/ Providing Inspection Services for
Department of Education
Department of Higher and Further
Education, Training and Employment
Department of Culture, Arts and Leisure
Education and Training Inspectorate
Report of a Focused Inspection
in
Banbridge Academy
Inspected: November 2000

CONTENTS

SectionPage

1.STATISTICAL INFORMATION - INTRODUCTION1-2

2.THE QUALITY OF THE PUPILS’ WORK2

3.MANAGEMENT5

4.CONCLUSION6

APPENDIX7

STATISTICAL INFORMATION

1.1 i.School: Banbridge Academy v. Date of Inspection: W/C 27.11.00

ii. School Reference Number: 541-0013 vi.Area of Study: Science and
iii.Age Range: 11-18 Technology
iv.Status: Controlled Grammar vii. No of Families in School: 804

1.2Intake/Enrolment

School Year / 1996/97 / 1997/98 / 1998/99 / 1999/00 / 2000/01
Year 8 Intake / 189 / 185 / 203 / 184 / 185
Total enrolment / 1078 / 1141 / 1219 / 1247 / 1270

1.3Attendance

Year 1999/00 / 8 / 9 / 10 / 11 / 12 / 13 / 14 / Average
1999/00 / NI Average
1998/99
% Attendance / 97.51 / 96.43 / 96.1 / 94.98 / 95.51 / 93.3 / 94.25 / 95 / 95
1.4 / i. / Total Number of Teachers: / 83 / iii. / Contact ratio (percentage of
timetabled time in direct
class contact): / 0.78
ii. / PTR (Pupil/Teacher Ratio): / 15.13 / iv. / Numbers of Teachers
involved in Area of Study:
(Focused Only) / 20
Year 1999/2000 / 8 / 9 / 10 / 11 / 12 / 13 / 14 / TOTAL
Enrolment: Boys / 99 / 89 / 98 / 90 / 75 / 86 / 59 / 596
Enrolment: Girls / 86 / 94 / 102 / 96 / 109 / 106 / 82 / 675
Enrolment: Total / 185 / 183 / 200 / 186 / 184 / 192 / 141 / 1271
PTR / 16.8 / 16.8 / 18.4 / 15.2 / 13.9 / 13.5 / 11.5 / 15.13

1.5Staying On Rate (1999/00) (Current year 13/14 as proportion of year 12 from 1/2 years previously)

Year 13 / 96.7 / NI Av / Year 13 / 87.6
Year 14 / 94.5 / NI Av / Year 14 / 81

1.6Leavers’ Destinations (1998/99)

YEAR 12 / Percent / NI % / Years 13/14 / Percent / NI %
Total Number of Leavers / 33 / 100% / 100 / 142 / 100% / 100
Employment / 0 / 0% / 5 / 6 / 4% / 5
Another School / 4 / 12% / 12 / 0 / 0% / 1
Full-Time Further Education / 27 / 82% / 71 / 17 / 12% / 14
Full-Time Higher Education / N/A / N/A / N/A / 112 / 79% / 78
Full-Time Training / 0 / 0% / 9 / 0 / 0% / 1
Unemployed / 2 / 6% / 1 / 3 / 2% / 1
Destination Unknown / 0 / 0% / 1 / 4 / 2% / 1

1

INTRODUCTION

Banbridge Academy is a co-educational grammar school located within the town of Banbridge. The school draws its pupils from the town and from a large surrounding area: 64% travel to school by bus and by private transport. At the time of the inspection the enrolment was 1270 pupils, approximately 4% of whom are entitled to free school meals. Over the past three years, almost all pupils who transferred to the school at the age of eleven years gained a grade A in the transfer procedure. In addition, about 17% of the pupils in the sixth-form transferred to the school from local secondary non-selective schools. About 33% of the classes are taught in mobile accommodation. Over the past three years, approximately 95% of the year 12 pupils obtained grade C or above in at least seven GCSE subjects and, over the same period, approximately the same percentage of year 14 pupils gained grade E and above in three GCE subjects at advanced level.

The inspection focused on work in the science and technology area of study, and also evaluated the school’s arrangements for pastoral care and child protection.

As part of the inspection process, meetings took place with governors, parents and small groups of year 8 and year 12 pupils; the parents’ views on the life and the work of the school were also sought by the completion questionnaires. Approximately 55% of these questionnaires were returned to the Department of Education: almost all of them indicated that the parents consider their children to be well settled in the school, well behaved and making good progress. Most parents also believe that the teachers care about the welfare of their children and that the work which their children are asked to do is well matched to their ability. The inspection team endorses these views. The Board of Governors and the parents, who, in addition to making these comments, added that they felt that the large number of mobile classrooms in daily use disadvantages all of the pupils. A small minority of parents indicated that they were concerned about careers guidance and about how they could best support the work of their children. The inspection confirms that the school is addressing these identified concerns.

The school has a sound programme of pastoral care which is based on building trusting relationships between the pupils and the staff, and on a positive approach to discipline. Relationships throughout the school are excellent. The school has in place suitable procedures for child protection that are in line with the Department of Education’s Circular1999/10.

2.THE QUALITY OF THE PUPILS’ WORK

2.1Two departments, science, and technology and design, contribute to this area of study. The 20 teachers involved are appropriately deployed and are well qualified to teach their subjects.

2.2The relationships between teachers and the pupils are very good. The pupils are very well behaved and for the most part, well motivated, particularly when they are provided with interesting learning experiences.

2.3In many of the technology and design rooms and the science laboratories, the teachers have enhanced the learning environment through the effective use of displays of artefacts and examples of the pupils’ work.

2.4The accommodation provided for both science and technology is inadequate and inappropriate in many important respects.

2.5TECHNOLOGY AND DESIGN

2.5.1The quality of teaching and learning in technology and design lessons ranges from good to satisfactory. The comprehensive departmental documentation, which includes policy statements and schemes of work, is set out clearly, and systematically and directly linked to assessment objectives and the pupils’ achievement records. The monitoring and assessment arrangements should be extended further to enable the pupils to assess the important factors which contribute directly to the quality of their own project work. While the three specialist teachers make good use of the limited time available at key stage 3 (KS3), much of the content in designing, communicating and manufacturing including the development of computer applications, is not covered sufficiently to enable the pupils at the end of the key stage to reach their full potential. The teachers’ preferred teaching style is, in most cases, well matched to the needs of the pupils; at times, particularly in examination classes, opportunities are missed to challenge the pupils and, through discussion, to extend further their understanding of the subject.

2.5.2In KS3, the pupils focus on building electrical and mechanical systems which are usually applied through a process of design and manufacture. Their knowledge of electronics and of mechanical systems, including pneumatics, is well founded: they can suggest numerous applications for the control of products and systems, including the design of timing devices, for example, to regulate the use of the Internet or the cooking of food. In order to improve further their application of scientific knowledge, the pupils need to extend their graphic communication skills to enable them to engage further with design concepts including aesthetics and to use effectively a wider range of machinery tools and equipment in the manufacturing room.

2.5.3In KS4 and at GCE, the pupils, almost exclusively boys, follow well organised and interesting courses based on a good balance of theoretical and practical work. The pupils are well motivated and appropriately challenged, many excel in their project work and produce work of a very high quality. In a few cases, the pupils’ entrepreneurial skills are well focused to produce unique project solutions of excellent quality.

2.5.4Over the past three years, the number of pupils taking GCSE technology and design has increased from 17 in 1998 to 33 in 2000. The pupils’ results have, over the same period, improved to match with the Northern Ireland average for schools of a similar type. Over the same period, at GCE, the results are 15% below the average for schools of a similar type.

2.5.5During the inspection, a number of health and safety concerns were identified and discussed with the Principal and the relevant staff: a copy of the concerns is appended to this report.

2.6SCIENCE

2.6.1The pupils in years 8 and 9 study a general science course; in year 10, separate courses in biology, chemistry and physics are provided. The pupils in years 11 and 12 study either double award science or triple award science. Just over 60% of the pupils follow the double award science course. The sciences are popular options in the sixth-form. Many extra-curricular opportunities are provided through the science clubs and through the pupils’ use of the Internet at lunch-time: the supervision of these extra-curricular activities by the teachers demonstrates their commitment to the pupils and to the subject.

2.6.2Departmental guidance for teaching and learning is produced for each of the three sciences by the specialist teachers of biology, chemistry and physics. Whilst the quality of much of the documentation is good, there is wide variation in the detail provided across the disciplines. In the best practice, the content for each lesson, or groups of lessons, is explicit; teaching strategies are suggested and resources are recorded. The guidance in chemistry and physics requires some clarification regarding the use of written and other resources, teaching strategies and the timing of practical work. The planning and development of the pupils’ skills in information and communications technology (ICT), and their engagement in more open-ended investigative work are under developed generally.

2.6.3The quality of teaching in science ranges from satisfactory to very good; in the main it is satisfactory or better although in a very few lessons there were important weaknesses identified. The teachers are all conscientious and committed to the pupils in their classes. In the three sciences, the lessons are conducted in an orderly way; the pupils settle quickly to their work and listen attentively in class. The majority of the pupils produce neat, legible written work, and almost all display an interest in and enthusiasm for the subjects. At KS3, the balance between practical and theoretical work is very good. The pupils understand the concept of a fair test and can apply it when engaged in practical work; most of them set about such work in an efficient manner and with due regard for safety. In addition, they are able to display and interpret empirical data in the form of tables, charts and graphs. When working in pairs or small groups, the pupils co-operate effectively; most can follow accurately a set of written instructions.

2.6.4In a minority of classes, the teachers’ questions encourage the pupils to give extended answers and to develop their oral skills and scientific vocabularies. In general, the pupils do not have sufficient opportunities to clarify their thinking through discussion or to express scientific ideas in their own words. In the majority of chemistry lessons, the teachers used a wide range of appropriate teaching strategies including a good range of practical activities. In a minority of chemistry lessons, an effective range of strategies allowed the pupils to think critically, exercise initiative and independence and develop increasingly a range of note making skills within a scientific context. In the main, however, the quality of experiences and standards reached in these aspects of provision vary considerably across the science department. In a significant minority of lessons seen in all three disciplines, there was an over-emphasis on the copy-writing of notes. In general, the pupils need more opportunities to read and write independently.

2.6.5Resources are used well to stimulate the pupils’ interest in science. There are encouraging developments in the use of ICT to support learning and teaching in science. In a year 11 physics class, for example, the pupils gained a thorough understanding of the concept of resonance by studying the vibration of a mechanical system using a position transducer and a data-logging system; this good practice needs to be more widespread across the science department.

2.6.6In all three science subjects at GCE level there is a good balance between practical and theoretical work and pupils are encouraged to use a variety of resources. In biology, for example, a good range of biological journals and other text materials is available for the pupils to use during their study periods. In the GCE classes the pupils benefit from challenging work that is matched well to their abilities: they reach good standards.

2.6.7Assessment in science is systematic and thorough. The chemistry department, for example, is developing a range of effective techniques to gather and report to the pupils the information gained for continuous assessment. In all of the sciences, a sound start has been made on monitoring the standards reached by the pupils through a detailed analysis of external examination results. The pupils’ homework and tests are generally marked conscientiously by the teachers. In a minority of cases the marking is annotated with useful comments. Written records of the pupils’ work in science are usually well presented and provide a valuable resource to support their learning and revision. In a significant minority of cases, however, the work is poorly presented and poorly organised. Closer monitoring of all of the pupils’ written records by the class teachers, and by the heads of department, is required to promote greater consistency in standards of work across all of the classes.

2.6.8Over the past three years, the examination results for GCSE double award science, at grades A*-C are slightly above the Northern Ireland (NI) norms for schools of a similar type. The results for the courses in the separate sciences of biology, physics and chemistry, which are followed by a significant minority of pupils, are within 5% of the NI norm. Over the same period, the numbers of pupils achieving grades A-C and grades A-E at GCE in biology, chemistry and physics are both within 5% of the NI norm for schools of a similar type. The healthy uptake of science in the sixth-form is an indicator of the success of the department in interesting the pupils in the relevant subjects.

2.6.9The organisation of the science department includes the heads of the three individual sciences and an overall head of the science department. Overall, the management of science in the school is good. Policies and other information are helpfully set out in the departmental handbook. This useful document also contains the science development plan and targets for improvement based on an audit of the teachers’ perceptions of the departmental strengths, weaknesses and priorities for action. The science development plan is appropriate: the priorities it sets out are endorsed by the inspection team.

3.MANAGEMENT

3.1A large number of science lessons are time-tabled over break and lunch-time. These arrangements have an adverse impact on the extent to which practical activities can be planned and implemented.

3.2The science accommodation consists of eight permanent laboratories and seven mobile laboratories. The permanent accommodation was built in 1993; most of the relatively new laboratories do not conform to the specifications set out in the Department of Education’s Building Handbook. In addition, most of the mobile laboratories are undersized, many are significantly smaller than the Department of Education’s minimum. The dispersed nature of the accommodation hinders the effective use of resources. The high quality of the technical support in the science laboratory however, contributes significantly to the pupils’ learning.

3.3In technology and design, the accommodation is inadequate for the size of the school and the configuration of the rooms and the machine layout deviate significantly from the requirements of the Department of Education’s Building Handbook. There is inadequate glazing between the rooms to facilitate the supervision of the pupils in more than one space at any one time.

3.4The KS3 programme of study requirements for technology and design cannot be covered effectively within the low allocation of time to the subject.

4.CONCLUSION

The inspection has highlighted many significant strengths in this area of study, these include: the relationships between the pupils and their teachers; the commitment of the teachers; some very good teaching observed; some very high standards of pupils’ project work in technology and design and the improvement in standards in science through effective target setting. The inspection has identified a number of matters which need to be addressed if the needs of all of the pupils are to be met more consistently. In particular, a wider range of teaching approaches should be employed in both technology and design and science classes: these should include improvements in the pupils’ ICT skills; development in the pupils’ literacy skills and more effective monitoring and evaluation across the area of study. The school is well placed to meet these challenges.

APPENDIX

HEALTH AND SAFETY - TECHNOLOGY AND DESIGN

1.One of the manufacturing rooms is significantly undersized at 83 sqm.

2.The layout of the manufacturing rooms is not in accordance with the Building Handbook requirements.

3.The layout of the oxygen and acetylene equipment is not in accordance with the Building Handbook requirements.

4.The glass line between the manufacturing rooms/systems room and planning room does not conform with the requirements set out in the Building Handbook.

April 2001

1

© CROWN COPYRIGHT 2001

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Copies of this report may be obtained from the Inspection Services Branch, Department of Education, Rathgael House, 43 Balloo Road, Bangor, Co Down BT19 7PR. A copy is also available on the DE website: