Institutional Inspections and Frameworks Division Direct Tel 020 7421 6594

4th Floor Direct Fax 020 7421 6855

Alexandra House
33 Kingsway www.ofsted.gov.uk
London
WC2B 6SE

2 June 2005

Mr P Crompton
Acting Headteacher
The Holgate Comprehensive School and Sixth Form Centre
Hillcrest Drive
Hucknall
Nottingham
Nottinghamshire
NG15 6PX

Dear Mr Crompton

Implementation of The Holgate Comprehensive Schools Action Plan

Following the visit of Mrs P Haezewindt HMI, Mr S Harford HMI, Mr P Brooker HMI
and Mrs S Hands, Additional Inspector, to your school on 16 and 17 May 2005, I
write on behalf of Her Majesty's Chief Inspector to confirm the inspection findings
which are recorded in the attached note.

The visit was the first monitoring inspection since the school became subject to
special measures. The focus of the inspection was to assess: the quality of the
action plan; the pupils' standards of attainment and their progress; the quality of
education provided; the leadership and management of the school; the pupils'
attitudes and behaviour; and the progress that has been made in implementing the
action plan.

The schools action plan is satisfactory overall with some weaknesses. The
weaknesses outlined in the second paragraph of the note of the inspection findings
should be addressed and amendments made by the second monitoring inspection.

The LEAs statement of action is satisfactory.

The school has made limited progress since being subject to special measures.

The LEAs target date of November 2006 for the removal of special measures is
realistic.

The school should not appoint more newly qualified teachers until further notice.
I am copying this letter and the note of the inspection findings to the Secretary of
State, the chair of governors and the Director of Education for Nottinghamshire.
This letter will be posted on the Ofsted website.

Yours sincerely

Andrew Reid
Head of Institutional Inspections and Frameworks Division
IMPLEMENTATION OF THE HOLGATE COMPREHENSIVE SCHOOL'S
ACTION PLAN

Findings of the first monitoring inspection since the school became subject to
special measures

During the visit 43 lessons or parts of lessons, two registration sessions and one
assembly were inspected. Meetings were held with the acting headteacher, the
chair of governors and a range of senior managers. Informal discussions were held
with other members of staff and with pupils and samples of work were examined.
A range of documents was scrutinised. Using this evidence, HMI made the
following observations to the acting headteacher, two senior managers and
representatives from the LEA.

Following the schools inspection in November 2004 there was a delay in drawing
up the action plan but this was completed in time by the senior leadership team in
collaboration with staff, the LEA, parents and the incoming headteacher. All
priorities for improvement listed in the inspection report are covered. The
inspection report is used well to identify more detailed areas of weakness and what
needs to be done. Actions are carefully planned with a clear identification of those
responsible, timescales and resources. Timescales and success criteria are realistic
for the overall action plan but there is a lack of urgency about some actions and
some interim target dates are not identified; for example, in Priority 2 attendance
and punctuality rates. Monitoring and evaluation of each priority are clearly laid
out and lead responsibilities are mostly appropriate.

The LEAs commentary and action plan explain well how the LEA and its services
intend to support the school and monitor its development, including the monitoring
of its own support. The LEAs objectives in its action plan are very clearly linked to
the schools priorities and resources. The LEA makes clear that it is very aware of
the significant support the school will need if it is to make timely progress. The
target date for removal from special measures is realistic and the outline of support
for the school when it is removed from special measures is satisfactory. The LEA
has routinely planned support for schools following their removal from special
measures. The LEA has considered closure but does not see this as a viable option.
There is insufficient capacity in surrounding local schools to accommodate Holgates
pupils. The LEA intends to appoint an additional governor and it has decided not to
suspend the governors budget.

Pupils attainment on entry to the school is currently just below average but it was
well below average for last years Year 11 pupils.

In Key Stage 3 in 2004, results in national tests were well below the national
figures in English and science, and below in mathematics. Compared to schools
where pupils had similar starting points, achievement was average in mathematics,
but was below average in English and remained well below in science. This was a
decline compared with results in 2003 where pupils with similar starting points
achieved very well in mathematics and science.

The overall performance in GCSE and equivalent examinations in 2004 was below
the national average. In relation to similar starting points the number of pupils
gaining five A*-C grades was well above average but the results in the core
subjects of English, mathematics and science were significantly below the national
averages. A number of pupils gained no qualifications and the number gaining five
A*-G was below average and has been for several years. Very few pupils achieved
the highest grades. Standards reached in the sixth form were well below national
results.

The pupils progress in lessons was at least satisfactory in 35 lessons, including 18

in which it was good or very good. The pupils made unsatisfactory progress in
eight lessons. Pupils were able to make rapid gains when their learning was
sharply focused and when activities were skilfully managed to develop the
understanding and skills of all members of the group. The pupils responded to
high expectations and positive encouragement by working productively and taking
care with their work. In general there remains too wide a variation between the
most demanding lessons and those where learning lacks challenge or where all
groups of learners are not catered for. In a few lessons the neutral or negative
attitudes of a small number of pupils are a barrier to progress because time was
taken in managing disruptive behaviour rather than supporting learning.

The quality of teaching was at least satisfactory in 37 lessons, including 17 in which

it was good and two in which it was very good. Teaching was unsatisfactory in six
lessons. This is broadly similar with the last inspection and reflects the schools
own judgements about the overall quality of teaching.

Examples of good or better teaching were seen across a wide range of subjects,
although there was variation within subject departments. In general there was a
settled climate for learning in almost all lessons, with sound and often very good
relationships between adults and pupils and between pupils themselves. Almost all
lessons were guided by learning objectives, with suitably different outcomes for
learning for different groups of pupils. Lessons followed a common structure; most
had starter activities to settle the pupils and most concluded with a plenary session
that recapped what had been learned. Across all lessons there was a good range
of different learning activities and learning styles, some of which were very well
planned to actively engage the pupils. In general, work was clearly explained and
in some lessons effective use was made of information and communication
technology (ICT) by the teacher to guide and support learning. Teaching assistants
provided sound and often good support for individual pupils and small groups, and
were aware of their specific needs. However, in some lessons their role was not
sufficiently planned.
The best teaching was planned in detail with varied and interesting activities, and
was purposefully and confidently directed in order to generate and sustain a good
pace. The most effective teaching communicated the highest expectations of the
pupils involvement, effort and the quality of their work. When learning activities
were carefully planned, all pupils were presented with appropriate levels of
challenge and pupils were given good opportunities to work together in pairs or
groups to refine their ideas before presenting their findings. The best questioning
was skilfully targeted to engage all pupils and encouraged them to reflect and apply
their prior learning, rather than simply recall information.

A number of weaknesses were common to several lessons, even some that were
satisfactory overall. Planning emphasised teaching activities and too many lessons
did not consider how the pupils would best learn. In these the learning relied too
heavily on teachers disseminating information, asking questions and chairing
discussions that failed to engage all the pupils and time was ineffectively used.
Sometimes learning activities were not suitably adapted to sufficiently challenge the
higher-attaining pupils or provide suitable support for pupils with special needs.
When there was an over-reliance on teachers talking, too many pupils became
passive and disengaged from learning. In several lessons this passivity was
exacerbated by untargeted or unhelpful questioning, which encouraged the pupils
to shout out answers and further excluded the reticent pupils from participating.

Teachers have ample assessment data, but its use remains underdeveloped. Some
subjects use prior attainment data to track the pupils progress and to set targets,
related to levels and grades, but this is inconsistent. Although there were
examples of very good marking, too much correction is not diagnostic and is
ineffective, some is poor and there were also examples of work that had not been
marked, sometimes for long periods. Furthermore, even when teachers comments
were positive and encouraging, pupils were not always clear what was good about
their work, or what they needed to do to improve.

The pupils behaviour and their attitudes to learning were broadly satisfactory; they
were satisfactory or better in 37 lessons, good or better in 26 and very good in
seven. Many of the pupils worked diligently, understood the established classroom
routines and responded well to the teachers expectations of their conduct. In
some lessons, most pupils demonstrated a good desire to learn through their
questions and enthusiasm for the tasks. Many of the pupils responded positively to
the new system of rewards. However, when teachers failed to engage them fully,
some pupils were easily distracted into social chatter and made weak contributions
to the lessons. Around the school, most of the pupils moved sensibly between
lessons and with reasonable care for each other; they were generally polite to
adults and helpful to visitors. However, despite high levels of supervision and
vigilance, a small number of the pupils were loud and over-boisterous, especially at
lunchtime on the first day of the inspection. A few pupils used inappropriate
language freely and a number of boys engaged in play-fighting inappropriately.
The pupils rate of attendance, at 92.2 per cent so far this year, is above last years
figure, and is broadly in line with the national median. However, during the
inspection, the rate of attendance was 88.3 per cent in lessons; the school could
not provide an accurate figure for attendance. Punctuality to school in the
mornings and to lessons is unsatisfactory. Since the school began monitoring
punctuality in late April, on average there have been 675 instances of lateness per
week; the figures for Years 9, 10 and 11 have been significantly higher than
Years 7 and 8. However, the frequency of lateness has decreased significantly in
all year groups since the schools monitoring began.

The number of fixed-term exclusions for the autumn and spring terms was broadly
similar to the same periods in 2003-04. However, there has been a general
downward trend each half term since September 2004. The number of permanent
exclusions this year is similar to last; there has been one since the start of the
academic year; there were two in 2003-04.

The acting headteacher has only been in post since April the start of this term. A
progress report on the action plan was produced by the leadership team and shows
some areas are already being tackled and timescales kept. For example, all staff
have received training on a consistent approach to lesson planning which HMI have
seen in practice in lessons, and on what constitutes a good lesson. However most
of the timescales in the action plan are only just beginning and the management of
these by the leadership team will be crucial in keeping them on track. The newly
appointed acting headteacher has identified further areas for improvement which
will support the implementation of the action plan more speedily and has produced
a supplementary plan to cover these aspects with the impact to be measured by
HMIs second visit. Since his arrival there has been a new sense of direction and a
rise in staff morale; some initiatives have been implemented in a very short space
of time and have already been effective in improving the schools ethos and
moderating pupils behaviour. Senior leaders are responding well to the new
direction. The senior leadership group is being restructured to improve its
effectiveness and ensure the action plan is implemented, with members
responsibilities more clearly defined.

The governing body has been actively involved with the LEA and senior managers
in writing the action plan. It is relatively inexperienced since several new
appointments have been made recently. Members are aware of changes since the
acting headteacher took over and are very supportive. The chair of governors
maintains close contact with the acting headteacher. A governor is now linked to
each of the priorities in the action plan and there are now link governors for each
subject. However, no meetings between governors and staff regarding these areas
have yet taken place. The governors await training in June.

The LEA provided a lot of support to the school to write its action plan and to put in
place essential initiatives to ensure that the school moves forward as quickly and
securely as possible. An essential part of this has been seconding the deputy
headteacher from another school to take over the leadership of Holgate, the impact
of which is identified above. There has been a case conference and an initial
review of the LEAs action plan which indicates the progress that has been made in
providing support. The LEA provided interim support last term to deal with bullying
and behaviour issues at the school prior to the acting headteachers appointment.
It helped to set up and run the staff training on a consistent approach to lesson
planning at the start of term which has had the impact described above. The LEA is
now working intensively with the headteacher to implement the action plan and
improve the school.

Action taken to address the areas for improvement

Priority 1: raise teachers expectations of what pupils can achieve, so

that they routinely teach more appropriate and stimulating lessons

The school has taken steps to raise teachers expectations and to strengthen
teaching, but these actions are still at a very early stage of implementation and
many are not planned until later this term or next year.

Weekly twilight training sessions have covered a wide range of topics, including
teaching strategies such as starters and plenaries, assessment for learning, literacy
across the curriculum and teaching gifted and talented pupils, many of which are
central to improving teaching and learning. Staff are expected to attend a
minimum of six sessions per year. Although many sessions are well attended, the
programme is not sufficiently systematic to achieve consistent practice across the
curriculum.

Recent whole-school training on planning was well received by the staff. The
school reports that this has promoted a shared understanding of the characteristics
of good teaching and has achieved greater consistency in lesson routines. There is
a common format for short-term lesson planning. All lessons were guided by clear
learning objectives that were shared with the pupils. Plans also outlined
differentiated learning outcomes for pupils with different ability, and many plans
identified the needs of individual pupils, including those identified as gifted and
talented. However, the quality of planning varies too widely.

Staff have good access to assessment data, and some use this information
effectively to plan challenging tasks for the pupils in the class. However,
assessment remains a weakness in many lessons. Although starter activities
commonly reviewed prior learning and plenary sessions routinely recapped
learning, questioning was often weak. In some lessons the over-reliance on
untargeted or closed questioning and teacher-centred activities meant that some
pupils could readily disengage form learning and teachers had little idea of whether
they understood what to do or had made progress against the planned objectives
or had achieved the intended outcomes.

The schools marking and assessment policy is currently under review and there is
inconsistent practice across the school. Although marking was conscientiously
completed in most lessons, it was insufficiently linked with learning objectives,
targets, levels or even to subject skills and understanding. Even when the standard
of pupils work was levelled, it seldom indicated what the pupils needed to do to
improve their work, other than work harder.

Subject departments have started to revise schemes of work in order that they
better meet the wide range of pupils learning needs and that assessment is better
integrated.

Although most subject departments have undertaken lesson observations as part of

the routine monitoring by heads of department, and use a common proforma, there
is no system yet in place for members of the leadership team to observe lessons
and scrutinise the pupils work. The senior management team does not yet have
an overview of the specific strengths and weaknesses in teaching or where to
provide specific support.

There is sufficient expertise in the school. The school is beginning to make more
systematic use of the advanced skills teachers to coach teachers who most need
additional support.

Progress on this priority is limited.

Priority 2: restore a satisfactory ethos for learning by providing training

and support for teachers in dealing with behaviour and poor attitudes

Recently, some key areas for improving the pupils attitudes have been identified
and effective strategies have been pursued to address the weaknesses; for
example, in wearing the schools uniform appropriately. Most of the pupils took
reasonable pride in their appearance and responded appropriately when challenged
by the teachers.

The school has completed a survey of the teachers to assess their perceptions of
the pupils attitudes, behaviour and attendance, and how this aspect of the schools
work is managed. The initial findings of the survey have been compiled and the
school has plans to analyse the information thoroughly in June.

Using detailed information on the removal of pupils from lessons because of poor
behaviour, the school has a clear view of where improvements in behaviour
management are needed. Teachers have been identified for support, but the
training has not yet been provided.

As reported above, recently the pupils punctuality to school in the mornings and to
lessons has been monitored closely; although it is unsatisfactory, it has improved
markedly.

Progress on this priority is reasonable.

Priority 3: ensure managers apply monitoring systems more consistently
and rigorously

A detailed programme for quality assuring teaching and learning in its widest sense
is being led by the LEA and senior managers and is set to run over the rest of this
term and into the next. This quality assurance programme along with the new line
management structure of meetings with middle managers and the restructuring of
the senior leadership team has the capacity to ensure that monitoring and
evaluation of teaching, learning and the use of assessment to raise achievement
are consistent and rigorous. It is only just underway and so the impact is inevitably
very limited. The second department received intensive training in the week of the
visit. The first set of line management meetings has just been held: the records
indicate that the quality of these first meetings was inconsistent.

The monitoring of behaviour, identifying pupils regularly disrupting lessons and

putting in place support systems to secure improvement is just beginning.

Since the school very recently began monitoring the punctuality of pupils in coming
to school there has been improvement, particularly in Years 7 and 8. However,
punctuality is still unsatisfactory, both in pupils arriving in the morning and in
getting to lessons.

Governors have been identified to monitor the school through its priorities and
subject departments. Monitoring is not yet underway.

Progress on this priority is limited.

Priority 4: improve post-16 students attitudes to learning and

attendance at lessons

An audit has been carried out of extracurricular activities in the sixth form. This
provides useful information upon which future provision can be based. The school
provided a day for sixth form pupils to explore areas of personal development. The
pupils were positive about the opportunity and a good evaluation was carried out to
plan for its future development.

There are plans to involve the pupils in the life of the school more, but most are in
the early stages of development. Consequently, limited progress has been made
with this area for improvement.

There is inadequate monitoring of the sixth form pupils attendance.

Progress in this priority is limited.

Priority 5: ensure that all pupils have their full entitlement in ICT,
citizenship and religious education, and provide a daily act of collective
worship

Firm plans have been agreed to change aspects of the curriculum in Key Stage 3,
Key Stage 4 and in the sixth form. Pupils will receive their full entitlement to ICT,
citizenship and religious education from September 2005.

Progress on this priority is reasonable.

At present, each pupil attends two assemblies and three tutorial sessions a week.
The acting deputy headteacher has produced a list of thoughts for the week to be
used in tutorial sessions but these are not consistently implemented or monitored.
The assembly which was inspected did not contain an act of collective worship or a
period of reflection.

Progress on this priority is limited.