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Ofsted Report 
Somervale School
Inspection report (click here to download a copy of this report)
Age group 11-18
Inspection date(s) 6-7 June 2007
Inspection number 288348
Unique Reference Number 109307
Local Authority Bath and North East Somerset
Inspection number 288348
Inspection dates 6-7 June 2007
Reporting inspector James Sage HMI
This inspection of the school was carried out under section 5 of the Education
Act 2005.
| Type of school | Comprehensive |
| School category | Community |
| Age range of pupils | 11-18 |
| Gender of pupils | Mixed |
| Number on roll | School 732 |
| 6th form 112 | |
| Appropriate authority | The governing body |
| Chair | Martin Venning |
| Headteacher | Mr M Gorman |
| Date of previous school inspection | 9-10 May 2005 |
| School address | Redfield Road |
| Midsomer Norton | |
| Radstock BA3 2HG | |
| Telephone number | 01761 414276 |
| Fax number | 01761 410613 |
| Somervale School | |
| Inspection report | |
| Inspection report: Somervale School, 6-7 June 2007 | |
| © Crown copyright 2007 | |
| Website: www.ofsted.gov.uk |
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Further copies of this report are obtainable from the school. Under the
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Inspection report: Somervale School, 6-7 June 2007 3 of 13
Document reference number: HMI 2507 01 April 2007
Introduction
The inspection was carried out by one of Her Majesty’s Inspectors and three
Additional Inspectors.
Description of the school
Somervale is a school of below average size with a small sixth
form. It serves the
town of Midsomer Norton and surrounding villages. The area is socially and
economically mixed, and the proportion of students eligible for free school
meals is
below average. The proportion with learning difficulties and disabilities is
broadly in
line with the national figure, although the proportion with a statement of
special
educational need is a little above average. Most students are White British, and
very
few speak English as an additional language. Although the attainment of students
on
entry to the school varies from one year group to another, it is broadly average
overall.
The school has been a specialist media arts college since
September 2000.
Sixth form provision is shared with two other schools and a college of further
education.
Key for inspection grades
Grade 1 Outstanding
Grade 2 Good
Grade 3 Satisfactory
Grade 4 Inadequate
Inspection report: Somervale School, 6-7 June 2007
Document reference number: HMI 2507 01 April 2007
Overall effectiveness of the school Grade: 2
The overall effectiveness of the school in meeting the needs of students is
good. The
good improvement across all aspects of the school over the past four years
provides
clear evidence that the school has good capacity to secure further improvements.
The school provides good value for money.
Students achieve well and standards have risen significantly over three years
from
below to above average. The quality of teaching has improved and the large
majority
of lessons are good or better. Good attention is given to the professional
development of teachers to improve the quality of teaching and learning. The
curriculum is good and is reviewed regularly to ensure that it meets the needs
of all
students well. Thorough academic monitoring means that the very large majority
of
students in all years are clear about their targets, their current levels of
achievement
and what they need to do make progress. The rigorous monitoring, evaluation and
review of the quality of provision has been a key factor in securing the
significant
improvements that have taken place.
The school gives good attention to the personal development and well-being of
all
students and the outcomes are good. The very large majority of students have a
very positive attitude to learning and enjoy their education. This shows a very
marked improvement from four years ago. The school systematically monitors
students' attitudes and uses the data well to plan and target interventions to
improve
attitudes and academic achievement. The school is fully aware of the low levels
of
self-esteem of some students, which adversely affects their confidence, and the
need
to develop more independence in learning. There are good levels of support, both
for those with learning difficulties and disabilities and for those that are
gifted and
talented. Both have a positive impact on the rest of the school. The school
provides a
wide range of enrichment activities, many involving links with the wider
community.
The school's specialist media arts status is used well to the benefit of the
whole
school and the community. It has a widespread impact on the curriculum, and
contributes to the improvements the school has made in the personal development
of its students.
The new student support structure, organised around three 'colleges', works very
well and leads to outstanding care, guidance and support for all students. The
involvement of students in many aspects of school life and the high quality of
‘student voice’ is another outstanding feature of the school and recognised as
such
externally. The school rightly prides itself on being inclusive. Many students
independently express this view. Students have a strong sense of pride in the
school
and its place in the local community.
The improvements the school has made can be directly attributed to the clear
direction and strong leadership provided by the headteacher and the senior
leadership team, supported well by the governing body. There are some very
strong
middle leaders, in particular the three heads of college and in key curriculum
areas.
As a result, many of the advances have become firmly embedded in practice across
the school, and this gives the school the capacity to secure and sustain further
improvement. Students' achievements in a very small number of subjects do not
show the same level of improvement. The current model of curriculum leadership
does not provide the strong leadership required to secure progress in these
areas.
The school is forging a distinctive identity that will stand it in good stead in
the
future. It is a school that is extremely caring and supports its students and
staff very
well, takes excellent account of the views of the students, achieves good
outcomes
and serves the community well. Together with the strengths arising from the
specialist media arts, this puts the school in a strong position to go forward.
Effectiveness and efficiency of the sixth form Grade: 2
The effectiveness and efficiency of the sixth form are good. Standards and
achievements have risen steadily over three years and are now good. The
retention
of students to the end of courses in Years 12 and 13 is also good. The
proportion of
students going on to higher education has risen and the large majority are
successful
in securing places. There is now a strong culture of high aspirations. These
improvements are a result of good teaching and providing a wide and varied
curriculum that meets the needs of all students well. Additionally,
relationships
between staff and students are very strong, and teachers provide good academic
and personal support. Students are clear about their targets, their current
levels of
achievement and what they need to do to improve. Careful monitoring of students'
progress leads to well planned interventions that prevent students falling
behind.
The current arrangements mean that sixth form teaching is not routinely included
in
the departmental monitoring, evaluation and review process. Consequently, whilst
the sixth form is managed and led well, there is no systematic monitoring of the
quality of the provision.
What the school should do to improve further
• Improve the quality of work in a small number of subjects to bring it up to
the
standard of the large majority by improving the way that these subjects are
managed.
• Introduce more systematic monitoring, evaluation and review of the quality of
provision in the sixth form.
Achievement and standards Grade: 2
Students achieve well. They attain above average standards and make good
progress
at both Key Stages 3 and 4, and in the sixth form.
Standards on entry are broadly in line with the national average. Students make
very
good progress through Key Stage 3 in mathematics and science and achieve above
average standards. In English, standards and achievements in 2006 were well
below
expectations, but the standards of work and students' progress in lessons show
marked improvement and achievement is now good. This is supported by the
school's own analysis of data.
The current standards of students in Year 11 are above average
overall and both
mathematics and English have improved. Subjects that had weaker results in 2006
are expected to improve, with the exception of geography which has not made the
expected progress. Standards in information and communication technology (ICT)
are also expected to be average with satisfactory progress. Students make good
progress in the large majority of subjects in Key Stage 4.
Students with learning difficulties and disabilities are set
challenging targets and are
also doing well overall, with most achieving their targets and a small
proportion
making very good progress. High attaining students do well.
Personal development and well-being Grade: 2
Students' spiritual, moral, social and cultural development is good. They have
many
opportunities in lessons to explore feelings and others’ experiences. Students
have a
good understanding of the effects of their actions on others; their behaviour is
good
and they are quick to point out how disruption can affect their learning. The
school's
approach to religious education and critical thinking helps students develop a
good
understanding of themselves and relationships with others, as well as helping to
develop independence and self-esteem. Despite this, many lack confidence in
their
ability and the school's analysis indicates that 'confidence in learning' has
not
improved as much as other aspects of students' self-evaluation. Social
development
is very good with excellent opportunities for students to participate in
activities within
the school and wider community. The cultural development of students is
satisfactory. There is some development of multicultural awareness, for example
links with schools in other countries.
Students' attitudes to the school are systematically and
regularly surveyed. This
shows clearly that attitudes have improved dramatically and students are
extremely
positive and are proud of the school. The overwhelming majority of parents are
pleased with behaviour and attitudes. Students enjoy school and are keen to do
well.
This is evident in lessons, where they take part with interest and enthusiasm.
Students feel safe in school and movement around the school is orderly. They
know
who they can talk to when they are troubled and have every confidence in the
teachers and support staff.
All students are aware of the need for good exercise and a
healthy diet. A high
proportion exercise regularly, with good participation in extra-curricular
games.
Students are vocal about their lunchtime choices and have attempted to improve
the
options available.
Students make an extremely positive contribution to the
running of the school and
also have an impact in the wider community. The school is involved in a number
of
community projects including musical recitals. Students also run a radio station
that
has been granted a broadcasting licence and serves the local community. The
school’s web site is very much a product of collaboration between the staff and
students and the School Council runs its own section entirely independently and
discusses topics such as ‘Every Child Matters’.
Students develop effective skills that will contribute to
their future economic wellbeing.
Standards in literacy and numeracy are above average. ICT skills are
developed across the curriculum and standards are satisfactory.
Quality of provision
Teaching and learning Grade: 2
The quality of teaching and learning has improved through concerted effort on
getting the basics right. The large majority of lessons are at least good with a
small,
but significant proportion outstanding. Lessons are planned well and students
are
clear about what they should learn. Many teachers confidently use a wide range
of
strategies and varied and interesting resources to maintain a lively pace and
students' interest. Students enjoy these lessons, and work enthusiastically.
They are
fully involved through skilful questioning, and are encouraged to solve
problems, talk
about their findings and justify their opinions. They are given good feedback
and
clear indications of what they need to do to improve their work or further
develop
their understanding and skills. As a result, progress is good. The involvement
of
students in planning and assessing their own work in most subjects is helping to
develop their independence in learning, although many still lack confidence.
In a small minority of lessons, the objectives are not clear and focus on
completing
an activity rather than what students should be learning in the subject. As a
result, in
these lessons little account is taken of the needs of individual students.
Curriculum and other activities Grade: 2
The curriculum in Key Stage 3 is supplemented well by dance, drama, a second
language and a wide range of interesting activities arising from the school's
specialist
media arts status. There is good coverage of the personal, social, health and
citizenship curriculum. Students with low levels of literacy are identified
early in Year
7, or before, and given good additional support. The school has developed a
clear set
of criteria and procedures to identify gifted and talented students, and offers
them a
good range of extra challenges.
The range of courses on offer at Key Stage 4 is good with
clear plans to develop this
further though local collaboration. A small group of students unsuited to an
academic route follow a vocational course with a good variety of practical and
workplace experiences. Others take a mix of vocational and academic subjects and
there are good opportunities to challenge those students who are gifted and
talented. A very wide range of courses is available in the sixth form through
good
collaboration with other schools and the local college of further education. The
school is planning well for changes in 14 to 19 provision.
There is an impressive range of activities on offer at
lunchtimes and after school.
Participation in the large number of sporting activities is particularly high.
Students
have many opportunities to go on trips both locally and abroad and to
participate in
productions. Visiting speakers are well used to widen students’ experience.
Care, guidance and support Grade: 1
Care, guidance and support are outstanding. This is a caring school where the
safety and well-being of students is a top priority. At the same time the school
does
not over-protect, but seeks to give students responsibility, to help them
develop into
mature adults capable of making sensible decisions. The school uses adult and
student mentors extensively to help those who are vulnerable, lacking in
confidence
or falling behind with their work. Students feel that any problems will be
sorted out
and they particularly value the new Assistant Heads of College for their
availability as
sympathetic listeners. Students receive very thorough advice on choice of
courses in
Key Stage 4 and in the sixth form. Rigorous academic monitoring is a strong
feature
of the school. Information on student progress is regularly analysed and a
variety of
support and intervention is used to help those who are not reaching their
potential.
Risk assessments are carried out very thoroughly. Child protection procedures
are
secure, and vulnerable students are identified and supported very well. Outside
agencies train teaching assistants to help students with different problems and
disabilities. The very small number of incidents of bullying or racial abuse are
treated
very seriously. The school nurse has very good systems for recording injuries,
administering medication and communicating medical problems to parents.
Leadership and management Grade: 2
Overall leadership and management are good and have been instrumental in
securing the significant improvements that have been made to all aspects of the
school over the previous four years. All issues identified in the previous
inspection
report have been addressed and there is clear evidence of improvements in each
of
the areas.
The headteacher and senior leadership team provide clear
direction and very strong
leadership and have not hesitated to be prescriptive, where required, to deal
with
underperformance. Difficult decisions have been made when necessary to ensure
that the school provides all students with a good quality education. Staff,
particularly
many of those in middle leadership, have received good professional development
in
the skills required to provide secure, and often very good, leadership in their
own
areas. Strong middle leaders are encouraged to be innovative, within a framework
of
high quality support. The professional development of all teaching staff is
focused
well on driving up the quality of teaching and learning.
A key to the improvements made by the school is the
instigation of extremely
rigorous and effective procedures for monitoring, evaluation and review. This
now
permeates the work of the main school and means that senior and middle leaders
know exactly what is working well and where there is room for improvement. There
is insufficient systematic monitoring of teaching and learning in the sixth
form.
Otherwise, self-evaluation makes extensive use of the analysis of a wide range
of
data, is accurate and used well to secure further improvement.
The involvement of students in the process of evaluation and
review, and in directing
the course of the school, is outstanding. The systematic evaluation of students'
attitudes to the school, the school council's involvement in decision making,
students'
involvement in lesson observations and the interview process for new staff, and
the
role of ‘student voice’ are particularly strong features.
The governing body effectively fulfils a ‘critical friend’
role to the headteacher and
senior leaders. They analyse data to ask the difficult questions to hold the
leadership
to account, whilst also providing good support and guidance. There is secure
financial management and the school provides good value for money.
Despite the highly significant progress that the school has
made, there are a small
number of aspects that are proving difficult to improve. For example, the
results and
standards of work in a few subjects do not show the same improvement as in other
subjects. The current curriculum management structure is not well equipped to
provide the strong subject leadership needed to secure the improvements
required.
Any complaints about the inspection or the report should be made following the
procedures set out in the guidance 'Complaining about inspections', which is
available
from Ofsted’s website: www.ofsted.gov.uk.
Inspection report: Somervale School, 6-7 June 2007 11 of 13
Annex B
Inspection judgements
Key to judgements: grade 1 is outstanding, grade 2 good, grade
3
satisfactory, and grade 4 inadequate.
| School | Overall | 16–19 |
| Overall effectiveness | ||
| How effective, efficient and inclusive is the provision of education,integrated care and any extended services in meeting the needs of learners? | 2 | 2 |
| How well does the school work in partnership with others to promote learners’ well-being? | 2 | 2 |
| The quality and standards in the Foundation Stage | ||
| The effectiveness and efficiency of boarding provision | ||
| The effectiveness of the school’s self-evaluation | 2 | 2 |
| The capacity to make any necessary improvements | 2 | 2 |
| Effective steps have been taken to promote improvement since the last inspection | Yes | Yes |
| Achievement and standards | ||
| How well do learners achieve? | ||
| The standards1 reached by learners | ||
| How well learners make progress, taking account of any significant variations between groups of learners | ||
| How well learners with learning difficulties and disabilities make progress | 2 | |
| Personal development and well-being | ||
| How good is the overall personal development and well-being of the learners? | 2 | 2 |
| The extent of learners’ spiritual, moral, social and cultural development | 2 | |
| The behaviour of learners | 2 | |
| The attendance of learners | 2 | |
| How well learners enjoy their education | 2 | |
| The extent to which learners adopt safe practices | 2 | |
| The extent to which learners adopt healthy lifestyles | 3 | |
| The extent to which learners make a positive contribution to the community | 1 | |
| How well learners develop workplace and other skills that will contribute to their future economic well-being | 2 |
1 Grade 1 - Exceptionally and consistently high; Grade 2 -
Generally above average with none
significantly below average; Grade 3 - Broadly average to below average; Grade 4
- Exceptionally low.
All white boxes must be completed. The grey boxes are used wherever the
inspection team has
sufficient evidence to come to a secure judgement.
| The quality of provision | ||
| How effective are teaching and learning in meeting the full range of learners’ needs? | 2 | 2 |
| How well do the curriculum and other activities meet the range of needs and interests of learners? | 2 | 2 |
| How well are learners cared for, guided and supported? | 1 | 2 |
| Leadership and management | ||
| How effective are leadership and management in raising achievement and supporting all learners? | 2 | 2 |
| How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education | 2 | |
| How effectively performance is monitored, evaluated and improved to meet challenging targets | ||
| How well equality of opportunity is promoted and discrimination tackled so that all learners achieve as well as they can | 2 | |
| How effectively and efficiently resources, including staff, are deployed to achieve value for money | 2 | |
| The extent to which governors and other supervisory boards discharge their responsibilities | 2 | |
| Do procedures for safeguarding learners meet current government requirements? | Yes | Yes |
| Does this school require special measures? | No | |
| Does this school require a notice to improve? | No |
Inspection report: Somervale School, 6-7 June 2007
8 June 2007
Dear Students
Inspection of Somervale School, Midsomer Norton BA3 2HG
We thoroughly enjoyed visiting your school recently and would like to thank you
for
all the help you gave us. We very much enjoyed talking to you and were impressed
by the way you made us feel very welcome in your school.
We believe that Somervale is a good school. The standards you
reach are good and,
in the large majority of subjects, you make good progress. This is because much
of
the teaching is good and you are given clear guidance about how well you are
doing
and what you need to do to improve. Your good behaviour in most lessons means
that everyone can play a full part. Your very positive attitudes to the school
have
been important in securing the significant improvements the school has made in
recent years. Many of you should have more confidence in your own ability, as
you
really are doing well.
The school provides you with a good curriculum that is well
suited to your needs and
aspirations. There is good provision in the sixth form, although the school
could do a
little more in systematically checking that the quality is at least good across
all
aspects of the sixth form. The wide variety of other activities provided by the
school
is impressive and the large majority of you make full use of these
opportunities. You
make very good use of the opportunities provided through the school's specialist
media arts status, and participate well in sporting activities. Your involvement
in the
school and in the wider community is excellent. Your views are carefully
considered.
The school gives good attention to your overall personal development and the
care,
guidance and support you receive are excellent. You feel safe and well cared
for, and
you are confident that there are adults you can go to with problems.
The headteacher and senior managers provide the school with
strong leadership. The
way in which the school takes account of your views and involves you in many
aspects of running the school is outstanding.
The main priority for the school is to improve the quality of
work in a small number
of subjects to bring it up to the standard of the large majority by improving
the way
that these subjects are managed.
We wish you the very best for the future.
James Sage
Her Majesty's Inspector