Date of inspection: 13th — 17th March 2000

The school was inspected by 13 inspectors, led by Susan Chambejlain. This is a summary of the inspection report, which is available from the school.

INFORMATION ABOUT THE SCHOOL

Kirk Balk is an average size comprehensive secondary school of 1035 boys and girls aged 11-16. The attainment of pupils on entry to the school at age 11 is below the national average in English and mathematics but in line with national average in science. 218 pupils are on the school’s special educational needs register, which is ~roportionally slightly above the national average. This includes 49 pupils with statements, which is significantly above the national average. Fewer than one per cent of pupils are from minority ethnic backgrounds and there are none with English as an additional language. 27.4 per cent of pupils are eligible for free school meals which is above the national average.

HOW GOOD THE SCHOOL IS

This is a very good and very improved school. The rise in academic standards combined with a very good system and practice of care and good teaching, whilst budgets levels are low, results in a school which provides very good value for money

•     The teaching and the quality and range of learning opportunities are good; the curriculum is very good at Key Stage 4.

•     There are very effective strategies for teaching literacy skills.

•     Work related provision is excellent.

•     Contribution of the community to pupils’ learning is excellent.

•     The school’s provision for pupils’ social development is very good.

•     The monitoring and support of pupils’ academic performance and personal development is very good.

•     The quality of educational support and guidance for pupils is very good as is the quality of information provided for parents.

•     Pupils’ relationships with one another and with teachers are very good.

•     The leadership and management of the headteacher and key staff is very good. The governing body is very effective.

•     The monitoring and evaluation of the school’s performance and the effectiveness of action taken is excellent.

•     The strategic use of resources is very good and the support for educational priorities through the school’s financial planning is excellent.

•     GCSE results have improved considerably.

What could be improved

•     The procedures for assessing pupils’ attainment and progress and the use of assessment information to guide curriculum planning.

•      The match of teachers and support staff to the demands of the curriculum, particularly religious education.

•     The adequacy of accommodation.

•     The attainment at GCSE, although the considerable improvement over the last four years is acknowledged.

•     The provision for developing numeracy skills.

The areas for improvement will form the basis of the governors’ action plan.

HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

Good progress has been made in addressing the key issues raised by the last inspection, including the need to improve academic performance and to extend and develop the existing monitoring role of senior and middle managers. The key issues of reviewing financial priorities, widening pupils’ horizons through cultural development and dealing with identified health and safety issues have also been addressed and good progress has been made. Improvements have been made in the provision for Collective Worship though it still fails to meet statutory requirements. Teaching has improved as have the arrangements for staff development. Attendance is better, particularly in Year 11. There is enhanced accommodation for information and communication technology, the library and the reception and administration area. -. -

The table shows the standards achieved by 16 year olds based on average point scores in GCSE examinations.

Key

At Key Stage 3 overall standards in the core subjects (mathematics, English and science) are below average when compared with all schools in 1998 and 1999. Results are in line with national averages in mathematics and science and below in English when compared with similar schools in 1999.

Overall standards are below average in GCSE when compared with all schools but are average when compared with schools of a similar intake. Results have risen steadily, faster than national trends, and are greatly improved. Grades 5 K - C have risen from 16 per cent to 32 per cent since 1993. Standards are highest in English, expressive arts, physical education and design and technology. They are lowest in geography. The school has set realistic targets and meets them regularly. Pupils achieve well when considering their prior attainment.

PUPILS’ ATTITUDES AND VALUES

TEACHING AND LEARNING

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.

In over a quarter of lessons seen, teaching was found to be very good or excellent and in three quarters of lessons it was good or better. In only 3 per cent of lessons was teaching found to be unsatisfactory. Overall teaching was good and it was effective in all areas. Best practice occurred in history, expressive arts, physical education, English, design and technology and science. An improving situation exists in PSHE lessons where there is some excellent practice but still considerable variability across the school. Teaching in religious education is satisfactory but the lack of specialist teachers impact negatively on standards. Literacy skills are being improved. There is a need to incorporate strategies to strengthen numeracy across the school.

OTHER ASPECTS OF THE SCHOOL

The school works well with some parents many of whom attended the school themselves. Other parents, however, would like to become involved according to the questionnaire returns.

HOW WELL THE SCHOOL IS LED AND MANAGED

PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

Inspectors agree with all that pleases parents most and with those areas which they would like to see improved. However, inspectors judge that there is a good range of activities outside lessons and that the school communicates about the progress of pupils more regularly than many schools.

The governing body is responsible for drawing up an action plan within 40 days of receiving the inspection report, showing how the school will tackle the improvements needed. This action plan will be circulated to all parents at the school.