Wisewood School and Community Sports
College
Inspection report
Unique Reference Number
Local Authority
Inspection number
Inspection date
Reporting inspector
107125
Sheffield
324533
7 May 2009
Heather Barnett HMI
This inspection of the school was carried out under section 5 of the Education Act 2005.
Type of school
School category
Age range of pupils
Gender of pupils
Number on roll
School (total)
Secondary
Community
11–16
Mixed
Appropriate authority
Chair
Headteacher
Date of previous school inspection
School address
The governing body
Mr S Bell
Ms Diane McKinlay (executive) Ms Julie Bloor (associate)
23 February 2006
Rural Lane
Sheffield
South Yorkshire
S6 4BH
0114 2333606
0114 2313725
788
Telephone number
Fax number
Age group
11–16
Inspection date
7 May 2009
Inspection number
324533
Inspection Report: Wisewood School and Community Sports College, 7 May 2009
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© Crown copyright 2009
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This document may be reproduced in whole or in part for non-commercial educational purposes, provided that
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Inspection Report: Wisewood School and Community Sports College, 7 May 2009
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Introduction
This inspection was carried out by one of Her Majesty's Inspectors. The inspector evaluated
the overall effectiveness of the school and investigated the following issues; students'
achievement and standards, focusing on the impact of actions to improve underperforming
areas; the quality of teaching and learning, focusing on assessment, marking and academic
guidance; and leadership and management, focusing on the consistent implementation of
policies and the impact of strategies to support improvements. This was done by gathering
evidence from observing lessons, scrutinising school documentation and questionnaires
completed by parents, and by talking with students, teachers, school managers, senior staff,
the school improvement partner and chair of governors. Other aspects of the school's work
were not investigated in detail, but the inspector found no evidence to suggest that the school's
own assessments, as given in its self-evaluation, were not justified, and these have been included
where appropriate in this report.
Description of the school
Wisewood is a smaller than average mixed secondary school. The percentage of students with
a statement of special educational need is lower than the average nationally. The percentage
of those with learning difficulties and/or disabilities is broadly average, although it varies
greatly between year groups. The percentage of students known to be eligible for free school
meals is below average. The number of students from minority ethnic backgrounds is below
average. Students attending the school come from an economically mixed catchment area.
The school achieved specialist sports college status in September 2005, with science as their
second subject. The school is due to close in August 2011, as is a neighbouring school, with a
new 11-18 school opening on the neighbouring school's site in September 2011. Wisewood
staff are already working with staff from the neighbouring school to facilitate transition, with
an executive headteacher working across both schools. In addition, a temporary governing
body has been set up.
Key for inspection grades
Grade 1
Grade 2
Grade 3
Grade 4
Outstanding
Good
Satisfactory
Inadequate
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Overall effectiveness of the school
Grade: 1
Wisewood is an outstanding school. Students enjoy coming to the school and are very well
prepared for the next stages in their life and career, with high and increasing numbers going
on to further study when they leave. The sports specialist status has been used extremely well
to drive improvements and is effectively embedded across all aspects of the school. Students
feel safe in school and know there is always someone available to talk to if they have a problem.
Very good progress is made by students in the school, and this has been the case for a number
of years.
Students enter the school with standards which are below average, but by the time they leave
the school they are achieving above average standards. Overall, the progress made by students
during their time at the school is significantly above average. Standards and achievement in
mathematics are particularly high. The progress students make in mathematics placed the school
in the top 3% in 2008, and the school has been in the top 7% for the last 3 years. The progress
made by students in English is above average and improving. The school's tracking data for
current students show that achievement is set to rise even further. All groups of students in
the school make the same very good progress, including those with learning difficulties and/or
disabilities.
The school uses target-setting very well and has effective systems in place to monitor progress.
All students know their targets, how well they are doing and what they need to do to improve
further. Targets are set which motivate the students, and where there is underachievement it
is picked up quickly so that intervention strategies can be put in place. Achievement coordinators
work with individuals and groups to raise attainment and the positive impact of this work can
be seen in the overall increases in progress and individual case studies.
The personal development of students is outstanding. Students are very clear on the need to
lead a healthy life, which is reflected in the high levels of participation in sporting activities.
Most students are very well behaved, although a small number do not keep to the high standards
expected and this can occasionally impact on the pace of a lesson and the progress some
students make. Students feel safe in school and most behave in a responsible manner. The
attendance of students is good and improving. Students' spiritual, moral, social and cultural
development are excellent. Students are highly articulate and are very keen to discuss their
school and their views on it. There is an effective school council, with students feeling their
views are valued and that their suggestions will be taken seriously and acted upon where
possible. There is a strong focus on voluntary work and a group of students recently helped
convert a derelict walled garden into a family area in a local park. The sports specialism has
been used to very good effect in supporting students in community work, with students taking
part in a range of activities in local primary schools and other community venues.
Teaching and learning are good overall and in some departments, such as history, they are
outstanding. There is a very enthusiastic group of lead professionals working on developments
in teaching and learning. These range from agreeing to the whole-school focus for the year to
supporting the development of innovative practices and the sharing of good practice. However,
not all strategies and developments are fully embedded across all areas. Teaching and learning
coaches have been used to good effect in supporting individual teachers and the induction of
new staff. In all lessons there is a clear focus on meeting the needs of students and regularly
checking their understanding. Teachers have a good grasp of their subject and can explain
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concepts clearly. In most sessions the pace is brisk and students make good progress. Students
work well in pairs and small groups and enjoy supporting each other. In the small number of
less strong sessions, planning is not sufficiently detailed, the pace is slower and some students
waste time in chatter and distract others.
There are overarching assessment and marking policies, with detailed assessments and feedback
to students once every half term. However, the policies are flexible enough to allow for
departmental differences, with variations to meet the needs of all subjects. Learning objectives
are used as daily checks and there is an increasing use of peer and self-assessment. Marking
is regular and the comments given to students help improve their understanding.
The curriculum is highly effective in motivating students, particularly the pathways available
to students in Key Stage 4. This has been a strong factor in the improving trend in achievement.
There is a very wide range of options for students to choose from, including National Vocational
Qualifications (NVQs) in languages and other vocational qualifications in design and sport.
Students are able to take extra qualifications, such as first aid, a third science and the European
Computer Driving Licence (ECDL), to sit subjects early and to access off-site work-based courses
such as those in animal care and catering. There are a number of sport-related qualifications
available, including the junior sports leader award.
Key Stage 3 offers the full range of National Curriculum subjects and also drama, to help develop
social skills. A Year 7 nurture group has recently been introduced to support transition from
primary schools. There is a strong focus on enterprise across the school and a number of students
have been involved in running business projects. Extra-curricular activities are wide ranging
and popular with the students.
Care, guidance and support are excellent and are particularly effective for vulnerable learners.
Careers advice and guidance is very strong and students are very clear about their future plans
and what they need to do to achieve them. All students undertake work experience and are
fully aware of the options open to them when they leave the school. Procedures for safeguarding
learners meet current government requirements.
Leadership and management are outstanding. Senior managers have dealt very well with the
decision to close the school and open a newly built replacement. Additional staff have been
put in post, an executive headteacher works across the two schools, as do a number of staff,
and student achievement has continued to improve. The specialism has been used very effectively
in all areas, such as the appointment of teaching and learning coaches, developments in the
curriculum and the promotion of community cohesion. The school works very hard to break
down barriers to learning and all students are supported and encouraged to achieve highly and
participate fully in the life of the school. Self-evaluation is very thorough and involves staff
and governors at all levels. There is highly effective use of data and targets, both in setting
school goals and monitoring progress.
Managers at all levels have a very clear view of the school and their area. They know what has
to be done and how to do it. Strategies that have been put in place can be seen to be having
a positive impact, for example, the use of achievement coordinators and targeted intervention
groups. All staff are fully involved in developments and communications are highly effective.
There is a strong focus on continuing professional development. Governance is highly effective.
A number of governors are relatively new but there is training for governors every year on
relevant issues, such as the use of data. The chair of governors has a detailed understanding
of the school and the issues it faces. Governors support the school well and provide effective
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challenge and support. The school provides excellent value for money and is very well placed
to improve further.
What the school should do to improve further
■
■
Further develop the behaviour policy to address the poorer behaviour of a small number of
students.
Ensure all departments achieve the excellent standards of the very best, particularly in
teaching and learning.
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Any complaints about the inspection or the report should be made following the procedures set out
in the guidance 'Complaints about school inspection', which is available from Ofsted’s website:
www.ofsted.gov.uk.
Inspection Report: Wisewood School and Community Sports College, 7 May 2009
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Annex A
Inspection judgements
Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and
grade 4 inadequate
School
Overall
Overall effectiveness
How effective,efficient and inclusive is the provision of
education,integrated care and any extended services in meeting the
needs of learners?
Effective steps have been taken to promote improvement since the last
inspection
How well does the school work in partnership with others to promote learners'
well being?
The capacity to make any necessary improvements
1
Yes
1
1
Achievement and standards
How well do learners achieve?
1
The standards reached by learners
How well learners make progress, taking account of any significant variations
between groups of learners
How well learners with learning difficulties and/or disabilities make progress
1
1
2
1
1
Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none
significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally
low.
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Personal development and well-being
How good are the overall personal development and well-being of the
learners?
The extent of learners' spiritual, moral, social and cultural development
The extent to which learners adopt healthy lifestyles
The extent to which learners adopt safe practices
The extent to which learners enjoy their education
The attendance of learners
The behaviour of learners
The extent to which learners make a positive contribution to the community
How well learners develop workplace and other skills that will contribute to
their future economic well-being
1
1
1
2
2
2
2
1
1
The quality of provision
How effective are teaching and learning in meeting the full range of
learners' needs?
How well do the curriculum and other activities meet the range of needs and
interests of learners?
How well are learners cared for, guided and supported?
2
1
1
Leadership and management
How effective are leadership and management in raising achievement
and supporting all learners?
How effectively leaders and managers at all levels set clear direction leading
to improvement and promote high quality of care and education
How effectively leaders and managers use challenging targets to raise standards
The effectiveness of the school's self-evaluation
How well equality of opportunity is promoted and discrimination eliminated
How well does the school contribute to community cohesion?
How effectively and efficiently resources, including staff, are deployed to
achieve value for money
The extent to which governors and other supervisory boards discharge their
responsibilities
Do procedures for safeguarding learners meet current government
requirements?
Does this school require special measures?
Does this school require a notice to improve?
1
1
1
1
1
1
1
2
Yes
No
No
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Annex B
Text from letter to pupils explaining the findings of the inspection
Thank you for all of the help you gave me when I visited your school. I enjoyed talking with
you and seeing the work you were doing. As well as looking at your work I read the
questionnaires completed by your parents; they were most helpful.
I found that your school is providing you with an outstanding education. You are making
excellent progress, particularly in mathematics, and achieve good results in your examinations.
Your personal development is excellent, you enjoy coming to school, feel safe and have a very
good understanding of the need for a healthy lifestyle. Most of you behave very well but a
small number of you need to improve your behaviour both in the playground and in lessons.
Teaching and learning are good, the curriculum is excellent and you really appreciate all the
different options you have to choose from. Care, guidance and support are excellent and you
are very well prepared for your next step when you leave school. The leaders and managers of
the school are excellent. They know the school very well and what needs to be done to improve
further. The main areas are:
■
■
further develop the behaviour policy to address the poorer behaviour of a small number of
students
ensure all departments achieve the excellent standards of the very best, particularly in
teaching and learning.
Your school has improved in many ways since the last inspection and with your support can
continue to make progress in the future.