Inspection report : South Craven School , 12 – 13 March 2013 4 of 9
Inspection judgements
The achievement of pupils is outstanding
• Although there are variations from year to year , students ’ attainment on entry to Year 7 is generally broadly in line with that seen nationally . As a result of an outstanding curriculum , consistently high-quality teaching and focused support for small groups and individuals , all groups of students make outstanding progress and reach well above average standards at least by the end of Year 11 . Attainment and achievement in both academic and vocational subjects are equally impressive .
• Similarly , students in the sixth form achieve outstandingly well . From just below average standards on entry to Year 12 , they , too , make outstanding progress in their studies and reach above average attainment by the time they leave for employment , further or higher education . Increasing numbers of students are entering universities with a high reputation for academic excellence .
• Detailed monitoring of students ’ progress in all subjects highlights any possible underachievement rapidly and leads to support sessions which are exactly what students need to get back on track . Inspection evidence , including lesson observations and scrutiny of students ’ work , show that well-above average proportions of students are making more-than-expected progress in English and mathematics and that there is an increasing proportion on course to exceed their extremely challenging targets .
• More-able students are doing very well indeed , but the school would like them to do even better and is now placing emphasis on further developing teachers ’ questioning in class , in order to enable an even greater proportion of these students to attain the higher GCSE grades .
• Pupil premium funding is spent wisely , for example on ‘ catch-up ’ English and mathematics sessions and lunchtime study support . Students known to be eligible for free school meals make outstanding progress in English and mathematics , in relation to similar students nationally , as a consequence . Similarly , disabled students and those with special educational needs progress exceptionally well as a result of outstanding support and modifications to the curriculum when necessary . Students on the autistic spectrum receive outstanding support as do the few students from minority ethnic heritages . They too make outstanding progress in their studies .
• Parents are delighted with the progress their children make . As one parent commented , ‘ Our son , who is diagnosed with autism , continues to thrive and develop , because of the sensitive support and nurture he receives .’
The quality of teaching is outstanding
• Excellent subject knowledge , activities and methods which enable students to learn quickly and many opportunities for students to find things out for themselves are the key features of teaching across the school . Students speak highly of their teachers and of the other adults who work with them and comment , ‘ Learning is fun but our teachers really make us think !’
• Teaching is outstanding , but senior and middle leaders are not complacent and still place great emphasis on improving classroom practice even further . The sharing of good and exemplary practice is the norm and several departments provide a variety of whole-school training . Staff are encouraged to observe each other in the classroom and newly-qualified teachers and teachers in training benefit from observing teaching , not just in their own subjects , but also in other areas of the curriculum .
• In the vast majority of lessons , students are fully engaged in their learning , have the utmost confidence in their teachers and are never afraid to ask for help when they are unsure . They are delighted to work in pairs and groups and enjoy supporting and challenging each other in their learning . They make an exceptional contribution to their own learning . In a Year 10 Spanish lesson , for example , in which teaching was outstanding students quite naturally questioned each other about how different tenses could be used to ensure that their writing was of grade A and