TEACHING techniques at Cedars Upper School in Leighton have been slammed by government inspectors after their latest Ofsted report listed weaknesses.
Previously a ‘good’ or ‘outstanding’ school, Cedars has only received a ‘satisfactory’ grade this time around after the visit by reporting inspector Ian Middleton at the end of November. Nine areas of teaching and student achievement received only ‘satisfactory’ status.
The school, which has newly-appointed academy status, did however achieve 15 ‘good’ grades and four ‘outstanding’ marks for other aspects of school life such as pupils’ safety and the sixth form provision.
The report did highlight changes made in the last year by new headteacher Steven Palmer to make improvements and praised him for his plans and progress.
Mr Middleton raised his concerns in teaching methods after noting that: “More able students and those with a statement of special needs made better progress than their peers.” He also wrote that “where weaker teaching is overly teacher-led, lesson pace is slower and the purpose is limited to satisfying examination objectives. Although students remain conscientious, progress satisfactorily and sometimes reach high standards, a quarter of those who views were surveyed did not find learning enjoyable and this reflects the narrow range of teaching styles observed in some lessons”. The report added: “In the classroom not all teachers use different forms of assessment sufficiently skilfully to inform or adapt their planning.”
The inspector did note though that as a result of the criticisms: “Professional development is beginning to spread best practice” and “senior staff accurately predicted the exemplary lessons seen by inspectors and shared examples of successful coaching”.
Year 9 was a particular concern to Mr Middleton and he said: “Remaining variability is particularly acute in Year 9 where there is too little knowledge of students’ prior achievement, acquired too late”.
He did highlight that history lessons bucked the trend and said: “Enriched learning in the classroom has a positive impact on achievement and students’ interest is heightened”.
Another down point though was form time was not always purposeful or productive in relation to students’ individual or collective needs, for example through the development of study skills. Parents and carers also raised concerns that students’ progress reports were to limited for them to support their child’s learning and preparation for the future. The school is now reviewing its communications with parents, including the use of the school website which attracted some criticism.
Also bucking the trend was the sixth form at Cedars which Mr Middleton described as “a good quality of education and care” and “students make good progress from the start”.
In questioning the leadership and management of the school, Mr Middleton said Mr Palmer had worked effectively with senior leaders to arrest the decline in standards that met his arrival in January 2011. Mr Middleton declared: “Working swiftly, sensitively and judiciously, he has shared a vision that embraces higher aspirations while building on existing best practice. This is now strongly supported by the governing body and staff who expressed their pride in being part of the school. Staff are well aware that there is more to do, particularly in relation to making best practice more consistent.”
After the inspection, Mr Middleton wrote to the students at Cedars praising them for the welcome they had given to him and told them Ofsted had asked the school to improve attainment, consistency in quality of teaching and coherence of the curriculum to support their progress. He assured them that the school was improving and said the inspectors particularly liked the students’ positive attitudes to learning including excellent attendance.