The new headteacher is available to see parents on issues they are
concerned about each Friday, and holds surgeries for this purpose on that evening; they are
well attended and greatly appreciated by parents. Postcards are also sent home to share
pupils’ achievements with parents.
80
Parents’ contribution to their children’s learning both at school and at home is
satisfactory. Parents are aware of the school’s ‘Smarter Learning’ initiative, and all parents
have signed and returned the current home school agreement. Most of them play their part
and honour the agreement, particularly in signing the homework diary in pupil planners. There
is a parent volunteer who helps in the school library.
81
The school has developed good, effective links with parents and carers. In particular,
the Friends Association plays a vital role in raising funds which it uses well to help the school
improve its provision for pupils. For example, funds have been used to buy a new minibus, to
pay for the refurbishment of the school hall, and to maintain the swimming pool and
contribute to the building of a new classroom block. The Friends also run purely social
events, such as quizzes, to develop off-duty relationships between staff and parents.
82
The impact of parents’ involvement on the work of the school is good. Much work has
been done, over the past two years in particular, to increase parents’ direct involvement in
their children’s learning, for example the target setting day for Year 10 pupils and parents in
2001 to 2002. Plans are well advanced to extend this target setting involvement to the rest of
the school. Workshops have also been held for parents of pupils who might obtain borderline
grade GCSEs, and their children. Most parents have been surveyed on a variety of issues,
and this is now a valued strategy for major issues affecting the school. The variety of ways
the school has involved, and listened to its parents, many of whom live a good distance
away, are a real strength, and add value to pupils’ learning.
Francis Bacon School - 29
HOW WELL IS THE SCHOOL LED AND MANAGED?
83
The leadership and management of the school are very good and the head, along with
the senior staff, gives very good direction for how the school needs to improve. The senior
team carry out their roles effectively, though they are stretched to do so. At the time of the
inspection the headteacher had been in post for less than a term and there was only one
deputy headteacher, although a second deputy has been appointed and will take up post in
January 2003. This will make it possible to share senior management responsibilities more
efficiently. Staff in other management positions carry out their responsibilities effectively.
Heads of departments manage their subjects well. In spite of having had considerable
difficulties to overcome where there have been unfilled teaching vacancies and a string of
temporary appointments have needed support to carry out their jobs, they work hard to raise
standards. The staffing situation has improved, though there are still a few vacancies, but the
aftermath of disrupted learning is still a focus of their attention.
84
There is a very clear focus on raising standards reflecting the school’s ‘Smarter
Learning’ philosophy and the priorities in the school development plan. This philosophy
permeates all of the school’s work and is reflected in the work of all departments. There is a
consistent approach to improving teaching, using assessment information to guide
developments, and supporting pupils from whatever their social and ethnic backgrounds.
Communication between the special needs department and other departments is good. The
governor with responsibility for special educational needs is well informed and provides good
support for the department.
85
The school monitors and evaluates its performance and plans its developments
carefully. Senior staff and other key staff have a shared understanding of what the school
needs to do to continue improving and the commitment among all staff to improve is
excellent. The school has planned a successful programme of improvement for its teachers,
which has started to have a positive impact, increasing significantly the quality of teaching
since the last inspection.
86
Governors carry out their responsibilities satisfactorily. Religious education has not
been taught in Years 10 and 11 for several years, but governors are now committed to
including it in the curriculum in September 2003. Statutory requirements for collective
worship are not fully met. Other responsibilities are carried out well. Governors’ involvement
in planning the development of the school is satisfactory overall. They have a good
knowledge of how the school operates and of its strengths and areas for improvement, and
they are continually seeking to be better informed. For example, they wish to know more
about the analysis of examination results and how that information can be used, and one
governor is working hard to acquire that understanding and then to share it with colleagues.
87
Financial management is good and is improving. Changes in practice involving the
introduction of a new computer program are intended to bring the school into line with the
financial practices of the local authority. They should free senior clerical staff to spend more
time on budget preparation and the governors to be more active in forward planning and to
focus resources sharply on new priorities. The school’s finances have been carefully
managed over several years so there are useful reserves – larger than normal – but
earmarked for developments the school has planned. Overall, funds the school receives are
above average. Grants and specific funds are well managed and used effectively for their
intended purposes. Procedures to obtain best value for funds spent are satisfactory overall
and, in the light of the governors’ intentions to be actively involved in planning the school’s
development, are improving. The school gives satisfactory value for money.
Francis Bacon School - 30
88
Staffing is unsatisfactory overall. There are sufficient teachers to provide for pupils’
learning and they are deployed effectively. There is very good provision of support staff who
support teachers and pupils well and this allows more time for teachers to be working with
pupils. Performance management procedures are very good. The programme for the
induction of newly qualified teachers and others taking up appointments in the school are
good and those new to the school speak warmly of them. However, there are difficulties over
recruiting a sufficient number of well-qualified teachers in mathematics, science and art. The
senior management work hard to recruit staff and the situation has improved. Once
appointed, staff enjoy working in the school, and stay. The difficulties of recruitment generally
occur when staff take promotion and move to other schools.
89
The accommodation is unsatisfactory overall. There has been a very substantial
increase in the school population since it was built, and classroom and laboratory areas are
adequate, but the substantial increase in pupil numbers over the past few years has put the
accommodation under great pressure. The school has made internal alterations, over this
time, in order to improve accommodation, and has been mainly successful in this aim. For
example, a new science laboratory was created out of a classroom and an office, and a
music room replaced a changing room and boiler room. The school also acquired two mobile
classrooms. There is now a first class new sports hall, shared with the local community. A
new classroom block, providing nine classrooms, storage and offices, is under construction
and is due for completion by Easter 2003. In the meantime, some departments have split
accommodation and there is a lack of office space.
90
However, accommodation for special educational needs is unsatisfactory as there is
no base for pupils who are withdrawn from lessons and very restricted access to ICT. The
music rooms are not sufficiently soundproofed. The dining room is overcrowded when all the
pupils use it at morning break time, and it is a tribute to both pupils and the staff who manage
the snack break that it occurs in a safe and civilised manner. At lunch times, pupils queue for
relatively long periods as their access to the meal counter is managed, including some pupils
who have brought their own lunch. Again, this period is run as efficiently as possible having
regard to the dining room space available.
91
Overall, learning resources are good. The library is a generously funded and a wellmanaged facility that is open all day, and for some time after school. The collection of
attractive fiction encourages pupils’ private reading. Some subject areas are well stocked
whilst others are developing slowly. Books are selected carefully to match the range of
readers. The six computers housed in the library are used intensively.
92
There is an above average number of computers in the school, most of which are
distributed across the departments and therefore accessible to most subject areas. There
are class collections of laptop computers in English, science, modern foreign languages and
humanities. However, there is no ICT available physical education and access is sometimes
difficult. Access to computers is unsatisfactory for pupils with special educational needs, and
in music a shortage of computers and mixing desks is affecting the quality of learning.
93
Pupils have access to a wide range of up-to-date books within the departments and
other learning resources are at least satisfactory and mostly good. In music, for example,
there is a good supply of musical instruments and good quality keyboards and in ICT there
are digital cameras and scanners. The resources in religious education, which were
unsatisfactory at the time of the last report, are now much improved.
Francis Bacon School - 31
Sixth form
Leadership and management
94
Management of the sixth form is good. The new headteacher and the new head of
sixth form have both been in post for a relatively short space of time, but in that time they
have made a very good start to ensure a clear educational direction for the sixth form. They
are strongly supported by the governors, who are committed to strengthening and developing
the sixth form. Plans to improve sixth form provision are good. Monitoring and evaluation of
performance are very good. A recent self-review exercise evaluated the effectiveness of
leadership and management, the achievement of students, the quality of support and
guidance, and the effectiveness of teaching and learning. In addition to the sixth form
management team, a governor, a local education authority adviser, an OFSTED inspector
and students were involved. This was a powerful exercise, and presented valuable
information through which the school can plan improvements in sixth form provision.
Resources
95
A priority has been to create a new meeting place for students. This is particularly
relevant for the many visiting students from other schools in the consortium needing to meet
together. There is a large newly refurbished and pleasant new common room, clearly
identified for the use of members of the sixth form only. However, this area is not entirely
appropriate to the needs of the students, being neither a comfortable social area nor a quiet
study area, containing research facilities. Some of the teaching rooms are inadequate for
large classes. There are very large classes in psychology, media studies, general studies
and music technology. The success of the school in attracting students into the sixth form is
not matched by the accommodation provision.
96
Resources are good within departments. Students use ICT for individual research if it
is available, but with their own heavy timetables, and the constant use of the technology by
teachers, this is not always possible. The school is aware of the situation, and is addressing
the matter.
97
Sixth form teachers are all well qualified for the work they undertake. In lessons
observed during the inspection, both in the five focused subjects and in the sampled lessons,
teachers demonstrated themselves to have very good, and often excellent, subject
knowledge and expertise, to present a high degree of challenge, and to produce the best
results possible from the mature and responsible students in their charge.
Francis Bacon School - 32
WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?
98
I.
The headteacher, staff and governors must now:
Improve the examination results of boys in art and design and modern foreign
languages by using the school’s existing strategies to monitor, support and guide
underachieving pupils.
(paragraphs: 5, 127, 195)
II.
Improve the curriculum by:
•
increasing the time for geography and history in Years 7 to 9, and for physical
education in Years 10 and 11,
•
ensuring continuity in pupils’ experience in history, geography and religious
education in Years 7 to 9
•
ensuring that the school’s plan to teach religious education in Years 10 and 11 from
September 2003 is fully implemented,
(paragraphs: 39, 40)
III.
Continue to strive to recruit staff in mathematics and science by working with agencies
and the local authority,
(paragraphs: 9, 88)
IV.
Continue to work with the local authority to improve the accommodation so that:
• there are social areas for pupils to use during lunch and break times,
• space for office staff and administrators is increased,
• dining arrangements are changed to reduce overcrowding,
(paragraphs: 89, 90)
Sixth form
I.
II.
III.
Provide ICT resources for developing students’ independent learning skills.
Improve accommodation for large classes, notably in music technology, psychology,
media studies and general studies.
Provide a recreation area for students, clearly separated from a private study area.
(paragraphs: 15, 95, 96)
Minor issues the school should also consider are:
i.
ii.
Meeting statutory requirements for collective worship.
Ensuring there is ready access to computers for all pupils, matching the best seen.
(paragraphs: 49, 92)
Francis Bacon School - 33
PART C: SCHOOL DATA AND INDICATORS
Summary of the sources of evidence for the inspection
Number of lessons observed
Years 7 - 11
116
Sixth form
30
Number of discussions with staff, governors, other adults and pupils
73
Summary of teaching observed during the inspection
Excellent
Very good
Good
Satisfactory
Unsatisfactor
y
Poor
Very Poor
Number
7
20
56
29
4
0
0
Percentage
6
17
48
25
3
0
0
Number
4
11
12
3
0
0
0
Percentage
13
37
40
10
0
0
0
Years 7 - 11
Sixth form
The table gives the number and percentage of lessons observed in each of the seven categories used to make judgements
about teaching. Care should be taken when interpreting the percentages for the sixth form here as each lesson represents
more than three percentage points.
Information about the school’s pupils
Pupils on the school’s roll
Y7 – Y11
Sixth form
Number of pupils on the school’s roll
815
99
Number of full-time pupils known to be eligible for free school meals
168
-
Y7 – Y11
Sixth form
Number of pupils with statements of special educational needs
11
3
Number of pupils on the school’s special educational needs register
136
4
Special educational needs
English as an additional language
No of pupils
Number of pupils with English as an additional language
Pupil mobility in the last school year
158
No of pupils
Pupils who joined the school other than at the usual time of first admission
33
Pupils who left the school other than at the usual time of leaving
32
Francis Bacon School - 34
Attendance
Authorised absence
Unauthorised absence
%
%
School data
8.8
School data
0.3
National comparative data
7.8
National comparative data
1.2
Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year.
Attainment at the end of Key Stage 3 (Year 9)
Number of registered pupils in final year of Key Stage 3 for the latest reporting year
National Curriculum Test/Task Results
Percentage of pupils
at NC level 6 or above
Percentage of pupils
at NC level 5 or above
Percentage of pupils
at NC level 6 or above
Girls
Total
2002
90
71
161
Mathematics
Science
Boys
54
60
61
Girls
52
38
38
Total
106
98
99
School
66 (56)
61 (65)
61 (60)
National
66 (64)
67 (66)
66 (66)
School
33 (16)
33 (35)
27 (32)
National
32 (31)
45 (43)
33 (34)
English
Mathematics
Science
Boys
55
59
61
Girls
53
36
46
Total
108
95
107
School
67 (69)
59 (74)
66 (63)
National
67 (65)
70 (68)
67 (64)
School
24 (23)
29 (35)
25 (27
National
32 (31)
44 (42)
34 (33)
Teachers’ Assessments
Numbers of pupils at NC level 5
and above
Boys
English
Numbers of pupils at NC level 5
and above
Percentage of pupils
at NC level 5 or above
Year
Percentages in brackets refer to the year before the latest reporting year.
Francis Bacon School - 35
Attainment at the end of Key Stage 4 (Year 11)
Number of registered pupils in final year of Key Stage 4 for the latest reporting year
GCSE results
Numbers of pupils achieving the
standard specified
Percentage of pupils achieving
the standard specified
Year
Boys
Girls
Total
2002
72
55
127
5 or more grades
A* to C
5 or more grades
A*-G
1 or more grades
A*-G
Boys
23
66
67
Girls
23
49
52
Total
46
115
119
School
36 (42)
91 (88)
94 (92)
National
51 (48)
87 (91)
95 (96)
Percentages in brackets refer to the year before the latest reporting year.
GCSE results
Average point score
per pupil
GCSE point score
School
34.4 (33.3)
National
34.6 (39.0)
Figures in brackets refer to the year before the latest reporting
year.
Vocational qualifications
Number studying for approved vocational qualifications or units and
the percentage of those pupils who achieved all those they studied
Francis Bacon School - 36
School
National
Number
% success
rate
0
0
0
Attainment at the end of the sixth form (Year 13)
For candidates entered for GCE A / AS / Advanced
GNVQ / VCE examinations
School
National
Boys
Girls
All
14
14
28
Average point score per candidate
15.3 (23.7)
18.6 (12.2)
16.9 (17.6)
Average point score per candidate
* 16.9
* (18.0)
* (17.5)
Number of candidates
For candidates entered for GCE A / AS
examinations
School
National
For candidates entered for Advanced
GNVQ / VCE examinations
Boys
Girls
All
Boys
Girls
All
15
15
30
0
0
0
Average point score per
candidate
15.3
18.6
16.9
n/a
n/a
n/a
Average point score per
candidate
*
*
*
*
*
*
Number of candidates
* National comparison data for AS/A level results in 2002 are not yet available. Figures in brackets refer to the year
before the latest reporting year.
Francis Bacon School - 37
Ethnic background of pupils
Exclusions in the last school year
Categories used in the Annual School Census
No of pupils
on roll
Number of
fixed period
exclusions
Number of
permanent
exclusions
665
59
4
White – Irish
0
0
0
White – any other White background
9
0
0
Mixed – White and Black Caribbean
19
2
0
Mixed – White and Black African
1
0
0
Mixed – White and Asian
2
0
0
Mixed – any other mixed background
3
0
0
Asian or Asian British - Indian
13
0
0
Asian or Asian British - Pakistani
22
3
0
Asian or Asian British – Bangladeshi
93
16
1
Asian or Asian British – any other Asian background
16
0
0
Black or Black British – Caribbean
16
2
0
Black or Black British – African
16
1
0
Black or Black British – any other Black background
0
0
0
Chinese
6
0
0
Any other ethnic group
19
5
0
No ethnic group recorded
14
0
0
White – British
The table gives the number of exclusions, which may be different from the number of pupils excluded.
Teachers and classes
Financial information
Qualified teachers and classes: Y7 – Y11
Total number of qualified teachers (FTE)
48.5
Number of pupils per qualified teacher
18.9
Financial year
Education support staff: Y7 – Y11
2001/2002
£
Total number of education support staff
21
Total income
2,767,558
Total aggregate hours worked per week
421
Total expenditure
2,756,235
Deployment of teachers: Y7 – Y11
Percentage of time teachers spend in
contact with classes
Expenditure per pupil
70.8
Average teaching group size: Y7 – Y11
Key Stage 3
26.4
Key Stage 4
21.7
3,220
Balance brought forward from previous year
238,954
Balance carried forward to next year
250,277
FTE means full-time equivalent.
Francis Bacon School - 38
Recruitment of teachers
Number of teachers who left the school during the last two years
33.1
Number of teachers appointed to the school during the last two years
38.3
Total number of vacant teaching posts (FTE)
3
Number of vacancies filled by teachers on temporary contract of a term or more (FTE)
Number of unfilled vacancies or vacancies filled by teachers on temporary contract of less than one term (FTE)
FTE means full-time equivalent.
Francis Bacon School - 39
3.2
0
Results of the survey of parents and carers
Questionnaire return rate
Number of questionnaires sent out
914
Number of questionnaires returned
230
Percentage of responses in each category
Strongly
agree
Tend to
agree
Tend to
disagree
Strongly
disagree
Don’t
know
My child likes school.
38
57
3
1
1
My child is making good progress in school.
35
51
7
0
7
Behaviour in the school is good.
20
52
17
6
6
My child gets the right amount of work to do at
home.
17
57
16
8
2
The teaching is good.
22
57
10
1
10
I am kept well informed about how my child is
getting on.
20
45
24
6
5
I would feel comfortable about approaching the
school with questions or a problem.
42
48
5
3
2
The school expects my child to work hard and
achieve his or her best.
50
41
5
2
2
The school works closely with parents.
20
50
19
5
6
The school is well led and managed.
23
57
4
3
13
The school is helping my child become mature and
responsible.
28
58
7
2
5
The school provides an interesting range of
activities outside lessons.
21
41
18
7
13
Other issues raised by parents
At the meeting between parents and the registered inspector held before the inspection, parents
generally were pleased with standards, though they recognised that a high turnover in staff had a
negative impact on attainment. Overall they were pleased with the care and support given to
pupils but expressed some concern that the poor behaviour of some pupils upset the learning of
others. However, they recognised that the school’s behaviour policies were generally effective.
Several parents expressed pleasure that the new headteacher was bringing about positive
changes and that the school was improving.
Francis Bacon School - 40
Inspectors are generally in agreement with parents’ comments. Unsatisfactory behaviour in
lessons was infrequent during the inspection and was associated with inadequate application of
the school’s behaviour policy and unsuitable work for pupils.
PART D:
THE STANDARDS AND QUALITY OF TEACHING IN AREAS OF THE
CURRICULUM, SUBJECTS AND COURSES IN KEY STAGES 3 AND 4
ENGLISH
Overall, the quality of provision in English is good.
Strengths
• Teaching is good overall, almost half is very good and sometimes excellent.
• The quality of assessment is very good.
• Management is very efficient and leadership is outstanding.
Areas for improvement
• Performance in the GCSE in both language and literature is not high enough.
99
Pupils’ attainment in the end of Year 9 national tests in 2002 was in line with the
national average. The percentage of pupils achieving at least level 5 was close to average, as
was the percentage obtaining level 6 or higher. When compared with similar schools,
performance was well above average. Pupils did better in English than in mathematics and
science and compared with recent years when attainment was below average, results have
improved. Taking into account below average levels of literacy on entry, the results show
good progress by the end of Year 9.
100
In the GCSE in 2002, the percentage of pupils achieving grades A*-C was broadly
average and a little lower than in 2001. Nevertheless, compared with similar schools, the
percentage of A*-C grades was well above average. Compared with their previous
performance, however, pupils achieved well by the end of Year 11. Results in English are
better than those in the majority of other subjects in school.
101
Standards seen are broadly average. The overall quality of speaking and listening
throughout the main school is above that found nationally Pupils work effectively together in
pairs and small groups. They listen attentively and generally answer questions willingly and
fluently. Average and lower attaining pupils often respond well in oral assignments. One class
of lower attaining pupils in Year 11, for example, made extended and well-informed
contributions based upon their research into the background to Steinbeck’s Of Mice and
Men. By the age of 14, almost all pupils use Standard English. They also read aloud with
lively variations in intonation, pitch and pace. When talking to adults, pupils are courteous,
articulate and confident.
102
Standards of reading are broadly average. A significant minority of pupils join the
school with a reading age below, and sometimes well below, their actual age. Such pupils
receive intensive support by specialist staff and, as a result, make good progress. Some
pupils, for whom English is not their first language, are also provided with highly skilled
assistance. In addition, younger pupils benefit from ‘paired’ reading with older pupils. The
overall standard of reading comprehension allows pupils to study and understand a wide
range of literature. Great care is taken to ensure that the level of reading offered is
appropriate to pupils’ level of attainment. During their first three years pupils have regular
lessons in the library. A Year 7 class, for example, said how much they enjoyed reading
quietly in comfortable seats, and they also browsed with interest through the attractive fiction
Francis Bacon School - 41
section. By the age of 16 all pupils study major works of literature and identify accurately key
aspects such as plot, character and themes. In Years 10 and 11 pupils study related
elements such as media and film. One class of high attaining pupils in Year 10, for example,
analysed in detail a poster advertising a film and used a range of new technical language
confidently and relevantly.
103
By the age of 14, the standard of written work is in line with that found nationally.
Pupils write effectively for a variety of audiences and purposes. Work is generally carefully
presented and pupils write with evident enjoyment and enthusiasm. High attaining pupils in
Year 9 write fluent, imaginative pieces which are carefully planned and, in the main,
accurately expressed. Lower attaining pupils tend to make frequent mistakes with expression
of ideas, sentence structure and details of spelling and punctuation. Throughout the main
school pupils draft their work carefully and final versions are kept in useful portfolios of work,
which show improving standards of writing skills. In Years 10 and 11 some of the best written
assignments spring from the study of literature. High attaining pupils in Year 10, for instance,
were sensitive and knowledgeable about Shakespeare’s depiction of Shylock in The
Merchant of Venice. Pupils’ detailed understanding of the text and its characters and themes
was fluently and accurately illustrated and developed in writing.
104
The quality of teaching is good overall and in almost half of lessons is very good.
Teachers plan and prepare lessons very thoroughly and have a strong knowledge and
understanding of the subject. Lessons proceed at a brisk pace and teachers use questioning
skilfully to retain pupils’ concentration. Teachers create very positive working relationships
with pupils, who trust and respect their expertise, and know that their ideas will be valued and
respected. A stimulating range of teaching methods is used, drawing on all available
technological aids such as video, overhead projection and laptop computers. Lessons
contain a rich variety of language activities which ensure pupils’ sustained interest and
concentration. The level of work is pitched skilfully to match pupils’ level of attainment and
specific work is often prepared for pupils with special educational needs. Written work is
marked conscientiously and consistently with much constructive comment and target setting.
This is yet another aspect of which pupils express their appreciation. Teachers prepare
pupils very thoroughly for tests and examinations and are striving to help them to achieve
higher grades in the GCSE to match the national average.
105
The curriculum meets statutory requirements. Departmental documentation is very
clear, helpful and detailed. The department monitors and evaluates its own performance
effectively. The literacy strategy has been fully integrated into schemes of work. The
department makes a very positive contribution to pupils’ spiritual, moral, social and cultural
education. Pupils with special educational needs are taught with particular sensitivity and
care. Those pupils for whom English is an additional language are well supported with
particular attention to their English language needs. Teachers share the same vision and high
expectation of pupils’ behaviour and attainment. The department is very efficiently managed
and outstandingly well led.
106
There have been several major improvements since the last inspection. Test and
examination results are better and liaison with feeder schools is stronger. Teaching, which
was only satisfactory then, is now consistently good or better. All lessons are closely linked to
the National Curriculum and management, which was good, is now very good with
outstanding leadership.
107
In most other subjects across the curriculum pupils listen attentively. The overall
standard of pupils’ speech is above that found nationally. In science, geography, modern
foreign languages, music and religious education, planned discussion is used as an
important way for pupils to exchange views and extend their knowledge. The school’s policy
Francis Bacon School - 42
for language across the curriculum has been implemented into most but not all subjects, but
an important start has been made.
108
The standard of reading comprehension of the great majority of pupils equips them to
understand textbooks and course materials. Key words of specific technical terms in many
subjects are well displayed in classrooms. These are increasingly well used to strengthen
spelling. Pupils mostly read aloud clearly and fluently when given the opportunity.
109
A considerable amount of work has been done to support and assist pupils in all
subjects to plan and structure their writing. Such assistance is helping in science, geography,
history and religious education, and pupils are encouraged to produce longer pieces of
continuous writing. A range of well-proven techniques is in place for helping pupils to
construct their writing.
MATHEMATICS
Provision in mathematics is satisfactory.
Strengths
• Teaching is good overall.
• Teachers generally have high expectations of behaviour and effort.
• The overall relationships between teachers and pupils are good.
• Pupils with special educational needs make good progress.
Areas for improvement
• The co-ordination of numeracy across the school is unsatisfactory.
• Assessment information is not used well enough to improve planning or to guide pupils.
110
The department has just emerged from an extended period of staffing turbulence that
has significantly depressed the attainment of many pupils. This has also deflected
management effort from its main tasks. There was still some temporary staffing at the time
of the inspection, but the situation is more stable than it has been.
111
In the 2002 National Curriculum tests taken by Year 9 pupils, attainment in
mathematics in terms of the overall percentage of pupils reaching level 5 or better was below
average when compared to schools nationally but above average compared to similar
schools. Girls did significantly better than boys. In terms of the proportion of pupils reaching
the higher level 6 or better, results were below the national average but above the average for
like schools. Here again, girls easily out-performed boys; indeed the proportion obtaining level
6 significantly exceeded the national average. Overall mathematics results were on a par with
science but below those for English. Results are better than in recent years. In the 2002
GCSE examination for pupils for Year 11, results were well below the national average in
terms of the proportion reaching grades A*-C, again with girls doing better than boys.
Compared with similar schools, pupils’ attainment was broadly average. The results in
mathematics were poorer than those in science and English and are a significant reversal of
the subject’s improving results over the past few years. This can be directly attributed to the
staffing hiatus.
112
Inspection evidence shows standards to be average overall and often higher. Higher
attaining Year 9 pupils use flash boards to answer a series of quick-fire questions and show
themselves mostly able to estimate the size of angles to within five degrees. All make a good
start with trigonometric functions. Pupils of average attainment begin good work on probability
Francis Bacon School - 43
problems involving two separate events. Lower attaining pupils familiarise themselves with
different graphical representations of raw information. Pupils with special educational needs,
though concentrated in lower sets, are present in most groups. They play a full part in most
lessons and work with the same interest and outcome as the rest of the class. In none of the
work seen is there a significant difference in quality between pupils of varying ethnic
backgrounds and the only gender difference is one of organisation and presentation, as the
way boys set out their work is less useful for revision purposes.
113
Standards in Year 11 lessons are average overall and pupils achieve well, with all
classes following a revision programme in readiness for the imminent mock GCSE
examinations. Higher attaining pupils clearly benefit from revisiting work on prime factors and
lowest common multiples. Pupils of average attainment cope well with a range of problems
on angles in a variety of polygons. Lower attaining pupils show themselves capable of dealing
with a range of numerical problems. Pupils with special educational needs, present in most
groups, play a full part in lessons, contribute to question and answer sessions and generally
make good progress. In the classes for older pupils, the effects of past staff turbulence are
quite marked, with top set pupils of both genders making basic errors of computation or of
algebraic manipulation.
114
The overall quality of teaching is good. Within this, examples of very good and
unsatisfactory teaching were seen, with standards of teaching better overall for older pupils
than younger ones. The best teaching is characterised by good teacher-pupil relationships,
high expectations of behaviour and effort and clear exposition by the teacher using both good
subject knowledge and the ability to target pupils by name and so maintain pace of work.
When teaching is unsatisfactory, and that is rare, it lacks the strategies to maintain a normal
working atmosphere and so the pace of work slows. In the overwhelming majority of lessons
pupils sustain their concentration well and display interest in the topic matter so that the pace
of work is good. Teachers regularly set suitable homework which, like classwork, is marked
well, often highlighting ways it could be improved. Reports to parents are too general to be
helpful.
115
The department is well led. The head of department has had to support colleagues
during a period of major staffing disruption, and this he did well. This department has just
emerged from this extended period and staffing is better than it has been for some time,
though still with some difficulties. As a result, analysis of pupil- and group-specific
assessment information to guide planning is unsatisfactory. Further, a recent well-received
whole-school in-service training day on numeracy was not followed through effectively so that
many departments have yet to assimilate and use this material. Monitoring of classroom
teaching and the subsequent sharing of good practice is not happening on a regular basis.
Similarly, little has been done to highlight the contribution mathematics has to make to the
school’s provision of spiritual, moral, social and cultural development and citizenship. The
head of department is aware of activities that have lapsed and has started to work on them
again. The National Literacy Strategy is beginning to have an impact on the work in
mathematics and the dissemination of the National Numeracy Strategy is complete but with
most staff still needing to take more care to review with pupils what has been learned in the
lesson. The use of ICT in the department is satisfactory but in need of extension, which
should occur once the new mathematics rooms, now under construction, are completed.
116
Since the last inspection, competency with numeracy has fallen and GCSE standards
continue to be below the national average. The quality of teaching, then basically sound, is
now good. Now that staffing is more stable than in recent years the department is in a good
position to improve and for standards to rise.
Francis Bacon School - 44
SCIENCE
Overall, the quality of provision in science is satisfactory.
Strengths
• Teaching and learning are good. Lessons are very well planned and include a variety of
teaching methods.
• The department is very well led and managed.
• The assessment and monitoring of pupils’ work is very good and targets for improvement
are set.
Areas for improvement
• Not all pupils are suitably challenged, especially where there is a wide range of prior
attainment.
• ICT is not used enough in the collection and handling of experimental data.
• The standard of investigative work is not always demanding enough for middle to high
attainers.
• Marking is inconsistent.
117
Over the past three years, the science department has suffered from significant
problems in recruiting staff. Although there has been some improvement, these problems are
not fully resolved, and standards and achievement, for a number of pupils, have been, and
still are being, adversely affected.
118
In the 2002 national tests for Year 9, the proportion of pupils achieving the nationally
expected level 5 was below the average for all schools, as was the proportion achieving the
higher level 6. When compared with similar schools, results were above average. Results
since 1998 were showing a falling trend until 2001, when they rose significantly. They dipped
just a little in 2002 – a result of the disruption in staffing. On average, over the past few years,
there has been little disparity between the boys’ and girls’ results but in the most recent 2002
tests, the boys performed significantly better than the girls. In the 2002 GCSE examination
the proportion of pupils gaining grades A*-C was below average, while the percentage
obtaining A*-G grades was above the national average. Results were above average when
compared with similar schools. Results have been similar for the past two years but a little
poorer than in 2000. Grades obtained last year, in the GCSE examinations for the present
Year 11, indicate a slight upward trend. There is no significant difference between the boys’
and girls’ performance when compared with national figures.
119
Standards of work seen in Years 7 to 9 are, overall, below those seen nationally. By
the end of Year 9, the most able pupils have a secure knowledge and understanding of
scientific topics. They recall past work confidently, such as chemical tests and chemical
formulae, and grasp new concepts quickly. For example, several show above average ability
in the prediction of chemical reactions using their understanding of the reactivity of metals.
Pupils with lower prior attainment have less detailed knowledge and some show poor recall
of previous work. Their written answers in tests are simplistic and their reasoning is weak,
but they do show an elementary understanding of topics such as human inheritance and the
effects of smoking on health. Literacy skills amongst those with lower prior attainment are
often weak, but those with higher attainment show fluent expression. The department’s policy
on emphasising key words is having a positive effect on pupils’ use of correct scientific
terminology.
Francis Bacon School - 45
120
Overall, standards in Year 11 are below average. The attainment of the most able
pupils taking dual award science is above average. They are quick to grasp new work, as
seen in one lesson on radioactive decay, and make good use of their numeracy skills in a
range of other physics topics. Some are beginning to develop good skills of independent
learning when, for example, they use ICT to research the use of fibre optics in medicine.
Investigative skills, however, are not as well developed; their analysis of experimental work
lacks the sophistication to gain the highest grades. Pupils in middle attaining groupings have
less detailed recall and their written work has less depth and detail. With teaching that
involves good consolidation, however, they can develop a secure understanding of scientific
concepts, as seen in one lesson on energy changes in chemical reactions. Pupils with lower
ability find the work for dual award science challenging, but whilst their written answers lack
detail and depth, they do show sufficient understanding to gain lower grades in the
examination. Working at foundation level, they can do simple calculations in physics and use
the correct terminology when describing the feeding relationships of living organisms. In
practical investigations, whilst their techniques are not always precise, they do understand
what they are doing and can suggest ways in which to improve their methods. Most, but not
all, of the pupils who choose to take single award science are of lower prior attainment. They
have weak literacy skills and whilst many are able to recall previous work on properties of
light for instance, they do not always use good scientific terminology. The most able of this
group show a sound understanding of their work and use their numeracy and graph drawing
skills well.
121
Pupils’ achievement throughout the school is satisfactory overall. Attainment on entry
is below the national average, and the school is able to show by the time they reach the end
of Year 11 that most pupils are achieving examination results that had been predicted for
them and some, better. In Years 7 to 9, pupils achieve satisfactorily overall, though many
achieve well over time because of good teaching and very positive attitudes. However,
progress for a significant number of pupils has been, and still is being, hindered by staffing
instability. The effect on pupils’ attitude to their work was clearly seen in one Year 9 group,
where loss of motivation was affecting learning. In Years 10 and 11, pupils are regrouped
according to their attainment and most build effectively on their knowledge and understanding
of science. The very positive attitudes of some pupils in Year 10 and notably a lower attaining
group in Year 11, contribute positively to their good progress. In other groups, however,
poorer attitudes have an adverse effect. Pupils with special needs and those whose first
language is not English make good progress overall because of good provision. Teachers
are thoroughly aware of their requirements and there is dedicated, extra support in many of
the classes.
122
Teaching is good and this results in good learning. There is only a small amount of
unsatisfactory teaching. Most is better than satisfactory and much is very good. Teachers
have good knowledge and understanding of the subject material and these make a positive
impact on pupils’ progress. Lessons are very well planned and structured; consequently,
time is used very well and the pace of learning is good. Teachers start lessons with clear
aims and most conclude with an effective summary that is highly focused on the process of
learning. Almost all lessons involve a variety of activities that keep pupils motivated and
interested. Almost all teachers use questions skilfully, ensuring pupils think and contribute to
the development of lessons. For instance, in one Year 10 lesson, an introductory
demonstration gave good visual impact of how enzymes function. The teacher used
searching questions to build on this and, together with overhead transparencies, diagrams
and a simple game, effectively developed a secure understanding of enzyme action in the
digestive system. Expectations are often high, as was seen in one lesson with a lower ability
Year 11 class, where a demanding scientific investigation was being carried out in small
groups. Very good support from the teacher encouraged the pupils to think, reason and justify
Francis Bacon School - 46
their solutions to problems. The pupils rose to the challenge of the work, discussing and
planning the progress of their work effectively. In a few lessons, however, there is insufficient
attention given to planning activities that challenge the full ability range. This is especially
important in those years where there are classes of mixed prior attainment. Homework is set
regularly and effectively supports work in class. Homework is particularly good in some Years
7 to 9 lessons where tasks of different levels of difficulty are identified. Marking is a little
variable in quality, though much is helpful and very constructive.
123
Basic skills of literacy are introduced very effectively into teaching and pupils have
many opportunities to apply their skills of numeracy. Good use is made of ICT in a variety of
ways but a shortage of some software is presently limiting its use in measurement.
Technical support is good. It has a very positive impact on the teaching of lessons and is
much valued by teachers.
124
Leadership and management of the department are very good. The head of
department has a clear vision of the way forward and is very focused on raising standards
and achieving consistency. He is a strong and supportive leader of a team of teachers who
share his enthusiasm to succeed. Teaching and pupils’ work are monitored very thoroughly,
and very good systems for monitoring pupils’ progress are in place. Formal assessment is
good. Pupils know how well they are doing and what they must do to improve. The
performance of the subject overall is analysed well, but the analysis could be extended to
identify specific areas of work where further development of the curriculum could help to
raise standards. The new schemes of work are of a very high standard and reflect the hard
work and commitment of the whole department. They would now benefit from the inclusion of
aspects of citizenship and the development of further opportunities to enrich the curriculum.
Learning resources are good. There is a good supply of books and other printed material that
effectively supports and consolidates learning and both staff and students make good use of
the dedicated ICT provision.
125
Improvement has been good since the last inspection. More time has been allocated
for the subject. Schemes of work have been thoroughly revised and provide a good
framework for teaching. The monitoring of pupils’[AN70] progress, target setting and
feedback of information to pupils is more rigorous and there is more detailed monitoring of
teaching. The use of ICT as a learning resource has improved significantly and an additional
laboratory has been created.
ART AND DESIGN
Overall the provision in art and design is satisfactory.
Strengths
• Teaching is good; pupils learn well and make good progress over their time in school.
• Pupils respond positively to art lessons and their attitude and behaviour are good.
• The department has a strong commitment to improve standards.
• ICT is used well to extend work in examination classes.
Areas for improvement
• Homework is not used enough to develop pupils’ research skills.
• Insufficient time for examination classes is impacting on continuity and standards.
• Pupils’ understanding of artists’ work is underdeveloped.
• The proportion of boys gaining the higher grades in GCSE is too low.
• There is a staffing vacancy.
Francis Bacon School - 47
126
The present shortage in staffing is having a negative impact on standards and is likely
to have an adverse effect on the examination results in summer 2003.
127
Results in the 2002 statutory teacher assessments at the end of Year 9 were well
below those reported nationally. The GCSE A*-C results in 200I were above the national
average and showed a considerable improvement on the previous year’s results. In 2002, the
number of pupils gaining the higher grades fell to well below the national average due to the
very poor performance of the boys. The performance of the girls was in line with national
standards
128
In Year 9 attainment is higher than that indicated in the 2002 teacher assessments.
Inspection evidence shows that attainment overall is just in line with the national average.
Most pupils are confident in art activities and show a sound understanding of visual
expression. The achievement of pupils is good across all abilities. They arrive in Year 7 with a
wide range of experience, but many have a below average level of skills and understanding.
In the Years 7 to 9, pupils build on their ability to draw from observation, express ideas and
feelings and use art terms appropriately. An emphasis is put on developing drawing and
painting skills and as a result pupils develop a sound range of basic skills and techniques.
For example, in a Year 9 lesson, pupils working on a portrait project demonstrated a clear
understanding of the elements of tone, line and proportion when producing an observational
drawing of the profile of a fellow pupil. Higher attaining pupils used a variety of pencil
techniques to successfully portray the texture of the hair, whilst lower attaining pupils
produced simplified linear based work. In a three-dimensional project, pupils with special
educational needs made good progress when producing symmetrical designs for a totem
pole. The understanding of artists’ work, however, is less well developed and it is underused
by pupils to improve standards.
129
In Year 11, pupils are achieving standards overall that are in line with the national
average. Standards vary between classes and they are highest where pupils study specialist
areas of the subject. For example, in the graphics class, work was slightly above the national
average due to the good use of computers to develop and extend work, whilst pupils following
the general course were working at a level below the national average due to a lower level of
technical skills. Most pupils achieve sound standards when interpreting whole class themes
and confidently use a range of materials and processes to express their creative ideas.
Pupils demonstrated an ability to explore and interpret when researching areas such as the
Orient as an influence for clothing to be made for a fashion show to be held in the school.
Higher attaining students produced innovative results when studying paintings of Geisha
women as an influence for surface decoration. The progressive structure of the course leads
to good achievement across all abilities, particularly for those pupils who start the course with
below average skills and understanding. Pupils make greater progress where they can use
independent learning skills to extend their own work but this is not evident across all abilities.
The finished work of lower attaining pupils, and particularly the boys, shows less attention to
detail and is more limited in research and enquiry. However, pupils with special educational
needs are well integrated and make good progress.
130
Teaching is good overall and never less than satisfactory. In over half of lessons
teaching is good and occasionally very good. In the best lessons, teachers plan well to
motivate and engage pupils. In a project on ‘Childhood Memories’ pupils were encouraged to
use their cultural diversity as an important area of their personal response. Pupils gained the
confidence to express feelings and emotions when researching areas of their heritage.
Where there is some weakness in lessons it is mainly due to teachers having too ambitious
aims, which result in an inappropriate level of work being set. Teachers have a good
command of their subject, which is evident in the frequent reference to artists and cultural
Francis Bacon School - 48
influences and this strongly supports learning in Years 10 and 11. They have a good level of
knowledge of ICT and positively encourage its use for research and extensions of work. The
high quality of individual advice plays an important role in raising standards and it gives clear
direction to pupils on how to develop work to a higher level. Most pupils respond positively to
the good teaching and behave well. Examination pupils’ sketchbooks are generally well kept
and reflect a sense of pride. Across all years, lower attaining pupils and pupils with special
educational needs are given the support to channel their strengths into successful outcomes.
Homework arising from projects is set regularly and is used effectively to consolidate drawing
skills but it is underused to develop research skills and the pupils’ understanding of artists’
work.
131
The head of department has been in position only since the beginning of term, but has
a clear vision of the department’s aims, enthusiasm and an effective style. She has identified
the main areas of weakness in the department and has formulated plans to address these
areas. However, her task has been exacerbated by the shortage of staffing in the department
and the difficulty of recruiting a new art teacher. One timetable is currently being taught by
supply teachers and this is impacting on the standards pupils achieve, particularly of the
examination classes. This is further affected by the fact that the curriculum time for GCSE
courses is only two hours which is insufficient and restricts continuity. At times there are
insufficient specialist classrooms to teach pupils in. The schemes of work and policy
statements that are in place are clear and informative and give sound direction to the
teachers who have a shared commitment to raising standards. However, the breadth and
balance of the curriculum in Years 7 to 9 are not sufficiently mapped to ensure that all pupils
cover the same range of skills and there is little emphasis on the acquisition of research
techniques. Assessment structures are in place but need to be refined, as pupils do not
always have a clear understanding of the level they are working at. The curriculum is
enriched by visits to art galleries and displays of work combined with participation in
productions promote the ethos of the subject and invoke pride in pupil’s work. Overall, there
has been satisfactory improvement since the last inspection.
CITIZENSHIP
Overall the quality of provision is satisfactory.
Strengths
• The PSHE programme is well planned to include components of citizenship.
• The quality of teaching is good and in half of the lessons is very good.
• The student council is very effective in involving all pupils in the life of the school.
Areas for improvement
• There has not been an audit of citizenship themes taught in other subjects so that the
school can produce a comprehensive action plan to address those areas not covered in
the curriculum.
• There is no effective co-ordination of the subject.
• There is no overall policy on teaching citizenship.
132
No discrete lessons in citizenship were observed during the inspection but aspects
were seen in personal and social education lessons, and within subjects.
133
Overall pupils reach average standards by Years 9 and 11. Teachers have made a
good start to teaching citizenship and although it is not formally co-ordinated most are
teaching aspects of it within PSHE and subject areas well. Pupils demonstrate good attitudes
and see the relevance of the subject. Most achieve satisfactorily in lessons.
Francis Bacon School - 49
134
Year 9 pupils are developing skills of participation and responsible action. They
confidently discuss issues such as poverty and the best way money can be raised for
charities. They consider the links between social issues and politics, how one affects the
other and why charities rather than the state should provide help. Pupils become very
involved when they debate hypotheses in small groups. For example, when discussing the
most effective ways to raise money, they were enthusiastic and well focused. Higher
attainers vigorously and confidently discussed the ethical question of whether it was right to
encourage people to gamble if they are poor, despite the fact it is for a good cause. Pupils
show respect for each other’s values despite the diversity of their individual backgrounds. In
Year 7, pupils considered the positive qualities within themselves in a sensible and supportive
manner, identifying constructively what was good.
135
In Year 10, pupils demonstrate a mature attitude towards social behaviour when
taught about anger and anger management. They sensibly consider ways of dealing with
different situations and make choices between pro-active and re-active solutions. In a history
lessons, for example, they showed a good understanding of the effects of health issues on
society and the importance of initiatives such as the use of the smallpox vaccination to
control virulent diseases. In Year 11, pupils demonstrated a sound knowledge of sexual
health and made very good progress in their understanding of sexually transmitted diseases.
They confidently discussed the causes, symptoms, prevention and cures.
136
Pupils understand their rights and responsibilities in a democratic society. Many show
this in their discussion with one another and with their teachers and other adults. The high
profile student council, which is effective in involving all pupils in the life of the school, further
develops their understanding of this and positively builds on the pupils’ sense of worth.
Elected pupils take on a high level of responsibility and are involved in areas such as
interviewing candidates for teaching posts.
137
The school has not yet co-ordinated the provision of citizenship across the curriculum
but in the components seen that were delivered in the PSHE programme and in subject
lessons, teaching was predominantly good and in half the lessons very good. Lessons are
always well prepared and teachers make subject matter attractive, in order to raise and
maintain the interest of the pupils. Teachers use a good variety of methods to deliver
aspects. In some of the best lessons pupils were stimulated and motivated by good visual
aids, such as pictures of homeless people, which resulted in personally inspired poetry. Most
pupils demonstrate good attitudes and see the relevance of the subject. They learn well
because they feel their views are of some importance and they confidently express them;
however, pupils are not formally assessed.
138
The headteacher has only been in post since the beginning of term and has inherited
a structure with no formal co-ordination of the citizenship. The position of citizenship coordinator is presently held by a temporary postholder who has only very recently been
appointed. This is pending the appointment of an assistant headteacher next year. The
school has identified citizenship as one of the areas that needs the most improvement. A
clear structured plan of action has been made. It is intended that citizenship will be launched
in January 2003 with an audit of what is already taught in other subjects, followed by
consultation and provision mapping for the introduction in the summer term. There is already
some effective practice; many aspects are taught in the PSHE programme and this has been
reviewed by the local authority. It is anticipated that much of the citizenship programme will
be taught across the curriculum and through community links. Given the current situation, the
planning for the future introduction has been efficiently organised.
Francis Bacon School - 50
DESIGN AND TECHNOLOGY
Overall, the quality of provision is good.
Strengths
• Pupils achieve well and make good progress.
• Teaching is good overall; lessons are planned well and proceed at a good pace.
• The management of the department is very good.
Area for improvement
• Assessment procedures are not used consistently by staff.
139
In the end of Year 9 teachers’ assessment in 2002, the attainment of pupils was in
line with the national average but better than in 2001. In the GCSE examinations in 2002
results were well below average, but better than in the previous year. Results in design and
technology are below most other subjects. The performance of boys was better than girls
overall but there was no difference in the higher grades. Attainment in systems and control
was below that attained in other aspects of the subject.
140
Standards of work produced in Year 9 are broadly average but show a decline over
the previous year. The pupils enter the school with standards that are below average and
their progress is good over Years 7 to 9. The more able pupils are sufficiently challenged and
reach higher than average standards. Standards are higher in manufacturing, in which all
pupils make good progress. Standards of designing are average. There are particular
strengths in the pupils’ use of research to support their designing, and their ability to record
and communicate their ideas and to evaluate and improve them as they progress.
141
Pupils’ progress in Years 7 to 9 is aided through intensive ten-week units of work,
after which they move to another teacher to work with a different material. Lesson plans
ensure that pupils apply and build on previous learning as they move through the year.
Students have a secure knowledge of the subject by the age of 14. They know how to use
tools and equipment to a satisfactory standard and can work with various templates and jigs
that help them to achieve a satisfactory level of consistency. Good standards were seen in
their food technology products, textiles and the resistant materials projects.
142
Inspection evidence shows that standards obtained by 16 year olds are broadly
average. Although evidence indicates that standards could be higher and examination results
for 16 year olds could be better, the quality of teaching is improving and has been effective in
promoting good achievement. Current groups in Year 11 are achieving better than average in
their practical work although their folder work is not always at a satisfactory stage of
completion for this time in the year. Pupils have satisfactorily mastered a range of skills in
making products, and their knowledge and understanding of the properties of materials are
generally good. Though overall standards are average, higher attaining pupils are attempting
a good range of products and are using drawing skills well to develop their ideas. Their
research is thorough and helps to shape designs, such as a graphics project in Year 10
based on commercial designs which the pupils sketch and develop to suit the materials and
skills available. There is good use of ICT in the presentation of design folders, usually text and
graphics processing. Computer-aided design is used to produce electronic circuits, printed
circuit boards and packaging.
143
Pupils generally work purposefully and demonstrate a positive attitude to the subject.
Pupils in Years 10 and 11 are more confident in practical work and help each other in their
Francis Bacon School - 51
tasks, offering comment and criticism in a positive manner. They are prepared to give up
their own time to complete project work.
144
Teaching and learning are good. All staff work hard to develop productive relationships
with classes and these are mostly good. Teachers have good subject knowledge and they
provide pupils with guidance on what is required to achieve particular levels and grades in
national tests and GCSE examinations. The best teaching includes opportunities to monitor
pupils’ work and to build up a good picture of individual progress, and involves individual
mentoring and assessment. Lessons are well structured. They contain introductions that link
with previous work and share the learning objectives with pupils, challenging work, a wide
range of activities and plenary sessions that consolidate what has been done in the lesson.
As a result, pupils learn well. Pupils are rightly proud of what they achieve. In a Year 11 food
technology lesson they were keen to share their success when preparing different types of
food products to a specification. There is a collaborative approach to the learning that
encourages students to become curious and ask questions. The differing needs of pupils are
well met and their designing and making skills are sufficiently developed. Teachers work well
with pupils with special educational needs, and are aware of targets in individual education
plans. Pupils with English as an additional language make good progress because the
teachers are aware of their particular needs and provide extra support for learning. Teachers
support literacy well and are careful to introduce new words; they provide writing frames and
design frames. There is an emphasis on health and safety during lessons.
145
The display of pupils’ work in classrooms and the open areas around the department
is good and this contributes to pupils’ interest and the development of their ideas. Teachers
use homework effectively and it contributes markedly to pupils’ learning. Classes are
competently managed and pupils are attentive, co-operative and eager to learn.
146
Leadership and management are very good. The head of department has a clear view
of how the department should be developed and is fully aware of the need to provide more
support for pupils in the form of monitoring and assessment of attainment and progress.
Overall, the monitoring and evaluation of the department’s work and teaching is satisfactory.
Presently, there is insufficient analysis and use of assessment information to guide planning
and teaching. There is not a sharp enough focus on grading and levelling pupils’ work
accurately. The department has specific aims and values, including a commitment to good
relationships and equality of opportunity for all which is reflected in the work of the
department. The development plan is good. There is a shared commitment to improvement
focused on raising standards and a good capacity to succeed. So far, improvement since the
last inspection has been satisfactory. The number of rooms available is good and the
department presents a good learning environment. The department is well supported by a
part-time technician.
GNVQ leisure and tourism
Overall, provision in leisure and tourism is good.
Strengths
• Pupils make good progress.
• Teaching is good.
There are no significant areas for improvement
147
This is the second year of the course and there are two groups in the current Year 10
and one in Year 11. Pupils’ attainment is broadly average. For example, in one lesson, they
discussed the impact of tourism on the National Parks and showed a sound awareness of
Francis Bacon School - 52
the effects that different groups have on the environment. The pupils engaged in discussion
making reference to their own research notes and the standard texts being used. They are
aware of the conflict of interests between users of the parks, landowners and farmers.
Pupils’ progress is good.
148
Teaching is good. The teacher plans lessons well and makes good use of a variety of
activities including discussion, questioning and role-play. As a result, pupils are enthusiastic
about the lesson and work at a good pace. The teacher is knowledgeable and provides
regular opportunities for pupils to contribute. Pupils are attentive, work productively and
respond positively to the different styles of learning they experience. The teacher makes
checks on pupils’ learning and ensures that the more capable pupils are fully stretched. The
subject is well managed and organised.
EXPRESSIVE ARTS
149
The faculty comprises the music, drama, dance, physical education and media
studies departments. The expressive arts faculty contributes in a major way to the spiritual,
aesthetic and cultural education of the pupils in the school. The faculty is very well managed
and organised, and is rapidly gaining a cohesive ethos under the new head of faculty. A clear
philosophy has been identified, and full policy statements for delivering all aspects of the arts
curriculum have been drawn up. The school’s commitment to arts education is demonstrated
through music, drama, physical education and dance being taught discretely in Years 7 and
8, and with music, drama and physical education being taught discretely, with dance being
delivered through physical education, in Year 9. All subjects offer GCSE courses. In the
recent examinations, most pupils performed as well as could be expected of them. Drama
results were better than predicted, and represented the good progress pupils had made.
Numbers opting for GCSE arts courses are rising. The overall provision for the arts across
Years 7 to 11 is good.
DRAMA
Overall, the quality of provision in drama is very good.
Strengths
• Pupils make good progress.
• Teaching is very good.
There are no significant areas for improvement.
150
Drama offers a popular option in Years 10 and 11. Examination results in the GCSE in
2002 were below average and not as good as those of the previous year when they were
marginally below average.
151
Standards in Years 9 and 11, based on documentary evidence, are broadly average
and show an improvement on the GCSE examination results. Owing to sudden staff illness, it
was not possible to observe lessons in Year 9, 10 and 11. In a Year 7 group, pupils settled
quickly into good studio discipline. They worked together well in pairs and small groups and
showed a sound grasp of key skills, such as freeze-frame. Their movement was well
controlled and they worked with evident commitment and enthusiasm. During short
presentations by classmates pupils were sensitive and constructive in their evaluation of the
work of others. The quality of their speaking and listening was above average. The majority of
pupils made good progress with control of body language and facial expression. Pupils in
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Year 8 co-operate well and work with commitment and energy. This is a direct response to
stimulating and inspiring teaching which constantly engages pupils’ attention and interest.
Pupils of different prior attainment and from different ethnic backgrounds work well together.
152
Teaching seen in Years 7 and 8 is consistently very good. Lessons are very well
planned and studio management is very effective. Lessons are conducted at a brisk pace
with a lively sequence of activities which keep pupils fully involved. The energetic style results
in pupils working hard at a series of skills. Teachers’ planning is very good and indicates a
focus on challenging higher attainers and helping them achieve higher grades at GCSE.
153
The subject is efficiently managed and is firmly established in the curriculum. It
makes a valuable contribution to the cultural life of school through major productions, clubs
and theatre visits.
MEDIA STUDIES
The overall provision for media studies is very good.
Strengths
• Very attractive programmes of study.
• Very good teaching.
• Very good attitudes to the course by the pupils.
Area for improvement
• To raise standards in GCSE results.
154
In the most recent GCSE examinations, pupils gained results below the national
average; but this was not a strong cohort, and the results were as predicted. In the one
lesson seen during the inspection, pupils demonstrated good understanding of dramatic
aspects of television soap operas. They were aware of the archetypal roles in such
programmes, and of the relationships between them. They made perceptive comments
when discussing the conventions of scriptwriting for such media, and spoke authoritatively
about multi-layered story lines. Debate about the association of soap operas and the tabloid
press was of a high order, and most pupils made very good progress.
155
Pupils obviously enjoy media studies lessons. They see the relevance of them, and
many spoken to regard the subject as a possible career. They work very effectively when
discussing hypotheses in groups, and are always well focused.
156
The teaching of media studies was very good in the lesson observed. The teacher
had a very good subject knowledge, the lesson was challenging, and very effective
methodology was employed in order to make students think for themselves. Informative
worksheets were used, and these enabled pupils to make very good progress. There was a
good balance between teacher input and pupil activity. The teacher made a point of bringing
everyone into whole class discussions, and gave accurate ongoing assessments of work
being produced. Less able pupils were included in all activities and discussions, and more
able pupils were extended through challenging tasks in group work.
157
The subject is well managed and procedures to evaluate current practice and make
improvements are good. The department makes very good use of the good ICT resources in
the school to make lessons challenging and interesting.
Francis Bacon School - 54
MUSIC
Overall, the quality of provision for music is good.
Strengths
• Leadership and management.
• A comprehensive development plan to take the department forward.
• Good teaching, with teachers’ very good subject knowledge for using music technology.
• The impact of music technology upon pupils’ quality of learning.
Areas for improvement
• GCSE results are not high enough.
• Accommodation and resources are unsatisfactory.
158
The most recent end of Year 9 assessments showed standards to be well above the
national average. GCSE results were below the national average, with no pupils gaining high
grades. These GCSE results reflect the staffing problems the department had at a crucial
time, when pupils in that cohort were in the final stages of preparing their coursework. Prior to
2002, results fluctuated from year to year.
159
Standards are above average in Year 9. As pupils enter the school with standards
below average, pupils make good progress across Years 7 to 9. Progress is achieved
through finely focused teaching, and challenging expectations. In a Year 7 class observed,
pupils, who had arrived at the start of term with most having no knowledge of musical
notation, were able to read a three-part composition accurately from the treble clef, and
perform the music fluently using keyboards. In all years, pupils have a secure knowledge of
how to use computers to compose music, using appropriate software. A Year 9 class,
starting to write a popular song using computers, could write a melody, add chords C, F and
G underneath, and add an effective drum backing beat. A more able pupil could compose,
and record, on computer, a technically accomplished jazz sequence, adding attractive
rhythmic backing, and a countermelody on top.
160
Overall, standards by Year 11 are in line with the national average, though some
pupils have very elementary practical standards of performance. The department has an
open access policy for allowing pupils to study music examination courses, and practical
standards range from basic up to very advanced when they start the courses. Most pupils
make good progress across the two years in order to gain a pass. All use the music
technology creatively for composition work. They have a secure knowledge of conventions
such as riff, ornamentation, sequence and imitation, and use these techniques effectively in
their own compositions.
161
Pupils having English as an additional language make as much progress as other
pupils as they can all use the music technology competently for composition and
performance. Pupils with special educational needs also make good progress as they too
use resources competently and receive good support.
162
Most pupils have good attitudes to music, though there are a few who can be
uninterested. A number have difficulty maintaining concentration in some lessons, and
become restless in the last ten minutes. Pupils in all years take listening exercises seriously,
and make accurate comments about the music they are analysing. All thoroughly enjoy using
the music technology, and this contributes to the significant interest in music by boys in the
school.
Francis Bacon School - 55
163
Teaching overall is good, and has some excellent features. Lessons are very well
planned, and informative worksheets are produced for pupils to use in practical work. A
strong feature of teaching is the provision made for the specific demands of individual pupils.
Less able pupils are given less demanding tasks to work with, which will enable them to
succeed by the end of lessons, and perform with more able pupils, at an equal level. Talented
pupils are given extension work, often using their own orchestral or band instruments, which
enables them to develop their already competent skills. The teaching of music literacy is
thorough and developmental. Very good choices of music are made for pupils to work with;
this encourages them to keep on task and be experimental. Some less able Year 10 pupils
need more focused tasks, in order for them to make continuous progress through lessons.
164
There has been good improvement since the last inspection, and particularly since
the arrival of the new head of department. The use of music technology has been significantly
developed. Accommodation provision has been improved, though there are still major
problems with sound proofing in the technology studio and practice rooms. There has been a
large improvement in the number of pupils taking instrumental tuition with visiting teachers.
Behaviour difficulties with a few pupils are being addressed in a positive way.
165
Leadership and management of the music department are very good. The
department has had a period of instability, and an extended use of supply teachers; this
particularly affected standards of work in Years 10 and 11. The new head of department has
done much to address the subsequent problems, notably by establishing a firm foundation
through structured programmes of study from Year 7 upwards. Policies for teaching music
across the entire school have been produced, and strategies identified for including
citizenship and spiritual, moral, social and cultural dimensions, through appraisal,
composition and performance. A range of extra-curricular activities provides opportunities for
pupils of all abilities, and attracts large numbers.
PHYSICAL EDUCATION
Overall, the quality of provision in physical education is satisfactory.
Strengths
• Much of the teaching is good.
• Results at GCSE are above average.
• Relationships between staff and most pupils are good.
• There is a good range of after-school activities.
Areas for improvement
• Some higher attaining pupils do not make enough progress.
• The use of assessment information to set targets for pupils is underdeveloped.
• There is too little time in lessons for pupils in Years 10 and 11.
• Pupils’ use of ICT, especially in the GCSE course, is unsatisfactory.
166
During the last year staffing in the department has been subject to significant and
frequent change and this has had an unsettling effect. At the time of the inspection there was
an acting head of department – the new head of department is due to take up appointment in
January 2003. Standards and procedures have been understandably affected.
167
In the end of Year 9 teachers’ assessments in 2002, attainment was below average
and similar to recent years. GCSE results for physical education for 2002 were above the
national average for A*-C grades and better than in previous years. Results were above the
average grades for the rest of the school.
Francis Bacon School - 56
168
Standards in Year 9 are broadly average in most areas of the physical education
curriculum and are rising due to good teaching. Most pupils apply the techniques, skills and
where applicable, the competition rules to several aspects of the curriculum, including
hockey, basketball, badminton and gymnastics. A significant minority of pupils perform at
levels well above the national average in all activities. In hockey, pupils in a Year 9 group who
are of average ability displayed sound stick skills and accurate passing over short distance
but had little tactical awareness and most were unable to apply many of their skills in a game
situation. Girls in a Year 9 gymnastics lesson had good control and the quality of their
movement was good in many respects. A significant minority of more able pupils were not
given the opportunity to extend their skills in several lessons. The ability of pupils by the end
of Year 9 to observe and analyse performance is below average and is restricting the
development of performance skills. Overall the achievement of pupils in lessons observed in
Years 7 to 9 was sound. In a good lesson on gymnastics girls developed the quality of their
movement on a wide range of apparatus although the most able pupils were not sufficiently
challenged.
169
Standards in Year 11 are above average overall. Evidence from coursework
[AN94]indicates [AN95]a good understanding of many aspects of the physiology and anatomy
units and many are able to apply this to the work on principles of training and on health and
fitness. Pupils in a Year 11 GCSE theory lesson on the principles of training had a good
understanding of the differences between different types of training for a variety of different
sports. Year 11 GCSE pupils make good progress in theory aspects of the subjects. For
example, in a lesson on sports injuries they developed a detailed understanding of the
causes and treatment of a wide variety of sports injuries. In a GCSE practical lesson on
basketball, Year 10 pupils developed a good understanding of defensive technique and were
able to apply this to a competitive game situation. There is insufficient time in most lessons to
develop the health and fitness of pupils and to make them aware of the importance of health
and fitness. In some lessons in most years the progress of some more able pupils is
restricted because they are not extended. There is very little use of ICT even in the GCSE
course. There is a good range of extra-curricular activities and fixtures with other schools,
where there are opportunities for pupils to extend and develop their skills. Many pupils
achieve representative honours in a range of sports.
170
Pupils’ attitudes to learning are good during Years 7 to 9 and very good during Years
10 and 11. Most are enthusiastic, well behaved, and co-operative, demonstrating a real
enjoyment of the subject. They are generally attentive and are able to sustain concentration
throughout the lesson. Relationships between pupils and between pupils and staff are usually
very positive and this is a significant factor in the progress made in many lessons. There are
limited opportunities for pupils to take responsibility during their lessons, and opportunities to
undertake different roles such as coach or official are limited.
171
The quality of teaching is satisfactory overall and good in Years 10 and 11. In the good
lessons, a secure knowledge of the subject is regularly conveyed to pupils through perceptive
observation of performance, appropriate intervention and good teacher-directed question and
answer sessions. Thorough planning, incorporating varied teaching strategies and an
appropriate sequence of activities involving both individual and collaborative learning, is also a
feature of these lessons and discipline and class management are very good. In lessons that
were only satisfactory, management of the pupils is sometimes unsatisfactory especially
when behaviour of pupils is challenging, planning is not specific or detailed enough, and the
range and type of activities are not appropriate, particularly with respect to extending the most
able pupils. Observation and evaluation by pupils to help improve performance are rarely
employed. Assessment procedures are developing. There are assessments at the end of
each unit of work although pupils are not involved. A range of relevant information is available
Francis Bacon School - 57
on all pupils but this is not yet being used consistently to set targets for individual pupils or to
monitor and review progress regularly. Although the assessment of GCSE theory work is
providing some useful information for pupils to improve it does not relate to GCSE levels and
does not regularly set targets for pupils.
172
The curriculum meets statutory requirements and provides opportunities for all pupils
to develop a good range of skills, understanding and knowledge throughout Years 7 to 9. The
time allocated for core physical education for pupils aged 14 to16 is not sufficient to
adequately cover the curriculum in appropriate depth or breadth, and for the GCSE course,
the recent reduction in time has made it extremely difficult to cover the syllabus in appropriate
depth. Schemes of work are not providing appropriate guidance for teaching.
173
Leadership and management of the subject are satisfactory overall because the head
of the expressive arts faculty is providing good support during a time of staff instability.
Without a permanent head of department, however, direction for development is
unsatisfactory. An acting head of department ensures good day-to-day organisation of the
department. All members of the department are committed to improvement and there are
sound procedures to monitor and evaluate teaching. Teachers are enthusiastic and are good
role models. Currently there is a shortage of permanent staff, though the new head of
department is due to start in January 2003. The departmental handbook clearly identifies
most policies and procedures but in many cases is still a statement of intent rather than a
reflection of practice.
174
There were no significant areas for improvement identified in the last inspection report
but standards obtained by pupils have been maintained.
GEOGRAPHY
Provision for geography is satisfactory.
Strengths
• Pupils achieve well in Years 10 and 11.
• Teaching and learning are very good, leading to rising standards.
• Leadership and management are very good.
• The quality of care is high and very good relationships contribute strongly to progress.
Areas for improvement
• Teaching time is insufficient and timetable arrangements in years 7 to 9 limits pupils’
progress.
175
There is clear evidence that recent low standards have been due to staffing
difficulties. The very good new teaching team has been in place only since September 2002
and is rapidly raising standards, but it has not been in place long enough to influence the
overall pattern. Pupils know and understand less than would be expected in all years except
Year 7. Overall, pupils’ achievement is now satisfactory and improving.
176
In teachers’ assessments in 2002, the attainment of 14 year olds was below average
and similar to the previous year. GCSE results in 2002 were well below the national average.
Results were lower than in 2001. The most significant factor affecting results was the staffing
difficulties experienced by the school.
177
Inspection evidence shows that attainment by the age of 14 remains below average
overall, but taking into account below average attainment on entry to the school, achievement
Francis Bacon School - 58
has been satisfactory over time. Teachers identify a wide range of pupils as having special
needs and very good inclusive teaching ensures that they all achieve well in class.
Consequently, those with high prior attainment are reaching high levels of the National
Curriculum because challenging writing tasks enable them to explain their knowledge and
understanding in detail. For example, pupils show a high level of understanding of the effects
of litter in the environment and of issues of ‘fair trade’ applied to the third world production of
coffee. Pupils with English as a second language achieve increasingly well because they are
given worksheets that match their level of attainment, for example, to study the morphology of
St Albans, and because they are well supported by their friends. Pupils with special
educational needs are well supported to achieve as well as they are able. Generally girls
achieve better than boys; their presentational skills are better than those of boys and they are
more thorough in explaining what they know and understand in their writing on, for example,
tropical rain forests, and this makes it easier to support their work with precise marking. The
achievement of the large group of average attaining pupils is satisfactory and is beginning to
improve with challenging teaching.
178
Standards obtained by pupils in Year 11 seen during the inspection are generally
higher than examination results suggest. In Year 11 they are broadly average but they are
higher in Year 10. Most Year 11 pupils show average levels of attainment in their work
[AN100]on the location of industry. They know and understand the influence of trans-national
companies on the rapid growth of the tiger economies; they can write about the influences of
site and situation, and recognise that skilled labour migrates with changing sources of raw
materials. They know that some industries are influenced by political factors in their choice of
location and use the Nissan factory in County Durham as a useful case study. The highest
attaining[AN101] Year 10 pupils already perform at the highest levels; they quickly grasp the
theoretical model of urban growth proposed by Burgess and apply it well to the actual growth
of Belfast, Chicago and Milton Keynes. Teachers have correctly identified coursework as a
means of raising standards and introduced a rigour to the process which was previously
missing. Teaching is well focused on examination criteria and all lessons include revision
exercises and reinforcement of key geographical vocabulary.
179
Teaching is very good in most lessons and at all stages. It is sometimes excellent
and never less than good. Teachers’ very good subject knowledge allows pupils to develop
their knowledge and understanding well. Lessons are very well planned; learning objectives
are shared with pupils and good materials are well prepared in advance and freely available.
Lessons proceed at a fast pace; time targets are set and maintained so that pupils complete
much work in lessons. Teachers’ expectations of work and behaviour are high and pupils
respond well. Most lessons challenge pupils to extend their knowledge and understanding,
and learning is positively supported. Pupils’ confidence grows visibly as their self-esteem
increases. They make good and often very good progress.. Literacy skills are taught well with
many opportunities for writing, reading and discussion. Teachers use computers effectively
and make good use of the department’s up-to-date website. The development of numeracy is
good though some pupils are inaccurate in drawing graphs. The use of fieldwork is improving
but is not yet fully in place in Years 7 to 9. Generally, teachers make good use of resources;
pictures and music are well used to interest and involve pupils. Relationships are very good
and promote learning. There is some misbehaviour amongst a few immature boys in Year 11
and in Year 8, where some lack basic learning skills of listening, but generally teachers
manage this well. The very good practice of setting homework at the beginning of lessons
ensures that work done at home complements learning in lessons. Teachers’ marking is
good and they set targets for improvement. Teachers use their considerable information
about pupils’ prior attainment well to set targets and measure progress.
180
There is insufficient time to teach geography throughout the school and in Years 7 to
9, geography is taught in blocks of time alternating with religious education. This breaks the
continuity in pupils’ learning, and progress is slowed.
Francis Bacon School - 59
181
The subject is very well led and managed and teachers work well together.
Procedures to monitor and evaluate are very good and promote a positive atmosphere of
self-criticism and a desire for improvement. Schemes of work are detailed and provide good
support to teachers planning lessons. Improvement since the last inspection has been good.
HISTORY
Overall, the quality of provision in history is satisfactory.
Strengths
• Standards are improving.
• Teaching is good and has some very strong features.
• Assessment, marking and tracking of pupils’ progress is very good.
• The leadership and management of the department is good.
Areas for improvement
• Results of tests and examinations are below average.
• The breadth and depth of pupils’ learning in Years 7 to 9 are unsatisfactory due to
timetable arrangements and the amount of time given for the subject.
• There are insufficient opportunities for pupils to show greater initiative in lessons and to
learn through discussion.
182
In the Year 9 National Curriculum teachers’ assessments in 2002 attainment was
below average and similar to the previous year. The GCSE results were well below average
and continued the pattern of the previous three years, and the work seen during the
inspection is below average overall. There is a clear trend of improvement shown both in the
work seen where that of higher attaining pupils especially matches the average, and in the
improved number of pupils gaining grades A*-C in the 2002 GCSE results. This is resulting
from improvements in teaching, and the effective use of assessment information and
tracking of pupils' progress. Pupils’ achievement in National Curriculum assessments and
GCSE is in line with their earlier attainment. There was no significant difference overall in the
performance of boys and girls.
183
While standards in Year 9 remain below average overall, they are improving. Pupils
gain sound knowledge of the events, people and changes studied, and develop a range of
historical skills, especially in empathy, enquiry and investigation. This was shown particularly
well by Year 9 pupils in their study of trench warfare during World War I, and by Year 8
research projects on the Tower of London. Overall however, the breadth and depth of pupils’
learning and understanding in Years 7 to 9 are restricted by the amount of work covered
because of the limited time available and timetable arrangements which hinder progression
and continuity.
184
Standards in Year 11 are below average but are improving. Time is restricted in Years
10 and 11 also, but good teaching results in pupils making sound gains in knowledge and
skills, and in learning to apply these effectively in their work This was shown particularly well
by Year 10 pupils in their discussion of the improvements in health, and drop in mortality
rates, resulting from Jenner’s development of vaccination, and by some Year 11 pupils when
they readily identified the problems facing the Russian Provisional Government in 1918.
Factual knowledge tends to be stronger than understanding especially in the case of many
average and lower attaining pupils. Few of the Year 11 pupils, for instance, could explain the
causes of the problems of the Provisional Government in depth.
Francis Bacon School - 60
185
Extended written work develops well overall from Year 7 onwards. Most is detailed
and factually accurate, but the work of higher attaining pupils shows a depth of
understanding, in analysing and explaining points, and in using evidence to support
arguments and conclusions. Standards of written work are sometimes weakened by
careless literacy mistakes, especially in spelling. There is little evidence of the use of
numeracy in the analysis and presentation of data.
186
Most pupils are positive about their work in history, responding well to the teachers’
good classroom control and high expectations for their learning in lessons. Classroom
relationships are good and strongly support pupils’ personal development. Throughout the
school, pupils with special educational needs, English as an additional language and gifted
and talented pupils achieve as well as other pupils.
187
Teaching is good with some that is very good and, in some instances, excellent.
Learning benefits from the skilful sharing of the teachers’ very good subject knowledge
through clear explanation and reinforcement of key points. Brisk, purposeful introductions
immediately engage the pupils’ attention and interest, and set the pace for continued
involvement and concentrated effort throughout the lesson. Activities are well planned,
structured and timed. A good working atmosphere is found in all lessons. Work is well
matched to learning requirements, and pupils with special educational needs are well
supported by specialist teaching assistants. Monitoring and guidance of individual and pair
work are particular strengths, ensuring that pupils understand their work and extend their
thinking.
188
In the best lessons, learning is enhanced by skilful strategies such as the playing of
soft background music, and pupils are further inspired to achieve well through constant
challenge and encouragement to work at full stretch intellectually. Year 9 pupils responded
very well and made very good progress, in their writing of World War I soldiers’ diaries
against a background of requiem music, and in a context of constant challenge to work at a
very demanding level. The best teaching also challenges pupils to contribute their ideas, and
to extend their thinking through searching questioning. These approaches were particularly
effective in a Year 10 lesson where a lively discussion of Jenner’s work in vaccination was
stimulated by challenging questioning. But there are lessons where questioning is
insufficiently probing, and learning is less effective because it is too tightly structured,
allowing pupils too little opportunity to take initiative, find things out for themselves and learn in
depth through discussion.
189
Teachers’ procedures for formal assessment are very good. They use a wide range
of assessment information to monitor pupils’ progress very closely and provide very good
guidance for improvement. Assessment information, about pupils’ earlier attainment, is used
effectively to guide teachers’ planning.
190
Leadership and management are good. The good teamwork between the two history
co-ordinators, and the very good support and guidance of the head of humanities, provide a
very clear direction for work in history which is resulting in significantly improved standards
and teaching. There is a strong focus on self-evaluation, and a commitment to improve
provision and to raise standards. All staff work very closely in monitoring and reviewing the
effectiveness of teaching. Priorities for development are clear and appropriate, and the
department is well placed for further significant improvement. Careful planning results in the
requirements of the National Curriculum and of the GCSE syllabus being covered despite
time restrictions. Good progress has been made since the last inspection in improving
teaching and learning styles, and the use of ICT. More needs to be done to improve
achievement and standards.
Francis Bacon School - 61
INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)
Overall, the quality of provision is good.
Strengths
• GCSE results are above the national average.
• The use of ICT to support learning in other subjects is good.
• Teaching and learning are good in Years 10 and 11.
• Pupils’ good attitudes support their learning.
• Resources are good.
• The subject is well led and managed.
Areas for improvement
• There too few opportunities for pupils in Years 7 to 9 to develop independent learning
skills.
• Pupils do not receive enough information about how well they are progressing.
• Computers are not deployed so that they are readily accessible to all subjects.
191
In the 2002 teachers’ assessments at the end of Year 9, attainment was well above
the national average and better than the previous year. GCSE results in 2002 were above the
national average and were the school’s best ever results in this subject. The number of pupils
entered was small, but they all gained a pass and the proportion of pupils gaining the higher
grades was above the national average. Pupils overall did better in ICT than they did in their
other subjects. Given their attainment on entry pupils achieved well.
192
Pupils enter the school with mixed experiences of ICT but in the first three years they
develop a sound base of essential knowledge and skills and by Year 9 standards are average
overall, though some pupils have well above average skills. Pupils can use a good range of
software for word processing, for desktop publishing and for using databases and
spreadsheets. They have a satisfactory understanding of the use of ICT to solve problems by
building models, constructing procedures and then measuring or controlling the results. They
are skilful users of the Internet but some have below average skills in other forms of
electronic information, particularly e-mail. Many pupils have underdeveloped skills in making
their own decisions about which software to use and rely too much on teachers’ direction.
Given their average attainment on entry, achievement is satisfactory.
193
By the end of Year 11, standards are average overall. For the small minority of pupils
taking the GCSE course, standards are above average and achievement for this group of
pupils is good. These pupils have above average ICT skills and can set up systems for
others to use, for example analysing how ICT can help with a school sports day, using
computers to design the programme for parents, creating a spreadsheet to record and
calculate pupils’ performance, and generating a model to ensure income on refreshments
covers costs. Standards are average for other pupils whose achievement, when measured
against their attainment on entry, is satisfactory. Basic skills in communicating information
via major software packages in word processing, desktop publishing, databases and
spreadsheets are sound but design skills are below average. Although they have a
reasonable awareness and understanding of major software packages, they have limited
experience of how to apply ICT solutions to real-life problems, particularly in business.
194
Pupils with special educational needs make satisfactory progress as they move
through the school, improving their basic skills and their knowledge and understanding of the
Francis Bacon School - 62
potential of ICT, particularly in presenting information. They are clearly identified and teachers
are given detailed information about their needs. Pupils identified as particularly able make
satisfactory progress. However, teachers do not always take into account the wide range of
prior attainment, so that different groups of pupils can work at their own pace, with higher
attaining pupils developing greater independent learning skills and special educational needs
pupils getting more teacher support. When given in-class support by specialist teachers,
pupils with English as an additional language make good progress.
195
The quality of teaching and learning is satisfactory overall. In Years 7 to 9 there are
equal amounts of satisfactory and good teaching. Teachers plan lessons carefully, ensuring
that maximum use is made of the available time. Relationships with pupils are encouraging
and supportive which gives pupils the confidence to ask questions and risk making mistakes.
Pupils are managed effectively so that they settle down to work quickly and little time is
wasted establishing good order in the classroom. Pupils respond by generally working hard
and doing their best so that they learn quickly and effectively. Assessment procedures are
unsatisfactory; work is not assessed regularly enough to inform pupils how well they are
doing. In the teaching of mixed ability groups work is not always planned to take into account
the needs of different levels of attainment within the group and higher attaining pupils in
particular receive few opportunities to develop independent learning skills and rely too much
on teacher direction. In Years 10 and 11 teaching and learning are good. Teachers expect
pupils to work to high standards and the tasks pupils are asked to do, particularly in the
GNVQ course, encourage pupils to develop independent learning skills. As a result pupils
learn new skills and reach a greater depth of knowledge and understanding in the subject.
Teachers have good subject knowledge and understand the demands of both the GCSE
specification in Year 11 and GNVQ requirements in Year 10 so that pupils learn how to
present their work to achieve the highest possible marks.
196
The leadership and management of the subject are good. There is a clear focus on
raising standards. The department is forward looking and innovative. New vocational courses
have been successfully introduced and the school intranet site is a valuable resource for both
parents and pupils. Procedures for monitoring teaching and learning are good. Teaching and
learning styles in the department have been identified as an area for development to ensure
that pupils are given opportunities to develop independent learning skills. Resources are good
but the distribution of computers around the school is inefficient, creating occasional
problems for teachers in gaining access to computers because lessons not involving the use
of computers are sometimes being taught in computer rooms.
197
The use of ICT to support learning in other subjects is generally good. Word
processing is widely used to present information, for example in GCSE coursework. Some
subjects make very good use of computers. In modern foreign languages, pupils use
computers extensively both to present information in creative and imaginative ways and in the
use of the Internet for research. In history, pupils have used ICT in their project work, for
example in their Tower of London project where they used word processing and desktop
publishing skills to present their work in a meaningful and interesting way. In geography,
pupils have used databases in field-work to display and process data. In music, computers
are a very important part of pupils’ experience and teachers use computers extensively to
teach notation and composition. In art, pupils’ portrait projects are enhanced by the use of
digital camera images manipulated by different filters and textures; very good use is made of
Photoshop to develop and extend pupils’ work. In GCSE subjects such as business and
communication and business studies, pupils regularly use high order skills in word
processing, databases and spreadsheets. In design and technology, the lack of staff training
restricts the use of computers to computer-aided design packages and the use of Photoshop
and Publisher. ICT is also not used sufficiently frequently in physical education. In other
subjects pupils occasionally use word processing skills to present their work and some
Francis Bacon School - 63
classes have used the Internet for research. In science, although pupils have access to data
logging equipment, because of a lack of measurement software they are not able to use it.
Although mathematics is very well resourced with computers, they are not regularly used
above Year 8. However, an independent learning system has been purchased and is being
used effectively with Years 7 and 8 pupils to raise levels of numeracy.
MODERN FOREIGN LANGUAGES
Overall, the quality of provision in modern foreign languages is satisfactory.
Strengths
• Teaching is good.
• Standards in Bengali are consistently above average.
• Standards in French have risen since the previous inspection.
• Very good assessment procedures are leading to higher standards.
• Leadership and management of the department are very good.
• Pupils behave well and show good attitudes to work.
• Relationships between pupils and with their teachers are very good.
Areas for improvement
• Standards in German remain below average for both boys and girls.
• There is a minority of unsatisfactory teaching.
• Boys do not do as well as girls.
198
Standards and attainment have been adversely affected by high turnover of staff and
difficulties of recruitment.
199
In teachers’ assessments at the end of Year 9 in 2002, attainment was below average
and similar to the previous year. Results in the GCSE French examination taken in 2002
were broadly in line with the national average and have risen since the last inspection.
Results in German remain below average. In both French and German, boys do less well
than girls and the difference is wider than that found nationally. Results in the 2002 GCSE
examinations in Bengali were good and have remained consistently good since the previous
inspection.
200
Standards in French are below average in Years 7 to 9 and average in Years 10 and
11. Standards in German are below average in Years 9 and 11. In French and German, boys
achieve less well than girls but the gap is closing in Years 7 to 9. In French, pupils achieve
satisfactorily in Years 7 to 9 and in Years 10 and 11 they achieve well because they are
taught mainly by the most experienced teachers. Because of deficiencies in teaching,
achievement in German is less than in the other languages. Pupils with special educational
needs, those from minority ethnic groups and those who are gifted and talented achieve in
line with their peers. Inspection evidence indicates that standards are above average in
Bengali.
201
By the end of Year 9, pupils answer questions about such topics as going shopping,
jobs and careers, descriptions of their family, and their sports and pastimes. Most pupils
listen carefully to the teacher, to cassette tapes and to other pupils. They understand
instructions from the teacher in the language being taught but teachers then repeating simple
instructions in English often lessen the effectiveness of this method of learning. Pupils
answer questions in the language and try hard with pronunciation. Examples of longer, more
sophisticated conversations using a variety of vocabulary and a range of tenses are limited.
Francis Bacon School - 64
Pupils develop their reading skills mainly through reading textbooks and worksheets to find
the answers to questions. Most pupils understand simple, authentic texts and use language
dictionaries by the end of Year 9. In their written work a majority write short sentences from
memory. There are few examples of extended writing using a range of tenses. Written work
is often less accurate than it should be and errors in grammar are common.
202
By the end of Year 11, pupils build on their understanding of the topics covered in
earlier years and add others such as descriptions of the local area, writing descriptions of
family members and health and diet. Although the work in Years 7 to 9 does not provide a
very strong base for development, pupils achieve well in Bengali and French in Years 10 and
11. Most pupils are able to carry out conversations with others, about what there is to do in
the local area for example. Most pupils are able to write more accurately but basic errors in
grammar, verb endings and agreement of adjectives remain. Pupils do not write with a range
of styles to produce poems, letters, accounts or stories and this limits opportunities to
develop more advanced writing.
203
The subject makes a good contribution to pupils’ literacy development. In many
lessons there is work on spelling, punctuation and grammar. However, the contribution of
modern languages is limited a little by the lack of a range of writing opportunities for some
pupils. Pupils use basic arithmetic to do calculations and to work out the cost in Euros of
meals and clothing. This makes a contribution to numeracy development. There is good use
of ICT to refine and edit work and to produce pictorial and written pieces for display. Good
use is made of laptop computers with language development programmes.
204
The quality of teaching and learning is good in Bengali and French and satisfactory in
German. There is a minority of unsatisfactory teaching in German. A large amount of
unsatisfactory and poor teaching was reported at the time of the previous inspection, and
there has clearly been a substantial improvement since then. Where teaching is at its best,
lessons are carefully planned to provide challenging work and the teaching methods used
give good variety so that pupils are kept both busy and interested. This was seen in a Year 7
French lesson, for example, where the teacher made very good use of the overhead
projector, repetition and word reinforcement activities to teach new vocabulary. The lesson
was conducted at a brisk pace, almost entirely in the language being taught and strong
learning was the result. Pupils’ work is regularly marked and corrected and teachers make
very good use of this form of assessment to give pupils advice about how to improve their
work and to set targets for improvement. Homework is regularly set and enables pupils to
consolidate their learning. The majority of teachers control their pupils well and this is
achieved with patience and with good humour. As a result, pupils’ behaviour and attitudes to
work are good. Pupils of all ethnic groups work well together. Very good relationships
between pupils and with most of their teachers are a strong feature of the subject. Where
teaching is unsatisfactory, more than half of the lesson is conducted in English with the result
that pupils are not learning the foreign language well enough. The pace of lessons is also
unsatisfactory because the teacher does not have good control of the classes and time is
constantly wasted trying to maintain discipline.
205
The subject makes a good contribution to pupils’ spiritual, moral, social and cultural
development. This is enhanced by a trip to France each year. There are very good
procedures for tracking pupils’ attainment and progress and for setting targets for
improvement. This is a strong contributory factor in the rise in standards that is now taking
place. The data provided is being used to modify the scheme of work to provide greater detail
and continuity. The school provides a good curriculum by offering pupils the opportunity to
study two languages from Year 7 and three from Year 10. Modern languages are very well
managed; the head of department has provided very good leadership and management in the
short time she has been in post by establishing very clear priorities and a clear view of what
Francis Bacon School - 65
needs to be done to raise standards further. Monitoring and evaluation of provision are very
good. Standards in French have risen considerably in the short time she has been in post.
Standards in German remain below average, however. There has been satisfactory
improvement since the last inspection.
RELIGIOUS EDUCATION
Overall, the provision of religious education is unsatisfactory.
Strengths
• Provision for religious education is improving.
• Teaching in Years 7 to 9 is good.
• Relationships between pupils and teachers are good.
• Resources are much improved.
• The policy to improve the literacy skills of pupils is good.
• The contribution to pupils’ spiritual, moral, social and cultural development in Years 7 to 9
is good.
Areas for improvement
• Statutory requirements for religious education in Years 10 and 11 are not met.
• Timetable arrangements in Years 7 to 9 prevent pupils experiencing continuity in the
subject and this limits their progress.
• In some lessons the noise level in discussions interferes with the progress of lessons.
206
The school fails to comply with the statutory requirement to provide religious
education for pupils in Years 10 and 11. Improvement since the last inspection has been
unsatisfactory though plans are advanced to teach religious education to Years 10 and 11
from September 2003.
207
The standards achieved have been judged against the requirements of the local
agreed syllabus and national guidance. By the end of Year 9 the attainment of the majority of
pupils is in line with national expectations and this represents satisfactory achievement and
progress from when they entered the school.
208
The work seen in lessons and in books shows that pupils in Years 7 to 9 have a
satisfactory knowledge of Christianity and other world religions. They have good recall of
factual information learned in previous lessons and willingly co-operate in the learning
process. Learning about religions – including beliefs, values, practices, signs, symbols,
sacred books and places of worship – is a little more obvious than learning from religions –
about how to apply the lessons to their own personal lives and values. Pupils develop a
positive attitude towards other people and their right to hold beliefs different from their own in
a religiously diverse society. All this makes for a good contribution from the subject to the
spiritual, moral, social and cultural development of the pupils and to their development in
citizenship. Their achievement is well assessed and their progress carefully monitored so
that they can be given appropriate targets.
209
Overall, pupils make satisfactory progress in Years 7 to 9. Good planning,
appropriately modified materials, worksheets and teaching strategies enable pupils with
special educational needs and those children designated as gifted and talented to achieve
well, often with the help of in-class support teachers. Boys and girls make similar progress
and pupils with English as a second language or pupils from ethnic minority groups are not
disadvantaged. Some of these pupils make a useful contribution to the study of religions
Francis Bacon School - 66
other than Christianity. All pupils benefit from the emphasis that the school puts on improving
literacy. This shows itself in the increased opportunities to acquire and to use a technical
vocabulary of religious terms, and in the help the teachers give pupils on how to write
persuasively and how to express their opinions openly in class discussions. They are also
encouraged to make satisfactory use of ICT. Numeracy is less obviously developed but is in
line with what is found in other schools.
210
No evaluation of standards in Year 11 can be made as religious education is not
taught in Years 10 and 11.
211
The timetable arrangements mean that religious education lessons in Years 7 to 9 is
taught in six-week blocks, rotating with history and geography. The advantage is that a
competent team of non-specialist teachers teach well-planned lessons with good crosssubject links. The disadvantage is that there is a time-lag of some six weeks between
studying the discrete religious education units and this disrupts continuity and progression of
pupils’ learning. During the inspection, no religious education was taught in Year 9.
212
Teaching in Years 7 and 8 is satisfactory. There is no unsatisfactory teaching and in
three out of five lessons teaching is good; the rest is satisfactory. The non-specialist
teachers show general classroom competence, enthusiasm, good planning, good
relationships and good teamwork. In terms of teaching particular subject topics, their nonspecialist status had no adverse impact upon standards; all the Year 8 lessons on the
physical characteristics of various churches showed consistency of teaching based on good
planning and pupils responded well. The reason why some otherwise well-planned lessons
were less effective than others lay in the level of noise which, by no means out of control,
rose to the point where it interfered with the quieter atmosphere required to achieve
specifically religious objectives of a higher order than the conveyance of knowledge. The
specialist expertise needed for work in Years 10 and 11 is not present in the existing team of
teachers.
213
Leadership and management of religious education within the humanities faculty is
good and has much improved the status of the subject recently, with the backing of senior
management. Policies, planning, monitoring, and relationships are all good and the picture is
one of continuing improvement. Weaknesses identified at the last inspection have not all
been remedied but assessment procedures, resources and post-16 provision have all been
much improved. The lack of provision in Years 10 and 11 remains a serious weakness but
plans are in hand to comply with the statutory duty by September 2003. At the time of the
previous inspection there were no specialist teachers and this remains the case, but the
criticism that the subject lacked leadership and management and a coherent vision about
what religious education could contribute to the spiritual development of pupils is no longer
valid. A good deal has been achieved in a relatively short time and plans are being made
which will not only comply with the legal requirements but will also ensure that religious
education achieves the required equal status with other subjects.
VOCATIONAL COURSES
Francis Bacon School - 67
Overall, the quality of provision for the XL/Prince’s Trust course is unsatisfactory.
Strengths
• Teaching is good.
• Relationships between the tutor, volunteers and pupils are very good.
• Pupils’ attitudes are positive and they attend well.
Areas for improvement
• The course lacks a suitable base.
• The organisation of time limits out-of-school activity.
• The behaviour of a very small number of pupils disrupts the work of others.
214
This new course provides for two small groups of pupils who lack a range of basic
skills for coping with learning and with adult life; they are pupils likely not to attend or to be
excluded from school. They are disapplied from technology to follow the course. Provision is
unsatisfactory because there is no base free of intrusion. Instead lessons take place in five
different rooms. The organisation of time, in three single lessons, limits opportunities to take
pupils out of school. A review of the course will take place at the end of the autumn term
2002.
215
Pupils mostly co-operate well as a group and make good progress in developing their
social skills. They welcomed and worked with an education welfare officer who talked to them
about attending school and the need for work permits. Pupils make sound progress in
developing their basic literacy and numeracy skills. In one lesson, they worked productively
with the tutor and a volunteer adult on choosing a job from a variety of local newspapers,
produced a curriculum vitae and then completed application forms.
216
Teaching is good. The tutor is not a qualified teacher but a trained and experienced
youth worker with additional experience as a careers adviser, who has a wide range of
contacts amongst fellow professionals. Relationships between the group and the tutor are
very good because the tutor acts as a trusted mentor and intermediary for the pupils in their
sometimes turbulent relationships. Work is matched to pupils’ needs
217
This is not the best environment for some pupils. The calm of the group is frequently
disrupted by the poor behaviour of a pupil, which is a constant irritation to the others.
Nevertheless, pupils mostly value the course, they attend well and two boys are proud of
certificates they have already gained.
Francis Bacon School - 68
PART E:
THE STANDARDS AND QUALITY OF TEACHING IN AREAS OF THE
CURRICULUM, SUBJECTS AND COURSES IN THE SIXTH FORM
In the inspection, five subjects and courses were inspected and are reported on in detail.
Work in other subjects and courses was sampled and contributed to the overall picture of
teaching and learning in the school.
The table below shows entry and performance information for courses completed in 2001.
GCE AS level courses
Subject
Number
entered
% gaining grades
A-E
% gaining grades
A-B
Average point
score
School
England
School
England
School
England
Media studies
6
83
n/a
50
n/a
2.83
n/a
Mathematics
1
0
62
0
15
0
1.51
GCE A level and AVCE courses
Subject
Number
entered
% gaining grades
A-E
% gaining grades
A-B
Average point
score
School
England
School
England
School
England
Art and design
4
75
96
25
46
5.00
6.57
Biology
6
50
88
-
34
2.33
5.25
Business studies
8
100
92
13
32
4.00
5.50
Chemistry
7
43
90
14
43
2.00
5.90
Classical studies
1
100
95
-
49
4.00
6.51
Media studies
5
100
93
100
31
8.80
5.53
Computer studies
1
100
86
100
23
8.00
4.62
Dance
1
100
89
-
39
2.00
5.53
Drama
7
100
99
14
38
6.00
6.59
English literature
10
100
95
60
37
6.80
5.91
French
2
100
89
50
38
7.00
5.59
General studies
27
89
85
15
30
4.59
4.91
Geography
10
50
92
-
38
1.00
5.74
History
3
67
88
-
35
1.33
5.45
Mathematics
3
67
88
-
43
1.33
5.80
Music
3
100
93
33
35
6.67
5.74
Other languages
1
100
93
-
56
2.00
6.84
Physics
2
100
88
-
40
5.00
5.32
Sociology
2
100
86
-
35
5.00
5.32
Sports/PE studies
5
100
86
-
25
3.60
5.09
Francis Bacon School - 69
SUBJECTS AND COURSES GROUPED IN CURRICULUM AREAS
MATHEMATICS AND SCIENCES
218
Mathematics and biology were the focus subjects. Chemistry and physics lessons
were sampled.
219
One chemistry lesson was observed, in which there were three students. The
teaching was very good, and students undertook a practical investigation very well to develop
theoretical concepts, at appropriate levels. The department is well resourced for sixth form
work. One physics lesson was observed on another site as part of the consortium
arrangement. Provision is good. The teacher’s good subject knowledge and clear exposition
provided students with good opportunities for learning. By allowing students from Francis
Bacon School to work with others in larger peer groups, the consortium helps all of them,
with good opportunities for whole class discussions and presentations.
Mathematics
The quality of provision is good.
Strengths
• Teaching and learning are good.
• Teacher-student relationships are very good.
• Resources for the subject are good.
Areas for improvement
• The pass rate for the GCSE re-sit programme is unsatisfactory.
• The overall uptake for AS and A2 programmes is too low.
220
Both A2 and AS-level results have fluctuated over the past two years with the most
recent, the 2002 figures, showing a continuing low entry to the one and two-year
programmes. No students followed the two year programme in 2001 or 2002 and the one
year AS result for 2002 was below the national average.
221
Teaching is good overall. Teachers generally have a good knowledge of the subject
and very good relationships with students so that question and answer sessions can be very
productive. Possibly because of small cohorts, discussion is not always a strong feature of
lessons, many students preferring to be passive learners. The attitudes of students generally
are good and the material employed by the teachers appropriately challenging.
222
The inclusive nature of the school’s approach to the sixth form means that attainment
on entry to the sixth form is low and, in the light of this, achievement and progress made are
at least satisfactory. For example, a Year 12 class coped well with a lesson on normal
distribution curves and calculations relating to them, yet the same group of students
displayed hesitancy over simple calculations by using calculators to determine ¾ of 4. The
Year 12 GCSE re-sit class operates at a broadly average standard of attainment and the
majority of this class work with determination. A minority, mostly boys, have limited interest in
the work and interfere with the work of others.
223
Management of the subject is good. The sharing of teaching groups allows staff to
teach from their strengths. The current programming of lessons, which is a consequence of
Francis Bacon School - 70
the consortium arrangement, is not helpful to mathematics with three out of five lessons
falling on Monday mornings. Resources for all post-16 mathematics programmes are good
and are set to improve once the new buildings are complete.
Biology
Overall, the quality of provision for biology is good.
Strengths
• Teaching is very good.
• Assessment is used effectively to monitor students’ progress and to provide good
support.
• The subject is very well led.
• Resources are good and are improving.
Areas for development
• There too little use of ICT for investigative work.
• The programme of work does not include extra-curricular activities.
224
In the 2001 A-level GCE examinations, the proportion of students achieving grades AE was well below the national average, and none achieved the higher A-B grades. The
number entered for the more recent 2002 examination was smaller, but the average point
score was higher than that of the previous year. The school is able to show that, relative to
the GCSE results, most students do as well as expected. Although class sizes have been
consistently low over the past five years, the present Year 12 has seen a noticeable increase.
For a significant number of students, biology is their only science at this level, and many
enter the course with modest GCSE results.
225
Standards of work seen among current Year 13 students are in line with national
averages overall, while those seen among Year 12 are a little below. Both groups are
achieving appropriately, relative to school predictions. Students in Year 13 show a confident
knowledge of the topics they have covered, such as the range of plant chemicals that affect
growth, and the complex process of cell division in gametes. They use scientific terminology
appropriate to the subject matter at this level and contribute effectively in lessons, using their
knowledge of biology and skills of reasoning to answer teachers’ questions. Students show
good skills of research that lead to effective understanding of the subject material. Students
in Year 12 are only a little way into their course, but are already successfully taking their
scientific knowledge and understanding to greater depths. In their study of cytology, for
example, the more able write competently about the complex nature of the electron
microscope and give good presentations of molecular structures. Those with lower prior
attainment give less detailed answers to written questions and have more difficulty
recognising the wider concepts of biology. All are developing good skills of independent
learning and use a wide range of sources for their research.
226
Teaching is very good overall and, as a result, students learn very well, within their
own capabilities. Teachers show very good subject knowledge when they use questions to
probe students’ understanding, and when they answer students’ unexpected questions. Their
explanations are clear and show an up-to-date grasp of the subject. Lessons are well
planned, to include a variety of effective teaching methods, and students’ independent
learning skills are being well managed. In an excellent Year 12 lesson, for example, an activity
to investigate the production of human insulin was supported with skilful questioning that
ensured students’ secure understanding of the process. As an extension of this, a selection
of printed articles provided a good resource for students to consider the ethical issues
surrounding genetic engineering and to subsequently prepare class presentations. Good
interaction in lessons encourages students to show initiative and to be fully involved in the
Francis Bacon School - 71
development of the lesson. An example of this was seen in a very good Year 13 lesson,
where demanding questions challenged the students’ skills of reasoning. Their thoughts and
ideas were used very effectively to develop the complex concepts surrounding the control of
flowering in plants. While ICT is used well for research, there is a need for further
development for its use in measurement and control. Homework is set regularly and is
generally challenging. Each year group benefits from the teaching being shared between two
specialists and the programme of work is well organised. The course would benefit from the
introduction of some extra-curricular activities. Learning resources are good, and teachers
value the good technical support they receive.
227
The subject is very well led and well managed and is moving forward on a number of
fronts in order to raise achievement. New and rigorous schemes of work are being
developed. Formal assessment is monitored well and a recently introduced programme of
informal assessment informs students, sets targets, and effectively aids their progress. A
good range of support materials is being developed, and good use is made of the library
facilities.
ENGINEERING, DESIGN AND MANUFACTURING
228
No subjects are taught in the school and no students follow any of these subjects in
any of the consortium schools.
BUSINESS
229
The focus subject was business studies; no other subjects are taught.
Business studies
Overall, the provision for business studies is good.
Strengths
• Very good teaching helps students develop very good attitudes to their work.
• Teachers provide very good individual support for students.
• Lessons are interesting, enabling all students to make good progress.
• Work is constructively marked, with students given clear targets for improvement.
• GNVQ students develop a great deal of initiative.
Areas for improvement
• ICT is not used enough.
• Students’ oral and written evaluation skills are underdeveloped.
• The use of work placements by A-level students is not sufficient.
• Male students do not make as much progress as female students.
230
Business studies lessons run in Year 12 (GNVQ and AS) and Year 13 (A2). Several of
the AS and A2 students have previously taken GCSE business studies.
231
Standards overall are average. In 2001, all eight students passed A-level business
studies, although the proportion of top A-B grades was below the national average. All
students passed in 2002, with a slightly higher proportion of top grades. The provisional AS
results for 2002 indicate a spread of grades in line with national expectations, relating to
students’ attainment on entry to the course.
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232
Six students did not complete GNVQ intermediate business successfully in 2001. The
small group in 2002 all passed, indicating considerable overall improvement. The quality of
work was below average, but students made good progress over time to reach their potential.
Over the past three years, female students’ standards at A-level have shown considerable
improvement, so that they achieve in line with the school’s average. Male students’ results
are still below the school’s average, even though they made good progress, and are mostly in
line with the expectations of teachers, based on their GCSE average points scores. The very
good teaching helps students develop very good attitudes, helping them fulfil their potential.
233
Current students are making good progress, and are reaching expected national
standards at this stage. In an excellent GNVQ lesson sampled, standards were higher than
usually seen, due to students’ higher entry standards, and excellent teaching, which
encouraged students to develop individual plans for carrying out research in a local business
of their choice. Students were very well guided to create focused questionnaires for staff they
proposed to interview. Students used laptop computers effectively to build up their portfolios
and create interesting animated PowerPoint slides for their oral presentations on customer
service. Both intermediate and foundation students worked well in class together, and
displayed excellent attitudes to their individual project work.
234
In a Year 12 lesson, students developed good knowledge and understanding of the
approaches firms take to satisfy customers’ needs. They were fully aware of differences
between primary and secondary research, and consolidated new learning on market
segmentation well. Some students lacked confidence when forming their own oral definitions,
and found it difficult, when working in groups, to focus on a group response. Students’
evaluation skills were generally underdeveloped, but were improving.
235
GNVQ students show good personal initiative when organising their research, but
AS/A2 students have less opportunity to develop this skill because, due to the pressure
caused by a full AS-level examination syllabus, they are unable to commit time out of school
to extra activities, which would improve their research techniques. Although students take
sound notes, and work hard, both in class and on their homework case study tasks,
computers are not available in lessons to help lower attaining students improve skills with
drafting definitions of business concepts.
236
Teaching and learning were very good overall in the four lessons seen in Year 12.
Lessons are fast paced and very well structured, based on interesting topics and case
studies. Teachers are enthusiastic and knowledgeable, and support students very well. Their
very good relationships with students help them to meet their potential. In AS-level lessons
seen, teachers used group work well, but methods required an additional focus on the quality
of students’ oral and written feedback, with the help of ICT.
237
Although some male students struggle, because their previous GCSE grades were
well below average, they remain fully committed, due to teachers’ support, and make good
progress. Marking is closely linked both to targets given in the lesson and to examination
mark schemes. Male students’ progress over time in written work is less than females’, partly
due to lower standards of literacy when they start AS-level; this helps explain why a small
number of males do not achieve as well as they could do in examinations.
238
The subject is very well managed by a strong staff team with very good experience of
human resources development in industry. Schemes of work are well structured and coordinated, and teachers monitor student progress very well to examining board requirements,
and students’ predicted grades.
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INFORMATION AND COMMUNICATION TECHNOLOGY
239
GNVQ ICT is taught and some students follow A-level ICT in the consortium.
Teaching is good and students make good progress. Students’ ICT skills develop well.
HOSPITALITY, SPORTS, LEISURE AND TRAVEL
240
There was no focus subject but provision in physical education was sampled. One A2
lesson was observed. Students make good progress in developing their understanding of the
development of physical education in the United Kingdom. Their response to the teaching
was very good and the lesson was a good example of a member of staff at the school
working with a member of the local community to enrich and enhance the learning
environment.
HEALTH AND SOCIAL CARE
241
There was no focus subject but lessons were sampled in GNVQ health and social
care. The course is well organised and managed. Teachers have a good level of knowledge
and understanding, and they plan and structure lessons well. Students are well motivated
and they make good progress. Levels of attainment are in line with those expected at this
stage of the course.
VISUAL AND PERFORMING ARTS AND MEDIA
242
There was no focus subject but provision in music technology, drama and
photography was sampled.
243
One Year 12 lesson in music technology was observed. Twenty-three students follow
the course. Teaching is good and students make good progress. They have very good
attitudes to their studies. There is open access to the course, and students from other
schools in the consortium attend. There is a wide range of prior attainment, from students
who have not taken music at GCSE level, to others who have advanced musical skills and
who can create often excellent compositions, using the music technology. Overall,
attainment is average. Resources and accommodation are inadequate for such a large
group. There are not enough computers and keyboards, and the soundproofing in practice
rooms is inadequate. The teacher manages lessons well considering the shortage of
resources, but with an inevitable wastage of time. This enforced strategy is impacting upon
students’ quality of learning. Students co-operate well in the circumstances.
244
Provision in photography is good. Teaching is good overall and occasionally excellent.
Resources are well used in order to inspire the students. Progress in lessons is overall very
good, and students are attaining at the expected level. The independent research and
learning skills of students are very well developed.
245
Two drama lessons were sampled. Examination results in the GCE at A2 level in
2001 were in line with the national average and performance in 2002 was at the same level.
The quality of teaching is good and students are committed and enthusiastic. One group
made a presentation in year group assemblies which profoundly impressed their audience by
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the seriousness of the messages communicated. The performance made a significant
contribution to the spiritual, moral, social and cultural aspects of the school.
HUMANITIES
246
Psychology was the focus subject. Provision in geography and history were sampled.
247
Provision for geography is good. Classes have been re-established at AS-level after a
short break. Teaching and learning are very good and standards are at and above average. It
was not possible to observe teaching in history, but other evidence, including a sample of
students’ work, was sampled. At present, ten students are studying at AS-level. There are
none currently at A2 level. Over the last three years, A-level results have improved. In 2002,
all candidates achieved a grade in the C-E range, achieving in line with their GCSE results.
Psychology
Overall, the quality of provision for psychology is good.
Strengths
• The teacher has excellent specialist subject knowledge.
• Planning of lessons is excellent, making very valuable contributions to individual learning
needs.
• Students are well motivated and responsive to new departmental initiatives.
Areas for improvement
• Examination standards are low.
• There are insufficient resources for the subject, including in the library and ICT provision.
• Teaching groups are too large making tutorial support for students difficult.
248
The results in the AS examinations in 2002 were well below the national averages
although the number of students entered was small. Some students under-performed when
compared with school predictions, and they had distinctly varied marks when comparing their
submitted modules of work. Currently, scripts are being re-marked and a number of students
will re-sit this examination in January. The present A-level group will be the first group in the
school to take the examination. Standards of work observed for this group during the
inspection were below national expectations. However, achievement is good in relation to
their earlier GCSE results. Students with English as a second language struggle at times
with the structures of psychological writing and reporting.
249
In observed AS and A-level lessons, students made good responses to case studies
in research analysis and the effects of noise on human behaviour. In a Year 12 lesson,
students showed a sound understanding of sampling procedures for experiments dealing
with the effect of alcohol on reaction times. Higher attaining students recognise the need for
random selection, especially matched pairs in physiological settings, to avoid the vagaries of
subject variables. Psychology is a new subject for these students, and they are making good
progress in understanding the terminology and principles involved in research methodology.
They are making good progress in comparison to their entry grades to the sixth form. Their
achievement is improved by a curiosity for psychology and a willingness to question
conventions.
250
In a Year 13 lesson, students had a sound grasp of the psychological definition of
noise. Their use of mind maps is particularly beneficial in improving their understanding of the
aims of the study, as well as the findings and conclusions. Those predicted to achieve lower
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grades often struggle to distinguish the confounding variables in psychological experiments.
The highest attainers understand the social and political agendas in human behaviour and
how these might affect the outcomes of altruism experiments. All students make very good
progress in debating the ethics of testing, including the rights and responsibilities of people
involved.
251
The quality of teaching is excellent. One teacher, who has considerable experience
and excellent specialist knowledge, teaches the subject. A great deal of work has been done
to prepare students for the syllabus being studied. Medium-term planning thoughtfully
considers the range of learning needs and the sequencing of lessons. The teacher is aware
of the difficulty some students have in learning the large numbers of specific research
examples, a pre-requisite of this syllabus. Successful strategies used in lessons, such as
mind maps, paired work and mentoring, case studies and the use of learning logs, greatly
improve learning. The use of specifically designed learning planners is having a very
significant impact on students’ achievements, resulting in good and often very good rates of
progress. Key questions and aspects and accompanying research examples are identified
for each theme. Learning is further extended when the logs are related to typical examination
questions and a bibliography that identifies lists of relevant resources. Oral contributions,
including some passionate debating, are a key feature of lessons.
252
The teacher who leads the department is employed on a part-time basis. His
development of the impact of teaching styles and planning procedures has been a key
feature of recent improvements. Procedures for tracking the progress of students have also
been improved. Large group sizes limit the support that can be given to students of all
abilities. There are insufficient learning resources, especially ICT.
ENGLISH, LANGUAGES AND COMMUNICATION
253
The focus was on English but media studies was also sampled. Results in media
studies in 2001 were significantly above the national average. In the one lesson observed in
Year 12, teaching was very good, with energetic and stimulating analysis of various film
genres which drew an enthusiastic and well-informed response from the large class.
English
Overall, the quality of provision is very good.
Strengths
• Teaching is very good.
• Results in the A2 examinations in 2001 were well above average.
• Students’ response is very positive.
Areas for improvement
• The written work of some students does not meet the course expectation.
254
In the GCE A2 level examination in 2001, results were well above the national
average, both in percentage of students achieving grades A-B, and their average points
score. Results in 2002 were lower, but still exceeded expectations.
255
The standard of work seen from students in Year 13 was above average, with a
significant amount of work already matching the highest grades. In Year 12, at this early
stage of their course, a few students with lower GCSE grades are only slowly adjusting to the
AS-level course expectation of written work. The standard of oral work in both years is above
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average. Students have regular, planned opportunities in lessons to display a range of skills
in speaking and listening, which results in high standards. In both years, students work
constructively together in pairs and small groups. In one Year 12 class, for example, students
working in detail on Hamlet’s most famous soliloquy were sensitive in their detailed analysis
of the character’s motivation in the broader context of the themes of the play. They listened
attentively to each other and expressed their judgements articulately. Students read widely
and use ICT intensively to broaden the base of their learning. In their study of Sexing the
Cherry by Jeanette Winterson, students were mature in developing their understanding of
this post-modern feminist text. The same group had researched widely into the background
of the literature of World War I. Students’ written assignments are well researched, carefully
planned and accurately written. High attaining students, especially in Year 13, combine
mature and sensitive understanding with increasingly fluent and accurate expression of
complex and sophisticated ideas.
256
The quality of teaching is uniformly very good. Teachers’ own knowledge and
understanding are of a very high academic standard. Students respect teachers and respond
positively to robust challenge and high expectations. Relationships are outstandingly good,
with total mutual respect. The subject has a very high reputation among students in general.
Students enjoy the relaxed yet purposeful atmosphere. Teachers use questioning powerfully
to force detailed answers, always based upon detailed reading and analysis of texts.
257
The sixth form courses are very well organised. Levels of recruitment and retention
are high. Assessment of students’ work and progress is very thorough. Students are
constantly kept aware of their levels of attainment and achievement. One of the outstanding
features of the subject in the sixth form is the supportive nature of relationships. The subject
is managed very effectively, and is excellently led.
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