/ Providing Inspection Services for
Department of Education
Department for Employment and Learning
Department of Culture, Arts and Leisure
Education and Training Inspectorate
Report of a Focused Inspection
Rathmore Grammar School
Belfast
Inspected: October 2001
CONTENTS
SectionPage
1.STATISTICAL INFORMATION – INTRODUCTION1-3
2.THE QUALITY OF THE PUPILS’ WORK4
3.CONCLUSION9
STATISTICAL INFORMATION
1.1 i.School: Rathmore Grammar, Belfast v. Date of Inspection: W/C 01.10.01
ii. School Reference Number: 142-0095 vi.Area of Study: Creative and
iii.Age Range: 11-18 Expressive
iv.Status: Voluntary Grammar
1.2Intake/Enrolment
Year 8 Intake / 181 / 183 / 183 / 183 / 180
Total enrolment / 1299 / 1288 / 1258 / 1263 / 1265
1.3Attendance
2000/01 / NI Average
1999/00
% Attendance / 97.41 / 96.27 / 95.5 / 95.2 / 96.21 / 95.61 / 93.48 / 96 / 95
1.4 / i. / Total Number of Teachers: / 77 / iii. / Contact ratio (percentage of
timetabled time in direct
class contact): / 0.75
ii. / PTR (Pupil/Teacher Ratio): / 16.4 / iv. / Numbers of Teachers
involved in Area of Study:
(Focused Only) / 15
Year 2001/02 / 8 / 9 / 10 / 11 / 12 / 13 / 14 / TOTAL
Enrolment: Boys / 100 / 88 / 86 / 94 / 95 / 84 / 94 / 641
Enrolment: Girls / 80 / 95 / 99 / 89 / 87 / 96 / 78 / 624
Enrolment: Total / 180 / 183 / 185 / 183 / 182 / 180 / 172 / 1265
PTR / 19.5 / 19.4 / 19.3 / 17.2 / 16.5 / 12.7 / 13.0
1.5Staying On Rate (2000/01) (Current year 13/14 as proportion of year 12 from 1/2 years previously)
Year 14 / 89.4 / NI Av / Year 14 / 81.9
1.6Leavers’ Destinations (1999/00)
Total Number of Leavers / 10 / 186
Employment / 0% / 6 / 3% / 5
Another School / 100% / 15 / 2% / 1
Full-Time Further Education / 0% / 69 / 16% / 13
Full-Time Higher Education / 0% / 0 / 79% / 78
Full-Time Training / 0% / 8 / 0% / 1
Unemployed / 0% / 1 / 0% / 1
Destination Unknown / 0% / 2 / 0% / 1
1
NAME OF SCHOOL: / Rathmore Grammar School / SCHOOL YEAR: / 2001/2002GCSE & GCE /
1999 /
2000 /
2001
Percentage of Year 12 taking GCSE in at least 5 subjects / 100 / 100 / 100
Percentage of Year 12 obtaining Grades E or above in at least 5 subjects / 97.2 / 96.1 / 99.4
Percentage of Year 12 obtaining Grades C or above in at least 7 subjects / 91.5 / 90.5 / 98.9
Percentage of total exam entries obtaining Grades E or above in GCSE / 92.8 / 93 / 96.4
Percentage of Year 14 obtaining Grades C or above in at least 3 GCE A level subjects / 58.2 / 60.9 / 60.2
Percentage of Year 14 obtaining Grades E or above in at least 3 GCE A level subjects / 88.7 / 84.9 / 86.9
Percentage of total subject entries obtaining Grade E or above at A level / 95.2 / 92.2 / 93.5
1
INTRODUCTION
Rathmore Grammar School is a co-educational voluntary school, situated in Finaghy on the outskirts of Belfast. The pupils are drawn from a wide area which includes South and West Belfast, Lisburn, Crumlin, Moira and the surrounding areas. The current enrolment is 1265 pupils of whom 54 (4.3%) are entitled to free school meals. The attendance is just above the Northern Ireland average for selective schools. Of the new entrants to year 8 in September2001, almost all achieved grade A in the transfer procedure.
The inspection focused on the quality of teaching and learning in the creative and expressive area of study (AOS), which comprises the subjects of art and design, drama, music and physical education (PE). The inspection also included an evaluation of the school’s procedures for pastoral care, including child protection.
As part of the inspection process, the views of a sample of parents on aspects of the life and work of the school were sought by means of a questionnaire; all parents were invited to attend a meeting with members of the inspection team. Around 42% of the questionnaires were completed and returned; in addition, around a third of the returns had written comments. A large majority of parents endorsed the positive ethos, teaching and learning and management of the school. Most responses from the questionnaires and from the written comments indicated that the school gives good attention to the well-being and development of the pupils. Around half of the responses from the questionnaires related to a lack of information about child protection and a small number of the written comments expressed concern about careers advice, over-crowded buses, and poor teaching accommodation. The Inspectorate also met with a few members of the Board of Governors, with a very small number of parents, and with a sample of pupils from years 8 and 12 to hear their views at first hand. The Governors and the majority of parents endorsed the positive findings from the responses to the questionnaires. The pupils indicated that they felt secure in the school and were well supported by the teachers.
The school’s pastoral care provision is well conceived. The roles and responsibilities of year heads, form tutors and the senior staff are clearly defined and they carry out their duties conscientiously. Teachers contribute in a voluntary capacity to the counselling and mentoring provision for pupils. The school promotes and achieves a high standard of discipline; a particular feature is the emphasis on self-discipline. In addition, the pupils have good opportunities to take responsibility and to show leadership through the prefect system.
During the last two years, the school has reviewed all aspects of its provision; this work included canvassing the views of staff, pupils and parents. Issues identified by the various groups have helped to inform school development planning. This work has included an increased emphasis on communication at all levels, in-service training (INSET) on promoting positive behaviour, and the design and implementation of a new programme of personal and social education (PSE). The PSE programme is being implemented in the current academic year.
The school is very aware of its responsibilities with regard to child protection; useful progress has been made in implementing the requirements of the Department of Education’s (DE) Circular 1999/10. A comprehensive Child Protection Policy is in place and all teaching and ancillary staff have received INSET; a key area for further development is the design and dissemination of more comprehensive information for parents and pupils.
In all the lessons observed, the relationships were very good; the lessons were conducted in a relaxed, yet purposeful, manner and there was mutual respect between the teachers and the pupils. The pupils are well-motivated, welcoming and courteous. Their behaviour in class and moving around the campus/school is exemplary. The vast majority take pride in the presentation of their work.
2.THE QUALITY OF THE PUPILS’ WORK
2.1Art and Design
2.1.1There are significant strengths in the art and design provision, including the enthusiasm and commitment of the teachers, the high quality of the teaching, and the excellent relationships between the teachers and the pupils. The behaviour of the pupils is exemplary; they are highly motivated and work very hard to achieve high standards in their work. The teachers are successful in providing a stimulating environment within the unsatisfactory accommodation for the subject. The excellent displays of two and three-dimensional work enhance greatly the communal areas of the school and are indicative of the respect and value placed upon the pupils’ excellent achievements in art and design.
2.1.2Within the departmental scheme of work, the teachers provide detailed and thorough independent planning which they review regularly and amend independently. The teachers have appropriately identified the need to develop the use of information and communications technology (ICT) in teaching and learning, in particular the application of digital photography. Across the work of the department, however, there is little evidence of a collaborative approach to planning, or of the sharing of good practice among the teachers.
2.1.3The quality of teaching is always very good and, on many occasions, it is excellent. A wide range of teaching approaches is used appropriately to stimulate the pupils’ learning and to maintain their high levels of motivation. These approaches include inspirational introductions to lessons, demonstrations, and constructive one-to-one guidance which promotes the pupils’ confidence and strengthens their abilities when responding to set tasks. The level of work is well matched to the pupils’ abilities and provides suitably challenging opportunities for the pupils to undertake research, to develop a range of ideas and to acquire good levels of skill in a wide variety of media and processes. The pupils have good opportunities to learn about artists, designers and craftspeople and to apply influences derived from this learning to their own work.
2.1.4The pupils respond enthusiastically to the high expectations of their teachers. In the lessons observed, the pupils showed obvious enjoyment in their work and contributed readily to class discussion. The standards of the pupils’ work range from good to excellent. A suitably strong emphasis is placed on independent research using primary sources, and the development of high standards of recording skills. Much of the work produced by each year group is impressive, notably, at key stage (KS) 3, the imaginative teapot designs created by the year 10 pupils, the excellent mono printing produced by year 9 pupils using their research
into Egyptian imagery, and the lively pastel portraits by year 8 pupils. In KS4 and in sixth-form, the pupils demonstrate well their ability to work independently and to use their own initiative. Examination results over the last three years for GCSE are within 5% of the Northern Ireland average for selective schools; at Advanced (A) level (grades A-C) they are more than 10% above the average for selective schools. In 2001, 100% of pupils taking GCSE achieved grades A-C with 17 pupils achieving grade A* and 15 achieving grade A, and, at A level, 100% of pupils achieved grades A-C.
2.1.5Assessment is well developed and informs planning and teaching. A comprehensive range of assessment strategies is used with a suitably strong emphasis placed on the pupils’ self-evaluation and peer-evaluation of their work. The teachers maintain detailed records of assessment outcomes and, in the best practice, detailed notes are made of the progress of each A level pupil. The pupils know and understand the criteria used to assess their work and receive regular, constructive feedback on their progress. There are no procedures in place to ensure the standardisation and consistency of assessment across the department – this is a weakness which needs to be addressed.
2.2Drama
2.2.1The work in drama is characterised by relaxed, good-humoured relationships at all levels. Pupils are at ease in their teachers’ company but always respectful. The drama room reflects a good subject ethos with a wide range of commercially-produced materials and photographs of pupils at work.
2.2.2The scheme of work for drama contains a clear statement of aims and objectives for the subject and an outline of learning objectives and content for each year group in KS3, KS4 and at A level.
2.2.3The quality of teaching is always satisfactory, frequently very good and, in some instances, it is excellent. The teachers are well prepared for their lessons and are confident in using a wide range of teaching approaches; they work hard to create a climate where pupils can challenge various interpretations and opinions, and can appraise their work in an honest but supportive atmosphere. The pupils’ self-esteem is enhanced considerably as a result of their involvement in drama-related learning.
2.2.4The pupils are highly motivated and are confident in using a range of drama forms and strategies. Year 9 pupils performed short improvisations with ease and flair, and year 12 pupils displayed a good understanding of characterisation in their work on examination texts. In their most sophisticated responses, year 14 pupils displayed the ability to make complex observations and connections across various aspects of their work in drama. They are responsible, mature and appropriately independent in their approach to group work activities.
2.2.5Practical work and written work are evaluated and marked regularly and supportively by teachers, and there is a good balance between the assessment of the two attainment targets namely, making and appraising. Uniformly high standards are attained in practical work. The vast majority of the pupils’ written work is good.
2.2.6Over a three year period, results at GCSE are 5-10% above the average for selective schools in Northern Ireland, and, in the most recent examinations, pupils attained first and second place in Northern Ireland. At A level, there is, for the most part, a 100% pass rate and in the 2001 Advanced Supplementary (AS) examinations all students achieved grades between A and C. At A level no comparative Northern Ireland results are available for this subject.
2.2.7The areas for development, as identified in the departmental development plan and in departmental work on target-setting, are appropriate. These include a more systematic approach to the development of specific ICT skills at KS3 and further refinement of assessment procedures to ensure consistency of approach to formative assessment.
2.2.8The drama department is effectively led and managed. The teachers are appropriately qualified and a strong emphasis is placed on continuing professional development. The two full-time members of the department have extensive experience in delivering INSET and are experienced examiners at GCSE and A levels. The teachers provide a wide range of extra-curricular activities including school productions, theatre visits, lunchtime theatre and visits by theatre-in-education companies.
2.2.9The drama room is satisfactory for smaller groups but is cramped when larger teaching groups are accommodated; teachers make optimum use of the space available to them and, where possible, use the ‘green room’ area for additional space. The drama department has suitable book and technical resources.
2.3Music
2.3.1Despite the constraints of the cramped environment, music lessons focus largely on appropriate practical activity. The teachers work hard and support each other well; they know the pupils’ individual abilities and take account of their needs. They create an ethos in which the pupils are enthused and develop confidence in their own musical potential. Some pupils use the music facilities in their own time to complete or develop work in progress. A small number extend their interests further through individual instrumental tuition; this tuition is well organised, and the pupils are encouraged to use their skills in their classroom work. About 20% of the pupils take part in extra-curricular music groups, including the musical production currently in preparation. The music department also contributes to the whole school’s liturgical life.
2.3.2The programme for KS3 focuses appropriately on developing the pupils’ intuitive musicality and aural discrimination. It provides good opportunities for solo and ensemble performing, improvising, composing, listening and, particularly in year 10, using music technology. These activities are well integrated to provide a variety of routes to musical understanding. Aspects of the historical development of music are similarly often well linked to practical activities, for example, by informing the pupils’ own compositions. In much of their planning, the teachers helpfully specify intended learning outcomes. The pupils’ capacity to play by ear is appropriately emphasised; further consideration needs to be given to sustaining and increasing these aural demands. The progression expected in instrumental playing also needs to be clarified.
2.3.3The varied good approaches to teaching promote the pupils’ concentration and thoughtful learning, and, at times, careful discriminatory listening. By taking part as musicians themselves, the teachers provide a good model. The pupils have some opportunities to work independently in groups, though they often have difficulty in hearing their own work clearly. Good whole-class work helps to counteract the lack of space; at times, it results in excessive noise. At best, however, individuals and small groups learn their parts and maintain them in increasingly complex textures. Through this they are able to gain valuable experience of lengthy and satisfying periods of continuous music-making.
2.3.4The pupils in KS3 find their varied musical experiences relevant and challenging, and generally participate with commitment. Sometimes they are encouraged to teach each other what they have learned. Some need more direction in the skills of listening when playing together. Year 8 pupils produce a satisfactory tone on the recorder and when singing. Some year 10 pupils are beginning to develop fluency in improvising. Standards of instrumental playing vary considerably by the end of KS3, but could be generally higher. The pupils are encouraged to describe their intentions and what they hear, and to justify their opinions using musical terms.
2.3.5The pupils preparing for GCSE, AS and A level are achieving satisfactory standards. They are learning to recognise various stylistic traits in music; effective questioning helps them to analyse what they hear, clarify their responses, and understand the composer’s intentions. In examining pieces of music they consider analyses which present opposing points of view, and begin to formulate opinions and ideas of their own; they are developing the skills of articulating and justifying these confidently in structured responses. The numbers taking these examinations have been low in the last three years, but the success rate has been almost 100%, and well above the Northern Ireland average for selective schools.
2.3.6The pupils’ musical development is monitored through continuous practical observation. Appropriate assessment criteria have been defined, and some immediate feedback is given on performance and improvisation. The teachers keep their provision under review: helpful INSET has stimulated some new approaches this year.
2.4Physical Education
2.4.1In PE, the pupils are responsive and keen to make progress, and they take pride in performing well in lessons. They are co-operative with their teachers and with each other, and have a good sense of personal and group safety in their practical work.
2.4.2The quality of teaching ranges from good to satisfactory; it is never less than good in practical classes. Effective use is made of whole class, small group and individual activities in all practical lessons. The teachers have high expectations of the pupils and, for the most part, the tasks set challenge the pupils to improve. Particular attention is paid to supporting the weaker pupils to ensure that they progress. It is important, however, to ensure that the tasks set challenge the more able pupils so that they too make good progress. Good use is made of demonstration, explanation and questioning, and pupils are given sufficient time to practise and refine their work. More use could be made of peer group observation to help strengthen pupils’ understanding of their own and one another’s performances.
2.4.3The provision of GCSE, AS and A level courses in PE is at an early stage of development in the school. In these classes, the pupils have a range of learning experiences. For example, in addition to practical work, use is made of independent or small group work to research topics associated with the courses. As learning resources for these courses improve, there will be scope to develop a better balance between note-taking in class and independent research-based learning.