The Annual Report of Her Majesty's Chief Inspector of Schools 2004/05

Summary tables

Secondary schools

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Aspects of the school Percentage of schools
    Excellent/ very good Good Satisfactory Unsatisfactory/ poor
The effectiveness of the school
Overall effectiveness of post-16 provision Post-16 31 (27) 46 (42) 20 (28) 3 (3)
Overall effectiveness of the school School 25 (20) 44 (49) 24 (22) 7 (10)
Inclusion School 52 (51) 34 (31) 11 (13) 2 (5)
How the school's effectiveness has changed since its previous inspection Post-16 24 (16) 46 (46) 28 (33) 2 (5)
How the effectiveness of post-16 provision has changed since its previous inspection School 22 (16) 42 (45) 27 (28) 9 (11)
Cost effectiveness of post-16 provision Post-16 24 (20) 35 (38) 35 (33) 6 (9)
Value for money provided by the school School 25 (22) 41 (43) 27 (26) 8 (9)
Parents' satisfaction with the school School 34 (33) 44 (43) 19 (19) 2 (5)
Pupils' satisfaction with the school Post-16 55 (46) 32 (39) 12 (12) 1 (2)
School 39 (37) 44 (42) 14 (15) 3 (5)
The standards achieved by pupils
Pupils' achievement Key Stage 3 12 (13) 55 (54) 27 (24) 6 (9)
Key Stage 4 22 (17) 50 (48) 21 (26) 7 (9)
Post-16 24 (18) 57 (57) 17 (21) 1 (3)
School 20 (15) 53 (54) 20 (21) 7 (9)
School's action to promote good attendance School 38 (36) 42 (41) 13 (17) 6 (5)
Efforts of parents and carers to ensure the attendance of their children School 22 (19) 30 (29) 30 (35) 18 (16)
Pupils' interest in school life and the range of activities provided Post-16 60 (49) 32 (40) 5 (11) 2 (0)
School 42 (34) 42 (47) 13 (16) 3 (3)
Pupils' willingness to be enterprising and take responsibility Post-16 55 (41) 32 (39) 11 (19) 2 (1)
School 35 (29) 40 (41) 21 (25) 4 (4)
Pupils' freedom from bullying, racism and other forms of harassment Post-16 68 (53) 25 (35) 7 (11) 1 (1)
School 34 (26) 40 (39) 19 (29) 6 (6)
Pupils' relationships with others School 50 (45) 36 (40) 11 (13) 3 (3)
Pupils confidence and self-esteem School 31 (29) 39 (38) 24 (28) 6 (5)
The school stimulates in pupils a desire to learn School 35 (30) 39 (41) 21 (23) 6 (6)
The school sets high expectations of pupils' conduct and works to achieve them School 49 (43) 31 (36) 13 (15) 7 (6)
School's promotion of good relationships including racial harmony School 53 (45) 34 (39) 11 (14) 2 (2)
The school deals effectively with all forms of harassment School 42 (36) 41 (45) 13 (15) 4 (4)
Self-knowledge and spiritual awareness School 17 (16) 38 (30) 34 (42) 11 (12)
Respect for feelings, values and beliefs of others School 37 (31) 42 (42) 17 (20) 4 (6)
Principles that enable pupils to distinguish right from wrong School 44 (41) 41 (42) 12 (14) 3 (3)
Responsibilities of living in a community School 44 (40) 38 (40) 15 (16) 3 (4)
Appreciation of their own and other cultural traditions School 22 (19) 44 (39) 28 (35) 6 (6)
Achievement of early learning goals in PSED in the Foundation Stage School 19 (28) 60 (58) 21 (0) 0 (14)
Achievement of pupils with SEN Key Stage 3 17 (16) 54 (60) 24 (20) 4 (4)
Key Stage 4 22 (19) 52 (54) 21 (22) 5 (5)
Post-16 31 (26) 52 (59) 16 (14) 2 (1)
School 21 (18) 54 (58) 21 (20) 4 (5)
Achievement of pupils with EAL Key Stage 3 15 (15) 56 (53) 26 (27) 3 (5)
Key Stage 4 21 (18) 55 (50) 21 (26) 3 (5)
Post-16 26 (20) 55 (58) 18 (20) 1 (2)
School 19 (19) 55 (52) 23 (24) 3 (5)
Achievement of gifted and talented pupils Key Stage 3 15 (12) 48 (45) 30 (33) 7 (9)
Key Stage 4 21 (16) 46 (40) 25 (35) 8 (9)
Post-16 25 (24) 52 (44) 21 (28) 3 (4)
School 20 (14) 48 (44) 25 (33) 7 (9)
Pupils' attitudes, values and personal development
Ethos School 37 (32) 41 (43) 17 (18) 5 (7)
Attendance Post-16 31 (25) 27 (27) 29 (33) 13 (15)
School 24 (22) 23 (22) 31 (28) 22 (28)
Punctuality Post-16 19 (20) 34 (30) 36 (39) 10 (11)
School 16 (17) 30 (29) 36 (36) 18 (18)
Pupils' attitudes Key Stage 3 35 (32) 41 (42) 18 (19) 7 (7)
Key Stage 4 36 (31) 39 (43) 18 (20) 6 (6)
Post-16 66 (62) 28 (31) 4 (5) 1 (1)
School 38 (33) 40 (42) 16 (19) 6 (6)
Behaviour, including exclusions Key Stage 3 28 (26) 43 (41) 21 (23) 8 (10)
Key Stage 4 30 (27) 42 (40) 21 (24) 7 (9)
Post-16 73 (67) 24 (29) 3 (4) 0 (0)
School 31 (27) 42 (41) 20 (23) 7 (9)
Spiritual, moral, social and cultural development School 30 (25) 47 (46) 20 (24) 4 (5)
The quality of education provided by school
Quality of education School 23 (17) 50 (52) 22 (23) 5 (7)
Teaching Key Stage 3 14 (10) 56 (57) 24 (23) 6 (9)
Key Stage 4 23 (17) 56 (57) 16 (20) 5 (7)
Post-16 37 (32) 56 (62) 6 (7) 0 (0)
School 21 (14) 56 (58) 18 (19) 6 (9)
Learning Key Stage 3 15 (11) 55 (56) 24 (24) 6 (9)
Key Stage 4 23 (17) 54 (55) 17 (21) 6 (7)
Post-16 38 (32) 55 (61) 7 (7) 1 (1)
School 21 (15) 55 (57) 18 (20) 6 (9)
Assessment Key Stage 3 7 (7) 36 (35) 46 (43) 10 (15)
Key Stage 4 10 (10) 39 (40) 41 (38) 9 (12)
Post-16 23 (23) 54 (52) 20 (23) 3 (3)
School 9 (9) 38 (37) 44 (41) 9 (14)
Command of areas of learning/subjects/courses Key Stage 3 31 (29) 53 (54) 15 (14) 1 (3)
Key Stage 4 38 (36) 50 (51) 11 (12) 1 (2)
Post-16 64 (59) 33 (36) 3 (4) 0 (0)
School 36 (31) 51 (53) 12 (13) 1 (3)
Effectiveness of teachers' planning Key Stage 3 23 (20) 54 (53) 18 (21) 6 (7)
Key Stage 4 30 (23) 50 (54) 15 (19) 5 (5)
Post-16 40 (33) 51 (57) 9 (10) 0 (0)
School 28 (21) 52 (55) 15 (18) 5 (6)
Encouragement and engagement of pupils Key Stage 3 26 (27) 51 (48) 18 (19) 5 (7)
Key Stage 4 32 (30) 50 (49) 14 (16) 3 (5)
Post-16 48 (47) 45 (47) 6 (5) 0 (0)
School 31 (30) 51 (50) 14 (14) 4 (6)
Expectation and challenge Key Stage 3 18 (17) 47 (44) 27 (30) 8 (9)
Key Stage 4 27 (22) 45 (46) 21 (25) 7 (7)
Post-16 40 (37) 46 (47) 12 (15) 1 (1)
School 23 (19) 47 (47) 23 (26) 6 (8)
Effectiveness of teaching methods Key Stage 3 15 (11) 50 (56) 29 (26) 5 (8)
Key Stage 4 22 (16) 52 (54) 20 (25) 6 (5)
Post-16 30 (30) 57 (57) 13 (12) 0 (1)
School 20 (14) 53 (58) 21 (22) 5 (7)
Effectiveness of use of resources Key Stage 3 14 (10) 53 (57) 30 (30) 2 (4)
Key Stage 4 16 (11) 55 (57) 27 (28) 2 (4)
Post-16 22 (19) 62 (63) 15 (16) 0 (1)
School 16 (11) 55 (58) 27 (28) 2 (3)
Effectiveness of use of time Key Stage 3 14 (11) 54 (52) 28 (31) 4 (6)
Key Stage 4 20 (13) 52 (53) 25 (29) 3 (5)
Post-16 32 (25) 56 (57) 12 (18) 0 (1)
School 18 (12) 54 (55) 25 (28) 3 (5)
Insistence on high standards of behaviour Key Stage 3 34 (34) 36 (39) 21 (17) 9 (10)
Key Stage 4 36 (34) 38 (43) 19 (16) 6 (8)
Post-16 58 (55) 36 (41) 6 (4) 0 (0)
School 36 (35) 40 (42) 16 (14) 8 (8)
Use of teaching assistants and other support Key Stage 3 24 (17) 53 (57) 19 (23) 4 (4)
Key Stage 4 24 (17) 51 (55) 21 (25) 4 (3)
Post-16 28 (23) 56 (56) 15 (20) 1 (0)
School 23 (18) 54 (56) 20 (24) 3 (3)
Use of homework to reinforce and extend Key Stage 3 10 (8) 38 (35) 43 (47) 8 (10)
Key Stage 4 15 (10) 39 (37) 39 (43) 7 (9)
Post-16 27 (24) 51 (55) 22 (20) 0 (1)
School 14 (9) 39 (36) 40 (45) 8 (9)
Promtion of equality of opportunty Key Stage 3 28 (2) 51 (50) 19 (19) 2 (4)
Key Stage 4 30 (29) 51 (48) 16 (18) 3 (4)
Post-16 40 (40) 50 (48) 10 (12) 0 (1)
School 30 (28) 51 (50) 16 (18) 3 (4)
Acquisition of skills, knowledge and understanding Key Stage 3 17 (13) 54 (55) 24 (24) 6 (8)
Key Stage 4 25 (18) 53 (53) 17 (24) 6 (5)
Post-16 35 (32) 54 (57) 10 (10) 1 (1)
School 22 (15) 53 (57) 19 (20) 6 (7)
Pupils' application and productivity Key Stage 3 23 (18) 45 (51) 25 (22) 6 (9)
Key Stage 4 28 (23) 48 (49) 19 (21) 5 (7)
Post-16 44 (40) 49 (51) 6 (8) 1 (0)
School 28 (21) 47 (52) 19 (20) 6 (7)
Capacity to work independently and collaboratively Key Stage 3 14 (13) 39 (36) 38 (38) 9 (13)
Key Stage 4 20 (17) 41 (39) 30 (33) 9 (11)
Post-16 32 (31) 45 (46) 19 (20) 4 (3)
School 18 (16) 41 (39) 32 (32) 8 (12)
Thoroughness and constructiveness of assessment Key Stage 3 9 (8) 39 (40) 44 (41) 8 (11)
Key Stage 4 12 (12) 43 (43) 38 (36) 7 (9)
Post-16 24 (26) 54 (50) 20 (22) 2 (3)
School 11 (11) 43 (41) 39 (38) 7 (10)
Assessment used to respond to individual needs Key Stage 3 10 (7) 34 (34) 45 (42) 11 (16)
Key Stage 4 13 (10) 39 (39) 38 (38) 10 (13)
Post-16 26 (24) 51 (49) 22 (22) 2 (4)
School 11 (9) 38 (39) 41 (38) 10 (14)
Pupils' understanding of how they can improve Key Stage 3 7 (6) 32 (30) 47 (46) 15 (19)
Key Stage 4 11 (10) 36 (35) 41 (39) 12 (16)
Post-16 25 (27) 50 (45) 22 (25) 3 (2)
School 9 (9) 35 (33) 42 (41) 13 (17)
Breadth of curricular opportunities Key Stage 3 11 (10) 42 (42) 40 (37) 7 (11)
Key Stage 4 19 (17) 39 (38) 32 (29) 10 (16)
Post-16 27 (25) 43 (40) 23 (27) 7 (9)
Provision for pupils with SEN School 15 (14) 41 (41) 34 (31) 10 (14)
Opportunities for enrichment School 49 (42) 38 (43) 13 (13) 0 (2)
Accommodation and resources Post-16 9 (7) 31 (27) 41 (43) 20 (23)
School 5 (4) 30 (26) 47 (47) 18 (23)
Provision for pupils with SEN Key Stage 3 25 (22) 52 (52) 19 (22) 4 (5)
Key Stage 4 26 (23) 50 (50) 21 (23) 4 (5)
Post-16 34 (30) 51 (49) 13 (19) 1 (2)
School 25 (23) 52 (50) 19 (22) 4 (5)
Curriculum programmes for students aged 14-19 years School 21 (20) 40 (41) 34 (30) 5 (9)
Provision for personal, social and health education School 11 (13) 47 (48) 35 (32) 8 (7)
Equality of access and opportunity for all pupils Key Stage 4 31 (32) 43 (41) 23 (21) 3 (5)
Post-16 36 (35) 42 (44) 21 (19) 1 (3)
School 31 (31) 43 (42) 23 (22) 3 (4)
Preparation for later stages of education/employment Key Stage 3 18 (18) 48 (50) 30 (31) 3 (1)
Key Stage 4 25 (21) 49 (50) 24 (26) 2 (3)
Post-16 32 (30) 45 (42) 20 (24) 3 (4)
School 23 (21) 51 (50) 25 (27) 1 (2)
Curriculum development, including innovation School 22 (24) 43 (41) 30 (29) 5 (6)
Support for learning outside the school day School 41 (35) 44 (44) 16 (20) 0 (1)
Participation in sport School 50 (45) 39 (41) 10 (13) 1 (1)
Participation in the arts School 37 (33) 38 (41) 22 (22) 3 (3)
Participation in other activities School 38 (33) 42 (43) 19 (23) 1 (1)
Match of teachers to the curriculum Post-16 34 (29) 46 (44) 18 (26) 2 (1)
School 17 (12) 46 (44) 29 (34) 8 (10)
Match of support staff to the curriculum School 16 (16) 48 (43) 30 (33) 6 (8)
Accommodation Post-16 8 (6) 23 (25) 43 (44) 26 (25)
School 5 (5) 26 (21) 49 (50) 21 (24)
Resources Post-16 6 (6) 43 (36) 41 (52) 9 (7)
School 5 (3) 40 (35) 48 (53) 7 (9)
Pupils' care, welfare, health and safety School 43 (41) 36 (37) 17 (18) 4 (3)
Provision of support, advice and guidance based on monitoring Post-16 51 (39) 35 (41) 11 (17) 3 (4)
School 33 (33) 44 (43) 20 (21) 3 (3)
Involves pupils through seeking, valuing and acting on their views Post-16 41 (29) 36 (38) 19 (28) 4 (4)
School 31 (24) 39 (42) 25 (29) 5 (5)
Links with parents School 28 (23) 40 (44) 29 (28) 3 (5)
Links with the community Post-16 50 (47) 35 (35) 15 (18) 1 (0)
School 49 (47) 38 (39) 13 (14) 0 (1)
Extended services and educational/support programmes (where inspected) School 54 (54) 29 (30) 15 (16) 2 (0)
School's links with other schools and colleges Key Stage 4 49 (44) 38 (41) 12 (14) 0 (1)
Post-16 50 (47) 34 (36) 14 (13) 1 (3)
School 50 (48) 39 (41) 11 (11) 0 (0)
The leadership and management of the school
Leadership and management School 30 (29) 45 (46) 20 (18) 5 (8)
The governance of the school Post-16 30 (21) 36 (32) 26 (24) 8 (22)
School 25 (20) 39 (34) 26 (23) 11 (23)
The leadership of the headteacher School 60 (62) 30 (27) 9 (7) 1 (4)
The leadership of other key staff Post-16 42 (33) 40 (48) 14 (14) 5 (5)
School 29 (27) 49 (49) 17 (18) 5 (6)
Effectiveness of management Post-16 32 (27) 41 (43) 23 (24) 5 (5)
School 22 (23) 42 (41) 28 (28) 8 (9)
Governing body helps shape the vision and direction of the school Post-16 38 (32) 33 (41) 24 (23) 6 (4)
School 33 (29) 41 (46) 21 (19) 5 (6)
Governing body ensures the school fulfils its statutory duties, including promoting inclusion policies School 14 (11) 23 (18) 27 (23) 36 (49)
Governors' understanding of the strengths and weaknesses of the school School 34 (30) 43 (43) 18 (22) 5 (5)
Governing body challenges and supports senior managers Post-16 35 (30) 33 (38) 25 (27) 7 (5)
School 31 (29) 39 (40) 24 (24) 6 (8)
Clarity of vision, sense of purpose and high aspirations by headteacher School 68 (70) 24 (21) 7 (6) 1 (2)
Clarity of vision, sense of purpose and high aspirations by other key staff Post-16 47 (37) 36 (43) 13 (15) 4 (5)
School 36 (35) 45 (45) 15 (15) 4 (5)
Strategic planning which reflects the school's ambitions and goals School 39 (38) 39 (36) 17 (18) 5 (7)
Extent to which leaders inspire, motivate and influence staff and pupils School 39 (40) 41 (40) 15 (15) 5 (5)
Extent to which leaders create effective teams School 31 (32) 47 (43) 16 (19) 6 (5)
Leadership of the curriculum and teaching by the headteacher School 46 (45) 35 (33) 17 (17) 2 (5)
Leadership of the curriculum and teaching by other key staff Post-16 35 (29) 44 (46) 17 (21) 4 (4)
School 23 (22) 49 (51) 23 (22) 5 (6)
Leaders' commitment to inclusion, promotion of equality and concern for the needs of individuals Post-16 64 (57) 29 (29) 6 (12) 1 (1)
School 58 (59) 32 (28) 9 (9) 1 (4)
Provision by leaders of good role models for other staff and pupils School 47 (45) 40 (43) 11 (10) 2 (3)
The school's self-evaluation and its use Post-16 31 (28) 44 (38) 19 (26) 6 (8)
School 28 (29) 38 (36) 26 (25) 8 (11)
Monitoring performance data, reviewing patterns and taking action Post-16 30 (26) 40 (38) 23 (26) 7 (9)
School 23 (23) 35 (34) 31 (29) 10 (13)
Staff performance management and its effectiveness in bringing about improvement School 28 (23) 40 (43) 26 (27) 6 (7)
Induction of staff School 41 (37) 42 (44) 15 (16) 1 (2)
Continuing professional development of staff School 36 (29) 45 (45) 16 (23) 2 (3)
The school's contribution to initial teacher training School 38 (35) 43 (43) 18 (21) 1 (1)
Management of the recruitment, retention, deployment and workload of staff School 32 (28) 39 (41) 25 (26) 5 (6)
Approaches to financial management help school achieve Post-16 44 (38) 33 (38) 18 (19) 5 (5)
School 43 (38) 38 (42) 15 (15) 3 (5)
Best value principles are central to management and the use of resources School 35 (33) 41 (44) 20 (19) 4 (4)

Figures are rounded and may not add up to 100%.
Last year's figures in brackets