King Edward VI Aston School
Frederick Road
Aston
Birmingham
West Midlands
B6 6DJ
Head: Mr Colin Parker
T 0121 327 1130
F 01213 287020
A state school for boys aged from 11 to 18.
Boarding: No
Local authority: Birmingham
Pupils: 915; sixth formers: 275
Religion: Christian
King Edward VI Aston School
Unique Reference 103555
Number Local Authority Birmingham
Inspection number 308356
Inspection dates 12-13 March 2008
Reporting inspector Brian Cartwright HMI
This inspection of the school was carried out under section 5 of the Education Act 2005.
Type of school Grammar (selective)
|
Type of school |
Grammar (selective) |
|
School category |
Voluntary aided |
|
Age range of pupils |
11-19 |
|
Gender of pupils |
Boys |
|
Number on roll |
|
|
School |
756 |
|
6th form |
235 |
|
Appropriate authority |
The governing body |
|
Chair |
Toby Norris |
|
Headteacher |
Colin Parker |
|
Date of previous school inspection |
9 February 2004 |
|
School address |
Frederick Road |
|
Aston |
|
|
Birmingham |
|
|
B6 6DJ |
|
|
Telephone number |
01213 271130 |
|
Fax number |
01213 287020 |
|
Age group |
11-19 |
|
Inspection dates |
12-13 March 2008 |
|
Inspection number |
308356 |
The inspection was carried out by one of Her Majesty's Inspectors and three Additional Inspectors.
This is a smaller than average secondary selective boys grammar school in north Birmingham in an area of significant socio-economic deprivation. It is one of seven King Edward VI foundation schools in Birmingham. Half the students are from Asian backgrounds. About a third of students' first language is not English although none is at an early stage of learning English. There are very few students with learning difficulties and/or disabilities. The attainment of students on entry is exceptionally high, and they come from over 65 different primary schools. The school has recently built new laboratories, workshops and art facilities. It has specialist sports college status.
Grade 1 Outstanding
Grade 2 Good
Grade 3 Satisfactory
Grade 4 Inadequate
Grade: 1
King Edward VI Aston is an outstanding school. Two carefully planned strands underpin the school's successful maintenance of a lively, dynamic learning culture. First, students achieve the very highest of academic standards as a result of the excellent progress they make through the school. Second, they develop outstanding personal qualities thanks to a rich, varied taught curriculum and an extensive programme of additional activities beyond lessons. As one parent said, 'The school is able to maintain a balance between academic studies and a life out of school.' Teaching is good, characterised by staff expertise and excellent teacher-student relationships that encourage debate and ensure students enjoy the challenge of learning difficult new topics. The net result is a school ethos that creates enthusiastic, responsible and very well behaved students who thoroughly enjoy school life, throwing themselves into hard work, and play, with gusto.
Teachers really enjoy teaching here. There is a virtuous circle set up where teachers can give of their best, students respond positively, which produces yet more enthusiastic teaching. The school personifies Proverbs 15:12; 'A wise teacher makes learning a joy'.
The senior leadership team is determined to improve standards still further. This gentle but irresistible resolve to do even better is personified in the headteacher's approach to monitoring and evaluation. He consults and considers the views of students and parents before making evolutionary changes to the curriculum to better match learners' aspirations. Although the classroom delivery of teachers is excellent throughout the school, inspectors agree with the school's evaluation that there are inconsistencies in the application of school assessment and marking policy in the main school; as another parent good-humouredly suggested, 'I would appreciate it if teachers who set homework actually marked it.' It means opportunities are occasionally missed to give feedback on what could be done better the next time.
The school's sports college specialist status has made an outstanding contribution to boosting the quality of the students' learning experiences. There are numerous extra-curricular opportunities to engage in sport and take on positions of responsibility. For example, many older students qualify as junior sports leaders. The impact of specialist status is evident in students' positive attitudes to learning. A particular strength is the link with local primary schools which make extensive use of the sporting facilities. The school has made exemplary use of the specialism via the initiatives of the teaching and learning forum in raising the quality of teaching through whole-school training.
Grade: 1
This is an excellent sixth form that fosters individualism, academic excellence and the joy of learning and 'taking part.' There is flair and imagination in the way that senior leaders work -seeing the students as partners in school improvement. As a consequence, there is a shared responsibility for making the school as successful as possible and a shared responsibility for finding solutions to problems if they occur. Students have a strong sense of personal responsibility, sharing in and making an important contribution to the school as a whole and in particular the education of younger boys. The sixth formers are outstanding role models and ambassadors for the school. They serve the school extremely well, helping it achieve its ambitions and future targets. This helps them develop the skills and qualities beneficial in their future studies and employment. They leave the school confident, thoughtful, insightful, tolerant and with strong moral responsibility for caring for others.
■ Improve the consistency of the application of the school's assessment policy, particularly in respect of day-to-day marking.
Grade: 1
Grade for sixth form: 1
Standards are exceptionally high and achievement is outstanding in Key Stage 3, Key Stage 4 and the sixth form. Students arrive with very high Key Stage 2 standards. The school meticulously analyses these and other test results to set challenging and personalised targets for every student, subject and class. Almost all students hit these targets, and the academic progress this represents is outstanding. The school is not content with this, but continues to set even higher threshold targets for the number of pupils attaining A*/A grades at GCSE, and A grades at GCE A Level. These indicators are increasing over time. It has excellent progress tracking systems that ensure students who need some extra help get the attention necessary. There are some subjects at Key Stage 4 that are not doing as well as others, although the previous barriers presented by poor accommodation for art and design and technology have been resolved. Changes to the modern foreign language curriculum in Key Stage 3 are designed to improve outcomes in Key Stage 4.
Grade: 1
Grade for sixth form: 1
A major strength of the school is the outstanding personal development of students. Excellent spiritual, moral, social and cultural development together with outstanding behaviour and attendance - and the sheer enthusiasm and thirst for learning - make a powerful combination that contributes to outstanding academic achievement. The school successfully encourages boys to see themselves as responsible citizens with a moral conscience. The school council takes its responsibilities very seriously indeed. Healthy food is available and the council is continuing to work with caterers to further improve quality and price. In combination with plenty of sporting activities, students are developing healthy lifestyles. They have written their own school policies, for example on bullying and 'banned articles.' They take a keen interest in ensuring the rules they have made are followed. There are very few instances where the school rules are broken. On the rare occasion when boys have been temporarily excluded they return to a forgiving community and say they learn from their mistakes. Boys feel safe and well cared for and are confident that if they experience problems 'there is very prompt and effective action.'
Grade: 2
Grade for sixth form: 1
Teaching and learning are good overall and outstanding in the sixth form. Students find teaching stimulating and value the continuous verbal guidance given by teachers which enables them to move forward towards even higher levels of attainment. Teachers' high expectations ensure students respond positively and are well motivated. As a result, students enjoy their learning enormously. Effective classroom teaching is characterised by teachers' very secure subject knowledge, a brisk pace and clear explanation of ideas and tasks. Students know exactly what they have to do and try hard as a result. There are excellent relationships between staff and students. Teachers expect students to give opinions backed up with justification. Skilful questioning ensures that students provide very full answers. For example, in an English lesson on Shakespeare in Year 9, the teacher's infectious enthusiasm enabled students to get to grips with the complexities of a play and use thinking skills of a high order.
Marking and assessment is beneficial where it diagnoses weaknesses, provides specific guidance on how to improve, and is acted upon by students. This good practice is not consistent, however, with occasional examples of superficial or missing marking apparent in some Key Stages 3 and 4 subjects.
Grade: 1
Grade for sixth form: 1
The curriculum is outstanding in both the main school and sixth form because it fully meets the future needs and current interests of students. The school is very responsive to the views of students and parents as it continues to refine the taught formal curriculum. Recent changes include the provision of a better choice of modern foreign languages for Year 7 students whilst creating options for extra study of design and technology, art and music in Years 8 and 9. Changes to the Key Stage 4 taught curriculum are planned to minimise excessive coursework demands, whilst maximising chances for students and staff to explore specialist interests. The sixth form is essentially academic in nature, with further choices added this year. Nevertheless, it does effectively cater for the vocational aspirations of students as most continue to university studies. Almost all Year 11 students stay on to the sixth form, and the others remain in education, employment or training.
A vast number of additional activities engage almost all students; some 55 different choices this term, which implies staff on average are each offering more than one extra-curricular option. This wide range of extra opportunities is a major factor in developing students' motivation, enjoyment and responsibility. The very high participation rates confirm the inclusive nature of King Edward VI Aston School's provision for all students.
Grade: 1
Grade for sixth form: 1
The school provides outstanding care, guidance and support for all of its students, emphasising the importance it gives to treating each child as an individual. Students are encouraged to express their individual identity. The school is rightly proud of maintaining high standards of behaviour. A mutual respect permeates the whole school and the positive relationships it generates make students feel happy and secure. Students identify many possible sources of support available if they have difficulties, including sixth form peer mentors, who also provide excellent role models for the younger students. Students' achievements are shared, celebrated and rewarded well and their emotional well-being is strongly supported. The school is rigorous in ensuring students' safety. In response to some parental and student concerns the school has worked closely with local police to develop 'safer routes' to school, with additional transport available between school and the local rail station.
Partnerships, community links and the use of outside agencies underpin the very good provision of career education and guidance and the work related curriculum. Sixth form students speak very highly of all aspects of care and guidance, particularly the support they receive with applications for higher education or training.
Grade: 1
Grade for sixth form: 1
The headteacher, with his senior team, has accurately analysed how provision contributes to the outcomes for pupils. The school's many strengths and occasional weaknesses have been securely identified. The gentle determination of senior staff to further improve outcomes is evident in the rising standards, increasing curriculum choice, and very high level of staff commitment to the school. Middle managers are very enthusiastic, well supported in their monitoring roles, and benefit from excellent cooperation with each other.
The school 'puts great value in developing rounded pupils,' as one parent observed, and remains true to this mission. Students from many different backgrounds work and play harmoniously together; their energy, humour and enthusiasm for school is quite remarkable and a testimony to the success that school leaders, managers and staff have achieved in sustaining a culture of positive, high expectations. Governors are informed by the school of student progress although they have a relatively limited experience of day-to-day school life. The school enjoys relatively high per-pupil funding levels compared with other selective boys' schools, and uses it well to improve accommodation and facilities.
Annex A
|
Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate |
School Overall |
16-19 |
|
How effective, efficient and inclusive is the provision of education, integrated care and any extended services in meeting the needs of learners? |
1 |
1 |
|
Effective steps have been taken to promote improvement since the last inspection |
Yes |
Yes |
|
How well does the school work in partnership with others to promote learners' well-being? |
1 |
1 |
|
The capacity to make any necessary improvements |
1 |
1 |
|
How well do learners achieve? |
1 |
1 |
|
The standards1 reached by learners |
1 |
1 |
|
How well learners make progress, taking account of any significant variations between groups of learners |
1 |
1 |
|
How well learners with learning difficulties and disabilities make progress |
1 |
|
How good is the overall personal development and well-being of the learners? |
1 |
1 |
|
The extent of learners' spiritual, moral, social and cultural development |
1 |
|
|
The extent to which learners adopt healthy lifestyles |
1 |
|
|
The extent to which learners adopt safe practices |
1 |
|
|
How well learners enjoy their education |
1 |
|
|
The attendance of learners |
1 |
|
|
The behaviour of learners |
1 |
|
|
The extent to which learners make a positive contribution to the community |
1 |
1 |
|
How well learners develop workplace and other skills that will contribute to their future economic well-being |
1 |
1 |
|
How effective are teaching and learning in meeting the full range of the learners' needs? |
2 |
1 |
|
How well do the curriculum and other activities meet the range of needs and interests of learners? |
1 |
1 |
|
How well are learners cared for, guided and supported? |
1 |
1 |
Annex A
|
How effective are leadership and management in raising achievement and supporting all learners? |
1 |
1 |
|
Howeffectivelyleadersandmanagersatalllevelssetclear direction leading to improvement and promote high qualityof care and education |
1 |
|
|
How effectively leaders and managers use challenging targets to raise standards |
1 |
|
|
The effectiveness of the school's self-evaluation |
1 |
1 |
|
How well equality of opportunity is promoted and discrimination tackled so that all learners achieve as well as they can |
1 |
|
|
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 |