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What have been our successes this year?

The school has had another very successful year beginning with the comprehensive induction of Year 6 pupils who have quickly formed warm and friendly relationships with all staff and students adding to the rich and positive ethos in the school.

Tutor groups have been organised into very small family groups guided by pairs of tutors where students support and socially interact with each other providing excellent role models and new friends.

Student leadership is excellent with peer mentors and an active school council together with a first class leadership programme which develops coaching and mentoring skills in PE and in other subject areas in our school and our partner primary schools.

Our students are now enjoying the delights of superb new computer facilities and our sports premises including a fabulous, floodlit, artificial pitch. Our productions of 'Wizard of Oz' together with our home grown 'International Flavours' have been a huge success giving a great many of our students the opportunity to demonstrate their talents and enthusiasm and providing our audiences with truly excellent entertainment!

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What are we trying to improve?

Our main priorities include designing the curriculum and learning environment for our new school; to do this we will prepare students this year for the transformation as follows:

• Personalise the learning for all students by utilising their preferred learning styles, abilities, interests and aspirations; this will help us to increase enjoyment of lessons , extra curricular clubs and activities. Extended and intensive study sessions through thematic approaches to learning will help to ensure that students' knowledge and understanding is deepened and enriched whilst they develop and practise their skills and competences which make them better life-long learners
• Reduce time spent on KS3 studies but maintain a focus on the development of learning skills to assure even better progress 
• Increase time spent in KS4 studies so that students are able to follow in more depth an enriched and enhanced programme of studies which they have chosen assuring a further improvement in GCSE results
• Further develop our intervention programmes building up the basic skills of literacy, numeracy and ICT for students who need this to improve their progress across a range of subject areas

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How much progress do pupils make between 11 and 16?

Our school

Confidence interval

We have been delighted with results at KS3 which have placed the school in the national top 3% over the last 3 yearsof for adding value. We are proud of the expert preparation and dedication of staff and the superb commitment of our Y9 students.

We are equally proud of our improved GCSE successes with 43% of students achieving 5 or more A*-C grades placing us in the top 5% of schools nationally for value added.

 

A number of year 10 students have already achieved excellent GCSE results in our specialism of PE and Sport. Year 11 PE results improve year on year in a widening range of examination and award certification opportunities.

Princes Trust students have won a number of accolades for the high quality of their work. Our links internationally are beginning to impact on teaching and learning and several school trips have taken place.

We have put in place additional provision to develop the literacy, numeracy and ICT skills of students where needed, their progress has been commendable and we expevt that this too will have a positive effect on their GCSE results this year.

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How well do our pupils achieve at age 14?

The KS3 results in 2005-6 show that students in core subjects have achieved improving results over the last 3 years. The 72% of students in English achieving level 5 and above and the 33% of students who achieved level 6 and above were both in the top 10% of similar schools nationally. This is also true for the number of students achieving level 5 and above in Science. In Mathematics the number of students achieving level 5 and above was in the top 20% of similar schools nationally.

 

Improvements in KS3 results have been most dramatic in English over the last 3 years. Improvements in Science have been steady and student performance in Mathematics has remained consistently high. The combined results for KS3 over the last 3 years place High Ridge in the top 15% of similar schools nationally.

 

There is strong statistical evidence to show that this improvement has happened across the full ability range and across all groups of students. For example gender, ethnicity and SEN groups of students have all shown improvement in KS3 over the last 3 years.

 

Changes to the format and content of the KS3 curriculum from 2007 will help to ensure this progress in maintained in both the teacher assessments and end of key stage national tests.

 

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How well do our pupils achieve at age 16?

Results for Y11 in 2005-6 show that, based on headline figures of 43% 5A*-C GCSEs, students at High Ridge in KS4 has increased over the last 3 years. More importantly, using contextual data, the underlying statistics show that students in Y11 in 2005-6 achieved levels of progress in High Ridge from KS3 to KS4 that were in the top 4% of similar schools nationally. In 2005-6 the results show that good levels of progress were made in Mathematics and the highest levels of progress from KS3 to KS4 were made in Mathematics and Science.

 

The 1A*-G at GCSE in 2006 show that our students achievements were in line with local and national results. There is evidence to show that students at High Ridge perform well across all ability levels. This is highlighted by the fact that the number of students achieving 5A*-G was in the top 20% of similar schools nationally in 2005-6.

 

In 2007 the results are expected to show a continued improvement in students performance at KS4. The results for BTEC Sport in 2007 already show a 100% pass rate with all students on the course achieving the equivalent of 4A*-C GCSE grades.

 

From September 2007 KS4 courses will start in Year 9. This will help to maintain the improvement in future KS4 examination results.

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How have our results changed over time?

Since 2001, there has been an upward trend in our KS4 results which is highlighted by a 14% improvement in pass rates since last year. We are consistent in adding value to student academic success - over the last 3 years we have been in the top 10% nationally at KS4 and in the top 3% nationally at KS3.

 

Importantly, students at High Ridge have consistently made good progress both within and between the key stages and have achieved greater results than predicted over the full 5-year period of a student's career in our school. This means that our drive and commitment sustains students' improved success throughout their school career, something we have shown consistently over time for which we are justly proud.

 

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How are we making sure that every child gets teaching to meet their individual needs?

The school has an excellent reputation for ensuring that the individual needs of all learners are well met.

• Students learning needs, skills gaps, preferred learning styles, emotional intelligence and cognitive intelligence are identified tested and tracked throughout students' time at High Ridge. Staff use this information to plan carefully for individual progress in all courses and lessons
• Students whose first language is not English are supported by specialist teachers
• Students identified with learning needs are supported by trained teaching assistants both within their classes and in withdrawal lessons
• All students with any kind of barrier to learning and achievement or those who find difficulty socialising with others are supported by expert Learning Coaches
• Students with particular strengths and talents are further supported by a specialised Learning Mentor and their curriculum is enriched and enhanced
• Teachers, tutors and support  staff work together to make the optimum impact on student learning and progress within all lessons
• Students who are unable to make sufficient progress in class are helped to keep up with their peers through booster sessions and skills suopport focusing on literacy, numeracy and ICT

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How do we make sure all pupils attend their lessons and behave well?

We have extremely high expectations of excellent attendance and behaviour supported by a rigorous 'monitor and challenge' system of procedures. Computerised registers of both attendance and behaviour are carefully monitored by staff. Where improvements are needed, parents, staff and students work together to achieve them.

We give annual training to our students and staff in the Behaviour for Learning and Rewards for Learning procedures which makes our high expecations for good behaviour clear to everyone. Our students know the boundaries - they understand fully the rewards and sanctions we have. Should a student choose to behave in a manner which prevents the learning and comfort of others in the class, they may be removed to work in isolation either within our school or at our off site provision. We find that this works extremely well and as a result we do not need to exclude students.

We are regularly praised for the calm and peaceful working ethos of the school and the positive and effective way we manage our school and students so that every adult and every child is able to exercise their right to work, teach and learn without disruption by others.

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What have pupils told us about the school, and what have we done as a result?

Students have been surveyed about behaviour, lessons, school diner, uniform, rewards, and tutor groups their contributions have helped us to change behaviour systems, choose school trips and school dinners. School council meet monthly to talk with the headteacher about improving the school. At their request, they also meet with curriculum and other leaders to debate issues and areas they wish the school to develop further. Student council members have visited good practice in other schools nationally and as a result of seeing other students in action, they have requested that we help to develop the confidence of our students by offering drama and performing arts. We have included these aspects into our new timetable.
Parents meetings have helped to modify and embed our transition arrangements, 'Behaviour for Learning' and 'Y11s final push. 96% of parents believe that High Ridge is a good school to be in where students are happy, well taught and make good progress.
Parents and students appreciate the good levels of student feedback which demonstrates teachers' caring attitude and sound knowledge. Year 7 students say they feel they are working harder and making faster progress since they have joined our school.

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How are we working with parents and the community?

Positive links with parents is a very high priority for this school. Parents are kept well informed of their children's progress through termly reports; wherever difficulties arise, parents are invited to work closely with us and sometimes with experts beyond the school to resolve them. Students work alongside business and community partners in some of their school work especially enterprise projects. Some of our older students are mentored by employers and community volunteers. A number of parents help students with various projects, sport and reading.

High Ridge takes a lead role in a number of school partnerships such as Excellence Cluster and School Sports, which enable our students to learn alongside other students and also to teach and lead younger students which benefits their own development and self confidence.

Parents and the whole school and local community are consulted over changes to policies and practices and they are kept informed about the curriculum we offer and how they may support it.

We have won a number of awards for the work our students do for our community both local and indeed for our friends overseas. We are frequent fund raisers for charity - our students care about others in the community.

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What activities and options are available to pupils?

We offer all learners at least four hours of PE and sport each week. We enrich the curriculum by providing a wide range of extra-curricular activities including:

• School trips and residential visits e.g., French trip, Ski trips, trips to higher and further education including Oxford and Cambridge universities,
• Visits to see professional and elite athletes, fieldwork, college/work-based learning and work experience placements
• Music concerts and dramatic performances
• Celebration assemblies for students and their parents
• Homework club
• Computer club
• Breakfast clubs and breakfast examination preparation
• Sports team practices
• Music tuition
• Steel band performances
• School choir
• Cheer-leading practices and performances
• Inter school challenges for maths and technology
• Environmental club
• Games club

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How do our absence rates compare with other schools?

Our absence rates have improved year on year thanks to the support of parents who refrain from taking holidays during term time. We employ a home school liaison officer and a Students' Services officer who work alongside our Learning Coaches, teachers and support staff to reduce absence from school - we know that students can only improve their learning and achievement and their enjoyment of school by being at school every day barring illness. Most of our parents agree with us!

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How do we make sure our pupils are healthy, safe and well-supported?

The school has held the Healthy Schools Award for many years. The health, safety and welfare of  learners are carefully catered for:

• The school operates a secure site
• We do not tolerate anti-social behaviour, we encourage and reward mutual respect and tolerance
• School lunches are popular and tasty with healthy options promoted daily
• Students are encouraged to drink water throughout the school day including during lessons to optimise learning and comfort
• Students study for hygiene certificates and Basic First Aid
• Students learn about personal health and safety from visits by Health Education experts, police and fire officers
• An excellent and comprehensive programme of PE and sport ensure all students can maintain a high level of personal fitness, strength and agility
• We provide breakfast and break time food which is healthy and ensures a good start to the day for those students who wish to take advantage of this opportunity to eat with their friends at school
• The extensive range of PE we provide as a Sports College ensures that physical activity is the norm for everyone and suits their ability and interests.
• Trips, visits and activities beyond the school day provide healthy, enjoyable hobbies and interests to be pursued safely

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What do our pupils do after year 11?

When students leave our school, the majority go on to further education at one of the two local colleges, training or employment. We prepare our students well for college through taster courses and by providing supported college based courses. Our students very much enjoy the way we prepare them for the world of work with a comprehensive work experience programme where they learn about careers opportunities and then work alongside adults in a wide variety of employment placements for a concentrated week of 'learning on the job'.

Transition from primary to secondary school is excellent having been developed over many years. Transition from secondary to tertiary education is also successful for students. They visit college to shadow students on courses they may wish to pursue for themselves. College staff visit our school to take assemblies and share information about college courses with our stduents. College students also visit our school to talk with and support our students; they have made a valuable contribution to our Industry Days where our students work in teams to solve a problem based on careers and training opportunities.

Many former students visit us, sometimes to support younger students, often to say hello!

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Ofsted’s view of our school

This is a good school. Students enjoy attending school and appreciate its supportive environment that helps them to achieve well. The school is increasing in popularity partly due to the strengths in its provision for physical education and sport. Positive relationships, warmth and good humour are hallmarks of the school. These result in a calm and orderly environment where students, including more vulnerable students, gain in self-confidence and feel safe and secure. Parents are satisfied with the work of the school and are pleased with the way that the school pays attention to their children’s individual needs. Good teaching and learning result in students achieving well. They improve on the low standards they start with in Year 7. By Year 11 students reach standards that represent good progress, though they are below the national average. The 2006 Year 9 national test results have improved and continue an upward trend. The significant increase in GCSE results in 2006, especially in English and mathematics, reverses a recent dip. Swift action taken by the school has reversed the start of a decline. No group of students underachieves. The school provides a great deal of very good additional support to individuals and small groups, helping to improve their literacy and numeracy skills. However, some students’ basic skills in literacy, numeracy and information and communication technology (ICT) remain weak and not all subjects give enough opportunity to practise and improve basic skills in lessons. Well targeted support from experienced specialist staff helps students with learning difficulties and/or disabilities and those learning English as an additional language to make good progress. More able and talented students benefit from coaching and additional activities specific to their needs. Many students achieve well in an increasing range of alternative work-based and vocational courses offered to students from age 14 and, consequently, students’ attendance is improving, though it remains below the national average. Information on students’ progress is used well by many teachers and, through the well organised pastoral system, provides much personal support and guidance with their work. A small number of subject teachers do not use the information well enough to ensure that learning in all lessons is well matched to students’ different needs. Nor do all teachers give enough guidance to students on how well they are doing and how they can improve. Students’ personal development and well-being are good. They behave well and have positive attitudes to learning. Students take their responsibilities within the school community seriously and they contribute well to the wider community. Students’ adoption of healthy lifestyles is exemplary and fostered successfully by the very broad range of activities provided through the school’s specialist sport status. Many students gain sports leader and officiating awards. Students are well informed of the different routes into the next stage of their education or training. Leadership and management are good. The headteacher, ably supported by senior leaders and governors, is highly committed to ensuring that all students, whatever their background or capability, enjoy school and achieve success. Standards are rising because areas in need of improvement are identified quickly and leaders take action to bring about improvements.

Date of last inspection: 04-Oct-2006

Ofsted graded our school as good

Inspectors made judgements on a scale: outstanding (grade 1); good (2); satisfactory (3); inadequate (4).

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What have we done in response to Ofsted?

We were keen to respond to the extremely positive recent Ofsted inspection with the following developments:

• We have further developed our methods for identifying those students in need of additional basic skill coaching on a 6-weekly basis. Following some intensive support work with well qualified staff on programmes which use some traditional methods together with a new computer programme, our students' skills levels in literacy, numeracy and information technology are re-tested. Once the students have made the required progress they are supported to make full use of their basic skills in the rest of their lessons
• We have developed our whole school tracking system to incorporate curriculum based tracking of students' progress so that teachers are able to monitor this every six weeks and use the information to plan work to carefully match each student's needs and ability
• We are developing some thematic approaches to learning so that students are better able to practise their skills and develop their competences and ability to learn independently. This approach is being adopted alongside some traditional teaching to ensure we have the best of both worlds for our students!

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More Information

If you would like more information about school policies, including our policies on special educational needs and disability, admissions, finance, school food and our complaints procedure, please contact us:

By telephone: 01724 842447

Our website: http://www.highridgeschool.co.uk

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