SUMMARY OF THE INSPECTION REPORT
Walker School is a comprehensive school situated on the east side of Newcastle
upon Tyne. It serves a stable urban area with high levels of deprivation.
The long-term and growing unemployment has undermined the social fabric
of the area. Nearly all students are white. One in two students are entitled
to free school meals. The school suffered from a rapidly falling roll in
the 1980s but the roll is now increasing steadily with 252 students in the
current Year 7. Levels of attainment on entry show a heavily skewed distribution
with many students well below the average. Many students have reading ages
over two years below their actual ages. Currently 26% of students-are on
the school's register of special educational need with twelve students having
statements from.the local education authority.
The school's aim, as reflected in the contract with students and parents,
are concerned with students taking full advantage of the opportunities for
academic, social, physical and personal development. The current plan for
action identifies a range of targets relating to value added examination
performance, attendance, homework and reading ages in Year 7. To meet these
targets a wide range of specific objectives has been identified for the
current academic year and beyond
Main findings of the inspection
Educational standards achieved
The overall levels of attainment are below those found nationally. By the
end of Year 9 some students are achieving the targets set by the National
Curriculum, but overall, national tests show below average levels of attainment
in mathematics and science and average levels in English as judged by those
students obtaining level 5 or above. By the end of Year 11, although performances
in some subjects are average in comparison with other schools, the overall
attainment is well below the national level. However, the level of attainment
has risen steadily over the last seven years as reflected in the increase
in the proportion of students with five or more A to C grades in General
Certificate of Secondary Education (GCSE) examinations from 1.5% in 1990
to 17% in 1996. Until 1996 there was little difference in overall performance
between boys and girls which does not reflect the national picture where
girls do much better than boys, but this difference was reflected in the
1996 levels of 23.2% of girls obtaining five or more higher grades compared
with 11.9% of boys. Students following advanced level (A-level) and General
National Vocational Qualifications (GNVO) courses have achieved satisfactory,
and often good, results but the very small numbers of students at post-16
make national comparisons difficult.
On the face of it, the attainment levels reflect the prior attainment levels
of students on entry to the school, where many students have reading ages
well below their actual ages. Additionally the school recruits from an area
with high levels of unemployment and disadvantage which is likely to affect
aspiration and motivational levels of some students. Attendance levels are
low. The school recognises all these factors and is showing its commitment
to a continued raising of attainment levels by its involvement in a project
with the University of Newcastle upon Tyne. This concentrates on an improvement
in examination performance, attendance, homework and reading ages as its
main objectives.
Through a series of initiatives including peer tutoring, paired reading,
dedicated reading time and withdrawal many students are making good progress
with their reading and writing and this is being reflected in improving
standards in English. However, the continued low levels of writing and reading
and restricted oral skills of many boys, continue to affect attainment in
subjects across the curriculum. In mathematics, general numeracy skills
are satisfactory with many students showing sound graphical skills in other
subjects. Greater potential in classwork than in examinations and tests,
especially in practical activities, is found in science.
Language problems adversely affect overall proficiency in history and geography.
In design and technology, designing is less well developed than making in
Years 7 to 9, although this improves in Years 10 and 11. Satisfactory levels
of attainment are obtained in information technology with many students
displaying good keyboarding skills. Students cope effectively with the spoken
and written demands of a foreign language but need to pay more attention
to accent, pronunciation and spelling. Attainment is good in a range of
activities in physical education. Despite the restricted skills of many
students on entry to Year 7, average results are achieved by the end of
Year 9 in art. Work in ceramics is good. Attainment levels in music are
about average for most students, many of whom play musical instruments.
In religious education levels are satisfactory in Years 10 and 11 but below
the expected level in other years.
Overall, in relation to their low levels of prior attainment, most students
make significant progress during their years at the school, with some achieving
at a satisfactory level in examinations at 16 and 18. Students with learning
problems, when supported by appropriate assistance, progress well. Some
other students are not yet developing to their full potential to meet the
realistic targets set in GCSE examinations in Year 11.
Quality of education provided
The school is staffed by a team of very committed teachers who are well
qualified and suitably experienced to meet the needs of the school. The
quality of teaching is consistently sound and often good across all subjects
and year groups, providing a strength which is a benefit to the school.
This contributes positively to the improving levels of attainment of students,
the very positive ethos, the satisfactory levels of behaviour and the friendly,
supportive relationships within the school. Students are generally well
motivated, show a positive attitude to their learning, display sustained
levels of concentration and co-operate well with each other. They show pride
in their achievements. An achievement reward system is well used to promote
these positive attitudes to work.
The school provides a broad and balanced curriculum across all year groups.
This is suitably supported by a range of extra-curricular activities and
further enhanced by community and industrial links. Although acts of worship
do occur within the term there is no act of worship for each student on
a daily basis. The role of religious education within the whole school curriculum
is unclear. Homework is an integral part of the planning of each department
with practice generally good.
Effective support for students with special educational needs is well organised
especially in Years 7 and 8. Although some staff plan effectively for students'
individual needs there is a need for more appropriate target setting across
the curriculum to ensure that the needs of individual educational plans
are met in all lessons at Key Stage 3.
A comprehensive policy gives a clear perspective of assessment across the
curriculum and establishes the parameters within which departments operate.
This has produced an effective system for assessing student attainments.
There is a lack of rigour in assessment in religious education. Reports
to parents are clear, informative and comprehensive.
The needs of students at post-16 are well met by a range of vocational and
academic courses leading to appropriate qualifications. However, the current
take-up is low and the role, purpose and function of the sixth form are
not always clear within the whole school.
Spiritual, moral, social and cultural education
The school provides very effective pastoral support for all students. The
school's ethos is friendly and courteous. Relationships and respect between
staff and students are good contributing to a positive and stable atmosphere.
Students feel well supported by staff. The school places due emphasis on
students' spiritual, moral, social and cultural development through the
major aims which seek to promote self-esteem and improved performance and
many of these are met in the day-to-day life of the school. The school functions
as a caring, orderly community with most students showing good work habits.
The school has a clear set of values which is reinforced by excellent role
models in areas such as the early arrival of staff and the willing extra-curricular
provision from the staff many of whom show their allegiance to the school
by their dress code and their deep knowledge of individual students.
Levels of attendance are below those found nationally but have significantly
improved over recent years. The number of exclusions last year, although
high for a school of this size, is being reduced as a result of the new
Parental Supported Report system to deal with excessively poor behaviour.
Several assemblies are held each term and these encourage the exploration
of Christian values and beliefs. There are opportunities for students to
reflect upon broad spiritual experiences through the curriculum especially
in English, history and the arts. The presence of the school chaplain contributes
positively to the spiritual development of students and to other aspects
of school life. Moral development is well promoted through the tutorial
programme and in many subject areas where moral problems are discussed.
There is a good commitment to the tutorial programme among staff. Social
development is also a feature of this tutorial programme and this is further
fostered by opportunities to be involved in peer tutoring, in paired and
shared reading schemes and in library assistance but there seem to be limited
ways in which sixth form students can contribute leadership to the school.
Cultural development is evident in a range of curricular and extra-curricular
areas.
Students feel happy and secure within the school. The school is much valued
by parents and members of the local community.
Efficiency
Management within the school at senior level is very strong and effective
with the headteacher and senior management staff providing clear direction
and firm leadership across the full breadth of activities within the school.
They are well supported by departmental and pastoral teams which themselves
are well managed. This produces a strong commonalty of purpose within the
school. The governing body is closely associated with many facets of school
activity and makes significant contributions to the strategic lines of development.
The school development plan identifies a limited number of specific areas
of difficulty and challenge relating to attainment, attendance, homework
and reading levels. These underpin departmental plans. Targets are well
set.
The school operates efficiently in terms of budget management and control.
Currently the student to teacher ratio and the contact ratio are broadly
average for similar schools. Teaching costs are relatively high but resource
levels are mostly adequate to meet curricular needs. student to computer
ratio is very good and computing facilities are extensively used across
the curriculum. The facilities will benefit from the introduction of a file
server. The library provides a good central facility which is well organised
and managed. There is a suitable range of specialist and general accommodation
to meet the needs of the curriculum but the specialist provision for sixth
form students is unsatisfactory. Some student toilet facilities are poor.
The school operates punctually and time is well used. Attendance registers
fully meet, statutory requirements. Arrangements for identifying and reporting
health and safety issues are sufficient. A number of minor issues have been
brought to the attention of the headteacher and Governing body. Effective
child protection procedures are in place.
The school provides good value for money.
Key issues for action
To raise the standards of work and the quality of learning and provision
the governors and senior management should:
extend the strategies to improve student attainment by focusing more closely
on higher order language skills in writing and oral work,
match of task to target identified on individual education plan,
greater challenge,
consistency in expectation,
students who are absent for short periods.
further promote the sixth form with specific reference to improved facilities,
more defined roles for students in school life,
marketing of post-16 opportunities,
re-evaluation of discrete elements of post-16 curriculum.
extend the monitoring and evaluation of student attainment at all levels
to include gender issues.
improve the quality of learning in religious education with specific reference
to more rigorous approaches to assessment,
greater breadth,
wider range of resources,
clearer identity within the whole school curriculum.
improve the toilet facilities for students.
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