OfSTED Report...

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Here is a brief summary of our latest report

DESCRIPTION OF THE SCHOOL

The school draws its intake mainly from Croydon and other outer London boroughs. It is popular and heavily oversubscribed. Almost half the students are from minority ethnic backgrounds. The proportion of students who do not speak English as their first language has increased considerably in recent years and is now around 23%, although the great majority of these speak English fluently. The school has 52 students who are refugees or asylum seekers. The proportion of students who have learning difficulties and/or disabilities is about average. The school was awarded specialist status for performing arts in September 2005. The school works in partnership with a number of other schools; for example, in association with its performing arts activities, as part of local 14-19 provision and through a
franchise sixth-form arrangement. The school has achieved the Artsmark Gold Award.

OVERALL EFFECTIVENESS OF THE SCHOOL

Shirley High is a good school and its students leave as confident, mature and likeable young people who are very appreciative of what the school has done for them. In the words of one student, 'The school motto "Striving for Excellence" is true.' Most parents also appreciate what the school does for their children. One said 'Shirley High School has always cared. The head of year is always welcoming and resolves any problems promptly.' Students make good progress and achieve above-average GCSE examination results because the teaching is good. In 2008, they did particularly well in mathematics, science, information and communication technology (ICT), history and music. Though results dipped in 2008 compared to previous years, they were still above average overall and students are on track to achieve the challenging targets for this year. About two thirds of the current Year 11 have already
achieved four GCSEs with good grades. Excellent use is made of ICT in all subjects and the school is actively improving the provision for literacy and numeracy. Most teachers give students good feedback in lessons and also use long-term targets well to help plan the next steps. This helps students to know how to improve their work. This is not, however, happening consistently in all lessons. Students have very good opportunities to develop spiritually and morally through personal, social and health education
and religious education lessons. They learn about other cultures through their lessons and whole-school activities such as Cultural Diversity Week, which celebrates all the cultures represented in the school. This helps them learn respect for, and tolerance of, other people's beliefs. Relationships are good at all levels. Most students attend regularly and punctually. They enjoy their studies and work effectively in lessons in an atmosphere of mutual respect. They behave well in lessons and around the school, and they say behaviour has improved since the introduction of the new policy. They know how to stay safe and healthy and are generally confident that any bullying or racism will be quickly dealt with. The school council takes its responsibilities seriously and can show how its views have had an influence on decisions. The work students have done on cyber-bullying is particularly noteworthy. The outstanding curriculum gives students opportunities to take a very good range of subjects and courses. The performing arts make a strong contribution to students' self-confidence and ability to work collaboratively, as well as to their enjoyment of school. Most students take part in activities in music, dance and drama, as well as in a very good range of other clubs. Links with local schools and the community are strong. The headteacher is providing very effective leadership. He has a clear vision for the school, which is strongly supported by the senior leadership group and the governing body. Effective self-evaluation has resulted in real improvement and the leadership group is aware of areas where more improvement is needed. For example, they know that the monitoring and supporting of teaching is having a positive effect, but that it is not always done as consistently as it could be, mainly at the level of middle managers. The school is well placed to continue to improve.

WHAT THE SCHOOL SHOULD DO TO IMPROVE FURTHER

•  Raise the quality of teaching and learning to the level of the best, through greater consistency in the monitoring and supporting of teaching and learning across subjects.
   
• Ensure that teachers are using day-to-day, as well as long-term, assessment effectively to plan work and help students know what to do to improve their progress and raise their achievement.