Self-Evaluation Form: Name of School: Unique Reference Number (URN)

SELF-EVALUATION FORM
FOR
SECONDARY SCHOOLS (WITH AND WITHOUT SIXTH FORMS)
MIDDLE SCHOOLS (DEEMED SECONDARY)
Name of school: Secondary School B
Unique reference number (URN): 777777
Printed on: Wednesday 22 June 2005 Secondary SEF Page 1

INTRODUCTION
This self-evaluation form is primarily designed to:
• Assist you in your own self-evaluation; and
• Be used as the basis of the inspection of your school or setting.
The form is in three parts:
Part A SELF-EVALUATION
Part B FACTUAL INFORMATION ABOUT YOUR SCHOOL
Part C INFORMATION ABOUT COMPLIANCE WITH STATUTORY REQUIREMENTS

WELCOME TO YOUR SELF-EVALUATION FORM
GUIDANCE ON COMPLETION
When to complete the form
• The self-evaluation form (SEF) is a summative document, intended to record the outcomes
of your ongoing process of rigorous self-evaluation.
• There is no fixed time in the year when it should be completed. It is usually best done to fit
in with your normal cycle of review and planning, but it should be completed at least
annually.
• Section B contains statistical and other factual information. Some of this is pre-populated
by Ofsted, as and when the information becomes available. You are advised to ensure
that the factual information is up to date.
Who and what the form is for
• The SEF is intended to record the outcomes of your self-evaluation. As such, it

should be an accurate diagnostic document with all conclusions fully supported by the
evidence. It should indicate key strengths and weaknesses, and what needs to be tackled
to effect improvement. Inspectors will make considerable use of the SEF when
discussing their arrangements for inspection. The impact of your self-evaluation in helping
to bring about improvement will be a major factor in their judgements about the
effectiveness of your leadership and management and your capacity to improve in the future.
How to fill the form in
• It is helpful if you check the factual information and complete Part B and then complete Part
C. This is because this information can then be drawn upon to help complete Part A.
• Part A, the evaluative section, is laid out in sections that correspond to the headings of the
evaluation schedule in the framework for the inspection of schools, although overall
effectiveness and efficiency are placed last in the SEF. Please complete first the sections
dealing with achievement and standards, and personal development and well-being,
since these outcomes will form the basis for your judgements in other sections.
• Reference is made in Section A to the Guidance for Inspectors of Schools. This

guidance is in two parts. One relates to the use of the evaluation schedule, which contains
advice on how to pitch judgements about the quality of provision and its outcomes. The
other is guidance on how to conduct inspections, which should also prove helpful to you
since it indicates how aspects of the school might be explored by inspectors. In addition,
you can refer to the guidance on self-evaluation published by Ofsted and the Department for
Education and Skills, which contains a section giving detailed advice, including examples,
on completing some sections of the form. These documents are available on Ofsted’s
website and through a hyperlink on this form.
• Each section of the SEF asks you to grade aspects of your work on a four-point scale, as
follows:

Grade 1: Outstanding
Grade 2: Good
Grade 3: Satisfactory
Grade 4: Inadequate
• It is most important that you complete this form rigorously and objectively. The grade
descriptions in the Guidance for Inspectors of Schools will assist you to reach
accurate judgements.
• When completing the text boxes in Part A you should summarise your main findings and
illustrate with the evidence which led to the judgements being made, bearing in mind the
specific questions written in each of the boxes. It is not intended that you should provide
large amounts of statistical data and descriptive detail. You should use evidence
selectively to support the main judgements about your performance.
• If you have a special needs resource base, extended provision or other specific provision,
please ensure that evidence about it is provided at suitable points within the SEF.
• Each section of the form has a ’Help’ facility, which you can use to help you fill in particular
sections.
• Please complete this form electronically via the Ofsted website.
The term ’school’ is used to cover all providers, including those that term themselves
’colleges’ or use a similar designation. It also covers those providers that are not
technically schools, such as children’s centres and pupil referral units.

PART A: SELF-EVALUATION
1. CHARACTERISTICS OF YOUR SCHOOL
What are the main characteristics of your school?
Drawing on Section B and C of this form and other relevant data, write a brief description
of its features.
(Please note that this is an opportunity for a brief summary of the main characteristics
of the school and it is not necessary to repeat tables of data.)
1a Please outline the main characteristics of the learners, including:

- their attainment on entry and how you know this;
- their social and economic backgrounds, indicating the level of prosperity or deprivation.
The Secondary School B is an all girls’ 11-16 Roman Catholic Comprehensive school. It was
founded in 1855 and is under the Trusteeship of the Anonymous. In 1977 it changed from
being a 3-form entry Grammar school to a 4-form entry 11-18 VA Comprehensive school.
In 1985 it became an 11-16 VA Comprehensive school with the majority of students
transferring at 16+ to Another Sixth Form College in Zzzzz.
In 1993 the school became Grant Maintained and in 1999 it reverted to VA status. In 2000 it
was given Beacon Status, in 2003 it became a Language College and in 2004 became a
Leading Edge Partnership School and a partially extended school.
All the pupils are baptised Roman Catholics and, at transfer stage, all are practising
members of the Church, together with one or both parents. Many of the pupils live in
one-parent families or with a member of their extended family and the majority have a
language other than English spoken at home. Approximately 50% of our students belong to
the West African community who live in North Xxxxxxxxx. The school has an increasing
Hispanic and Portuguese community who have emigrated from Columbia, Ecuador and
Portugal, many as asylum seekers or economic migrants. White British students account for
approximately 15% of the school population.
The majority of our students come from inner-city housing estates, both north and south of
the river. Most live in Xxxxxxxxx and Yyyyyyy, but there are others from
Aaaaaaaaa, Bbbbbbbb, Ccccccc, Ddddddd, Eeeeeeeeee, Ffffffffffffff, Gggggggg and
Hhhhhhhhhhh.
Although parents want to support their daughters, many of them have not been educated
beyond the age of 16. The majority of parents are keen for their daughters to continue into
Further Education and many now believe that Higher Education is within their daughters
reach. Pupils rarely have anywhere quiet to study at home and many have responsibilities
looking after siblings and doing housework.
Pupils are not selected on ability but on their commitment to the Roman Catholic Church. In
the summer term before entry, however, pupils sit the NFER verbal and non-verbal

reasoning tests in order to help place them in the correct ability band. Early in the autumn
term of Year 7, pupils take the NFER Cognitive Ability Tests (CATS). As far as possible we
try to obtain KS2 SATs results from primary schools. The CATS results for the present
students are as follows:
Mean Year
Scores 7 8 9 10 11
120+ 4 2 4 2 4
115-119 5 3 4 4 1
100-114 48 46 53 44 44
85-99 50 58 57 64 56
70-84 23 20 11 11 18
Below 70 0 1 0 1 0
Unknown 0 0 1 4 4
These results indicate that few students are of high ability, the majority being of average or
below average ability on entry.
1b Please summarise briefly your distinctive aims and describe any special
features of your school, for example:
- whether you intend to become a specialist school, or school with special status, and if
it is one already, the main changes that have occurred because of this;
- whether you are a school with a religious character;
- any special units, additional community services or extended provision;
- significant partnerships with other providers or agencies (such as shared arrangements
for the curriculum, federal arrangements, or partnerships with employers).
At Secondary School B our mission is to contribute - in partnership with the home and
parish - to the development of Christian women who are confident, can think for
themselves, who understand the concepts of equality and justice and can play a full and
responsible part in a changing and multicultural society. Our aim is to ensure that all
aspects of school life reflect the school’s distinctive Catholic ethos and that each girl is
given equality of opportunity to achieve her full potential - spiritually, academically and
socially.
We aspire to follow the educational principles of M. Xxxxxxxx , founder of the Secondary
School B. We are part of an international family of Secondary School B and value
the unity and diversity this offers.
As a specialist Language College we seek to promote the learning of languages as part of

our internationality and to confirm the status of community languages for our students.
Since becoming a Language College we have:
increased the time allocation given to MFL
increased the range of languages offered in both the formal and informal curriculum
improved the MFL facilities in school
developed the international dimension across subject areas
introduced early language learning to three local primary schools
introduced language lessons for the local community

As a Leading Edge School we work to share good practice amongst our partner schools,
the Anonymous School at Yyyyyyyy and Another School, promoting educational debate and
innovation. As a partially extended school, as well as providing a wide range of out of
school hours learning activities, we deliver a Parenting programme called XXX to Parents’
which is accredited by Anomyous University.
1c Please outline specific contextual or other issues that act as aids or barriers
to raising performance, for example:
- any difficulties in recruiting and retaining staff, or governors;
- recent or impending reorganisation;
- mobility of learners;
- particularly important facts in your recent history, such as change of leadership.
The physical accomodation in the school is limited but creative use has been made of
the available space, as far as budget constraints have allowed. The school does not
have a playground.
The introduction of the Congestion Charge has led to difficulties in recruiting and
retaining staff.
Students experience the same housing mobility typical of an inner-city area, but tend to
continue as pupils of the school despite having to travel considerable distances.
1d Please note any additional characteristics of your school that you would
particularly like to draw to the attention of an inspection team.
•The range of out of school hours learning provision including many opportunities for
performance in drama and music.
•Outreach work and links with the local community

-parishes
-XXX to Parents
-EAL classes for adults
-Language classes for adults
-ICT classes for adults
-Secondary School B Family of Schools
-Secondary School B Virtual School
-Parent workshops
•Business Mentors for students

•Big XXX programme
•Peer Mediation
•Duke of Edinburgh Award Scheme
1e Please outline briefly the main priorities in your improvement/development

plan, and how they reflect the context in which you work.
Our School Development Plan has 4 sections - Leadership, Inclusion, Excellence and
Outreach.
Priorities under the Leadership section include:

•Use of the Leadership Incentive Grant
•Student Leadership

1e Please outline briefly the main priorities in your improvement/development
plan, and how they reflect the context in which you work.
•Assessment and Reporting

•Continuing Professional Development
•Quality Assurance and Whole School Review
Priorities under the Inclusion section include:

•Raising Achievement
•14-19 Learning
•Jubilee Centre and Learning Mentors
Priorities under the Excellence section include:

•KS3 Learning
•Extended School - extra-curricular activities
•Aim Higher
•Language College - whole school
•Language College - MFL plan
•Gifted and Talented Pupils
Priorities under the Outreach section include:

•Leading Edge
• Secondary School B links
•Extended School - Community outreach
•Language College - Community plan
These priorities reflect the collaborative activities with which we are involved and our desire
to maintain high levels of achievement, aspire to excellence, be an inclusive school and
reach out to others.

2. VIEWS OF LEARNERS, PARENTS/CARERS AND OTHER STAKEHOLDERS
What are the views of learners, parents/carers and other stakeholders and how do you
know?
2a How do you gather the views of learners, parents/carers and other stakeholders,
such as those accessing additional services, how often do you do this, and how
do you ensure the impartiality of the information?
Our students share their views through
•Year and School Council Meetings

•Pupil Committees
•Senior and Extended Leadership Teams
•Pupil Survey
•Peer Mediators
•Senior Leadership Interviews
•Personal contact
Our parents/carers share their views through
•PTA meetings
•Parents’ Meetings
•Curriculum evenings
•Parent workshops
•Student planners
•Parent Survey
•Personal contact
Other stakeholders share their views through
•Personal contact
•Letters of appreciation
•Evaluation sheets
•Certificates
•Promotion of the school
•We work closely with the LEA, Archdiocese and other schools, and senior leaders serve
on numerous groups including Schools Forum, Admissions Forum, Section 23
Inspection Board, South Vvvvvvv Catholic Heads, LMS Formula Review Group,Secondary
School B Guarantee, KS3 Strategy, Secondary Strategy, EiC, LiG, Association of Secondary
Heads.
2b What do the views of learners, parents/carers and other stakeholders tell you
about the learners’ standards, personal development and well-being, and the
quality of your provision?
Students tell us that
• The is a good school and that they are happy here

•The teachers encourage them, use a variety of teaching methods and that students
are praised for hard work
•Homework is set regularly
•That they have opportunities to take part in out of school hours learning
•That bullying is not seen as a particular problem
•Discipline is strict

•They see themselves as having above average ability
•The school building is fairly dull
•They would like to have a playground
•They would like more opportunities to recycle
•They enjoy using computers and having ICT as part of lessons.
•They would like more choice in the KS4 curriculum
•They enjoy extra-curricular activities
Parents/carers tell us that
• The Secondary School B has a good reputation in the community and that they would recommend it
to friends
•The school is achieving high educational standards
•Standards of behaviour are seen as high
•The school rules are fair and reasonable
•The school environment is safe and secure
•The school is a strong Catholic community where students are cared for and given the
opportunity to develop their faith
•The school is well furnished and resourced and well equipped with computers
•The curriculum offer is good as is the provision for out of school hours learning
•The school caters for pupils of all abilities and ethnic groups
•They are satisfied with the quality of communication between school and home
•The teachers are approachable and helpful and that they are doing a good job
•A very small minority feel that discipline should be stricter
•They would like to see pupils having healthier meals.
•They like having more time to talk to their daughter’s teacher on Parent Days
•They would like to learn new skills
Other stakeholders tell us that
•We work well with vulnerable groups of students

•We educate girls who embody the mission statement
•We provide good learning opportunities for adults
•We support others in the local community
•They (LEA) would support us having a 6th Form.
•They (LEA) would support us having ASTs.
2c How do you share with parents/carers and other stakeholders the collated
findings about their views?
We share our findings through
•Year and School Councils

•Assemblies
•Pupil committees
•School Newsletters
•PTA meetings

• School Brochure
• Parent Meetings
• Discussions with visitors and stakeholders
2d Can you give examples of action you have taken based on the views of
learners, parents/carers or other stakeholders, with an evaluation of the
effectiveness of what you did?
- Are there examples of actions you decided not to take (with the reasons for this)?
- Are there examples of ways in which your stakeholders have influenced the priorities
noted in section 1e? (Please cross-refer to any relevant comments in the leadership
and management section.)
We have acted upon feedback in the following ways:
•Maintaining a rolling programme of redecoration in the school

•Increasing access to computers
•Providing recycling bins
•Providing healthy catering menus
•Increased the provision of Applied GCSE courses and MFL courses at GCSE
•Increased the out of school hours learning provision
•Increased the learning opportunities for adults
•Introduced an Academic Tutoring Day for KS3
We have not yet introduced an Academic Tutoring Day for KS4 as subject teachers felt
the need to meet with parents at that stage. We have decided not to have a 6th Form as
we are part of the Catholic community of schools who have chosen to work together to
support the 6th Form provision on offer to students through the Catholic Sixth Form
Colleges - XXX College, YYY College and ZZZ College. We have chosen not to
appoint ASTs in this school. We believe that we do have excellent teachers but, as a
small school, utilise their expertise within the school.

3. ACHIEVEMENT AND STANDARDS
How well do learners achieve?
To help you focus your comment and judgements in completing this section, please
consult the relevant pages in the Guidance for Inspectors of Schools.
In answering the following questions, please make clear the main evidence, such as
performance data, assessments and records of learners’ progress, on which your
evaluation is based (but please use data selectively, avoiding the copying out of tables
of descriptive information).
3a What are learners’ achievement and standards in their work?

- the standards learners reach as indicated by their test and examination results,
taking account of: any significant variations between groups of learners, subjects,
courses and key stages; trends over time; comparisons with other schools; whether
learners reach challenging targets
- the standards of learners’ current work in relation to their learning goals (noting any
significant differences between current work and recent results)
- learners’ progress relative to their starting points and capabilities, with any significant
variations between groups of learners (making clear whether there are any groups
that are underachieving and could be doing better)
KS3
•Standards in core subjects are above average compared to others schools
nationally and well above average compared to schools in similar context, both FSM and
prior attainment. (PANDA/FFT)
•KS3 results in English, Maths and Science have shown a rising trend since the last Ofsted
inspection. (DfES data)
Level 5+ 1999 2004

En 78% 90%
Ma 57% 77%
Sc 52% 80%
•The differential between English and the other two subjects has diminished. (School data)
•In 2004 our value-added score for KS2 to KS3 was 100.5 which placed us in the top 25%
of schools nationally and in the top 5% of similar schools(FSM). (DfES data)
•Standards in non-core subjects are generally very good, including very good performance
in MFL. ICT does not appear to be in line with other subjects at Level 6+, but a lack of
moderation nationally and major difficulties attempting to pilot the on line KS3 test suggest
an inflated national figure. Our results at KS4 indicate very good progress with 55% of
Applied ICT students gaining A*-C grades as opposed to 11% nationally.
KS4
•The percentage of students achieving 5+ A* - C grades at GCSE is well above average
compared to schools nationally and to schools in similar context. (PANDA/FFT)
•The percentage of students achieving 5+ A* - G grades including En and Ma is very high
compared to schools nationally and to schools in similar context. (PANDA/FFT)
•The average points score of students is well above average compared to schools

nationally and vey high in comparison to schools in similar context. (PANDA/FFT)
•The value-added measures between KS2 and KS4 and between KS3 and KS4 are very
high in comparison with schools nationally. (PANDA)
•The percentage of A*/A grades was good in comparison with schools nationally with
particular strengths in Science (Double Award), Drama, English Literature, French, History
and Spanish. (PANDA)
•High number of subjects showing a positive A* - C significance. (PANDA)
•High number of subjects showing a significant positive relative performance indicator
although there are variations between subjects. There are weaknesses in Design and
Technology and there was a weakness in Media Studies which has now been resolved.
The apparent slight weakness in both English and Religious Studies is due to the fact that
they are core subjects for which most students are entered at GCSE unlike many of the
other subjects listed. (PANDA)
•Students of all abilities perfom well in comparison to CAT score predictions. There is no
significant underperformance of different groups of learners. (School Data)
•The FFT KS4 2004 Conversion Indicators place the school in Groups 1 and 2 for all
indicators in Maths and Science and for the majority of the English indicators. (FFT)
Student Progress
We have developed the use of SIMS Assessment Manager to facilitate the tracking of pupil
progress. This has proved to be very useful. We use stanines from the CATS scores along
with KS2 and 3 data, where available, to set targets for students at KS3 and GCSE and
monitor departmental achievement. Parents are given two review cards and one profile
each year. Pupils who are at risk of underachieving are monitored by the Form Tutor,
Pastoral Head or member of the Senior Leadership Team (SLT). All students in Year 11 at
risk of underachieving are mentored by a member of the SLT or a Learning Mentor.
3b Where relevant: how well do learners achieve in the sixth form?
Not Applicable
3c On the basis of your evaluation, what are your key priorities for development?
Areas for Improvement
As a school we seek to maintain and improve where possible the results of our students.
Challenging targets are set for departments each year by the Governors at a meeting with
the Head of Department, the SLT Line Manager, the Headteacher and the Chair of the
Governors’ Curriculum Committee. Changes to the curriculum structure and content,
developments arising from staff strategy groups, professional development, increased
accessibility to ICT equipment and new assessment methods should enable this to happen.
•Following an INSET session with Prof. Paul Black, we are piloting new assessment for
learning strategies in school based on the findings of his research. This should enable us to
make further progress.
•We have introduced 5 teaching and learning strategy groups this year which have allowed
staff to work on specific areas, share best practice and dare to risk. These have proved so

successful that staff have requested that they continue in the future in order to maximise
impact on teaching and learning. Examples of specific impact include improvement in
questioning techniques, development of peer assessment, development of peer lesson
observation and feedback.
•We have increased both the number of computers with access to the curriculum network
and the number of whiteboards in school and will continue to do so, ensuring that staff have
the appropriate training.
•We monitor the professional development of all staff and have bought in additional support
for the Design Technology Department. We will continue to do this.
•We have increased the number of Applied GCSE courses on offer, have introduced
ASDAN and work related learning, have increased the time given to a second MFL,
introduced Portuguese in the curriculum in Years 8-11 and provided opportunities for
students taking GCSE in MFL early to study for AS Level. We need to make the option of
work related learning available to more students and continue to modify the curriculum to
suit the needs of students.
•We have used GTP money to enhance the provision for our gifted and talented students
both within the curriculum and in enrichment courses. We hope to continue this.
•We wish to develop further styles of learning, promoting a greater understanding of
Learning Styles, development of students as independent learners and encouraging
appropriate differentiation.
Overall summary
Despite the areas for improvement noted above, we recognise that the standards achieved
by our students are well above average, especially when compared with similar schools.
This has been the case for several years. Our students generally make excellent progress
during their time in school and achieve standards well above those that might be expected.
They do very well irrespective of their background, ethnic heritage or ability.
3Grade Please enter grades. To guide judgement, please consult grade descriptions
in the Guidance for Inspectors of Schools
Outstanding Good Satisfactory Inadequate

Learners’ achievement and Overall ✓
standards in their work Sixth form

4. PERSONAL DEVELOPMENT AND WELL-BEING
How good is the overall personal development and well-being of the learners?
In answering the following questions, please make clear the main evidence on which
your evaluation is based.
4a To what extent do learners adopt healthy lifestyles?

- whether learners take adequate physical exercise, and eat and drink healthily
- learners’ growing understanding of how to live a healthy lifestyle
Because the school has no playground or other outdoor space adequate to allow pupils
to be outside we have issues regarding physical activity, although pupils will tell you that
the number of stairs they have to climb each day gives them plenty of activity! We have
made a concious effort to educate the pupils about healthy lifestyle choices and have
made many changes to the catering menus.
•All students have 2 periods of timetabled PE each week and students at KS4 who
choose to study for full course GCSE PE have an additional 3 lessons. (Timetable)
•Students are given the opportunity to participate in a wide range of extra-curricular
activities which encourage physical exercise e.g. Sports activities, Duke of Edinburgh
Award Scheme, Dance classes. (OSHL registers)
•Students at KS4 participate in two Health and Lifestyle Days. (Evaluations)
•Lunchtime menus focus on encouraging students to make healthy eating
choices.(Menus/Catering Committee)
•PSE activities support healthy lifestyles. (Programmes of Study)
4b To what extent do learners feel safe and adopt safe practices?
- whether learners feel safe from bullying and racist incidents
- the extent to which learners have confidence to talk to staff and others when they feel
at risk
Students at Secondary School B generally feel safe from bullying and racist incidents. They
talk to adults, Big Sisters or Peer Mediators in the school community when they feel at risk.
•Students tell us that bullying is not seen as a particular problem.(Pupil survey)

•Racial harmony is a strong feature of the school. (Pupil Survey)
•We use trained Peer Mediators and Big Sisters to allow younger students to have the
support of older students.(School information)
•Health and Lifestyle Days for KS4 look at issues such as safety on the internet, drug
awareness, self defence, sexual health, sexual relationships, First Aid.(School
information)
•Although the latest pupil survey suggested that only 40% of students would take their
problems to a teacher, the reality is that the majority of the students do speak to adults
in the school community about their concerns. We ensure that all adults in the school
are able to respond to students. This includes Learning Mentors, Learning Support
Assistants, Jubilee Centre staff, School Counsellor, Administrative staff as well as
teachers. (Pupil survey/staff data)
•The Pastoral Heads, Form Tutors, staff responsible for child protection and the
headteacher regularly have students coming to speak to them when they feel at
risk.(Staff information)

4c How much do learners enjoy their education?
- take account of learners’ attitudes, behaviour and attendance
- learners’ spiritual, moral, social, emotional and cultural development
The majority of pupils at Secondary School Benjoy their education.
•Most students in Secondary School Bare happy at school (Pupil Survey).

•The school’s attendance rate has continually improved over the past three years and
now stands at 95.9% which is judged to be very high in comparison with other schools.
The rate of unauthorized absence is well below the national median. (PANDA)
•Pupil behaviour is very good (Parent Survey) and pupils themselves consider their
behaviour to be good (Pupil Survey).
•Pupils’ spiritual, moral, social, emotional and cultural development is very good. They
are supported in their Faith Journey by prayer opportunities, liturgical experiences,
retreats, Religious Education lessons, involvement in opportunities to support others
less fortunate than themselves. Pupils have strong moral values. They try to live by the
Gospel values of justice, love and peace, to be good stewards of our world and to have
a social conscience. They are willing to share their gifts and talents and have high
expectations of staff and of one another. They are involved in activities such as
Debating, Pupil Parliament and Fairtrade. There is a real sense of community in the
school and a large number of students are willing to accept posts of responsibility.
Students understand the concept of reconciliation and are confident that they will always
be given a second chance. Racial harmony is a feature of the school and pupils are
encouraged to celebrate the richness of their cultural diversity. International Evening,
Language College Activities and Pupil Translators support this.(School
data/stakeholders)
•Activities Week each year allows pupils to develop positive social skills whether they
are on residential or day activities.(Activities Week Booklet)
4d How well do learners make a positive contribution to the community?
- learners’ growing understanding of their rights and responsibilities, and of those of others
- how well learners express their views and take part in communal activities
•Pupils are involved in Year Councils, School Council, Pupil Committees, Senior Student
Leadership Team, Extended Student Leadership Team and act as Form
representatives, Librarians, Peer Mediators and Peer Mentors.(Badges)
•They regularly welcome visitors to the school and show them around.(Open Days)
•The whole school community is involved in St Julie’s Day each year when students
organize the events for the day to raise money for our linked Secondary Schools in
Nigeria and Peru. This year £3350 was raised.(Financial Records)
•The students participate in activities in the local community eg Irish Pensioners,
CAFOD Advent Celebration.(Letters)
•The school has engaged with the GEMINI project which links us with a school in Africa
and allows pupils to share information across the globe. The school is also involved in
the Secondary School B Virtual School which enables students to participate in online courses
as well as connect with Secondary School B students in the USA, Japan and Belgium.(Gemini
/ NDVS websites)
•Pupils raise money for other charities in addition to those supported on St Julie’s Day.
Last year an additional £3748 was raised. They also raised £4335 for PTA funds during
the Autumn Fair.(Financial Records)
•Our Citizenship Audit showed good coverage of citizenship issues across a wide range
of curriculum areas.(Citizenship Audit)

4e How well do learners prepare for their future economic well-being?
- how well learners develop skills and personal qualities that will enable them to achieve
future economic well-being
- learners’ understanding of career options, and the acquisition of workplace skills
Students are well prepared for their future economic well-being.
•A Careers Education and Guidance Programme is delivered in Years 7 - 11.(Careers

Handbook)
•A dedicated Careers section is available in the school library.(Library)
•The school’s Careers’ Advisor works in partnership with the school and is present at
Parents’ Meetings as well as undertaking interviews with every student in Year
11.(Partnership agreement and reports)
•Every student in Year 10 has a two week work experience placement.(Work Experience
diaries)
•Events such as a Next Step Evening for Parents and Pupils and an Inside Knowledge
Workshop support pupils’ understanding and acquisition of skills.(Secondary School B
Guarantee)
•Pupils and Parents in Year 9 have an individual interview with a member of the Senior
Leadership Team to look at preferences for KS4 curriculum.(Options booklet)
•The school is involved in the 14-19 Forum in and ensures post-16
progression routes for students going to Secondary School B Sixth Form College.(SFX
folder)
•We have developed work-related learning opportunities and an ASDAN course for
some students.(Governors Curriculum Committee minutes and ASDAN coordinator)
•Year 10 students have been involved in a Nat West tendering process as part of the
mathematics curriculum.(Evaluation)
•A Credit Union operates in school.(Financial Records)
4f Where relevant: how good are learners’ personal development and well-being in
the sixth form?
Not applicable
4g On the basis of your evaluation, what are your key priorities for development?
•We wish to develop further work-related learning opportunities for those students for
whom this is appropriate.
•We wish to support further healthy lifestyles for our students by providing alternatives to
fizzy drinks. Our attempts to do this so far have met with failure as we have not been
able to find an appropriate vending machine that will fit into our dining area. We believe
that providing alternatives will allow us to ban fizzy drinks and so improve behaviour
further.
•We have recently refurbished a room in the basement as a Chaplaincy area and a
Chaplaincy Team will be beginning in January. They will focus on pastoral support of
pupils and staff, home-school liason and links with parishes. We hope that this will
provide even greater pupil support and enhance personal development and well-being.
4Grade Please enter grade. To guide judgement, please consult grade descriptions in
the Guidance for Inspectors of Schools.

Learners’ personal development ✓
and well-being

5. THE QUALITY OF PROVISION
Your evaluation of the quality of provision should take account of the impact on the
standards achieved and the personal development and well-being of learners.
In answering the following questions, please make clear the main evidence, such as
monitoring of teaching, on which your evaluation is based.
5a How good is the quality of teaching and learning?

- how well teaching meets the needs of the full range of learners and course
requirements
- the suitability and rigour of assessment in planning learning and monitoring learners’
progress
- the diagnosis of, and provision for, individual learning needs
- the involvement of parents and carers in their children’s learning and development
The quality of teaching and learning in the school is very good. We know this because the
results of a range of monitoring activities including lesson observations and the records of
pupil achievements all show pupils making good progress.
•Pupils at all levels of ability make good progress in the school.(School data)
•The curriculum offer has been enriched over the past few years to meet the needs of
students by the introduction of Portuguese, two languages at KS3, Applied GCSEs, ASDAN
and making DT optional at KS4.(School data)
•Assessment and pupil tracking mechanisms are a strength of the school.(Assessment
Manager)
•The vast majority of parents think a good range of subjects is provided in the curriculum
and most feel that they are involved in their children’s learning and development. (Parent
Survey/Parent Evenings/Parent Workshops)
•The results of lesson observations indicate that the quality of teaching in general ranges
from good to excellent.(School data)
•Teachers in the school have good subject knowledge and all are specialists in the area
they teach. (Application forms, CPD)
•Teachers engage positively with professional development and have embraced ICT as a
tool to enhance teaching and learning.(CPD spreadsheet, observation of staff)
•Unacceptable behaviour is challenged and dealt with according to school
procedures.(Incident slips)
•Following an INSET session with Prof Xxxxx Xxxxx and as a result of the deliberations of the
Strategy Groups, teachers are piloting a range of ways of assessing pupils’ work, including
peer assessment and self-assessment.(Assessment for Learning facilitator)
•LSAs have been introduced to support learning in KS3 for students with special
educational needs.(LSA timetables)
•Gifted and Talented students are provided with enrichment courses and the curriculum
suited to their needs. The GTP Coordinator meets with students on an individual basis to
set targets. (LEA GTP Coordinator)

•The number of pupils attending out of school hours learning has increased over the past
few years and this has had a positive effect on their attitude towards learning in
class.(Group registers/school data)
•Our REACHOut to Parents programme enables parents (from Secondary School B and the
local area) to access education, go on to further education, gain employment or promotion.
Studies by Yyyyyyyyyy University have shown that this has a positive effect on the
children, enabling them to see the benefits of learning.(School data)
•Our Teaching and Learning Strategy Groups have enabled in-depth discussion and the
sharing of best practice to take place around the focus areas of
-Aspects of Teaching and Learning
-Peer Observation of Teaching
-Assessment for Learning
-Emotional Intelligence
-Accelerated Learning
(School data)
5b How well do the curriculum and other activities meet the range of needs and
interests of learners?
- the extent to which the curriculum or activities match learners’ needs, aspirations
and capabilities, building on prior attainment and experience
- how far the curriculum meets external requirements and is responsive to local
circumstances
- the extent to which the provision enables and encourages learners to be healthy
and stay safe
- the extent to which learners have opportunities to develop enterprise, financial
skills and work in teams
- the extent to which enrichment activities and, where appropriate, extended services
contribute to learners’ enjoyment and achievement
- where appropriate, the extent to which employers’ needs are met through developing
work-related skills
The great majority of students are well served by the curriculum which matches their needs,
aspirations and capabilities.
•Statutory requirements are met.(Curriculum analysis)

•The school’s curriculum design allows for setting within bands which maximises
opportunities for pupils to build on prior attainment and experience in different
areas.(Curriculum diagram)
•Students with literacy and numeracy difficulties in Year 7 follow a catch up programme
which includes the use of RM Successmaker. At present, the two average groups in Year 7
have an extra lesson in Maths and in English. From next year a third group will be formed in
both Maths and English for the weakest students, allowing them to have much more
individual attention.(Successmaker reports)
•Students who are at Level 1 or 2 of EAL have additional support from a teacher fluent in
English, French, Spanish and Portuguese. As most of these students speak one of these
languages, this has a positive effect on their learning.(School data)
•All students study ICT as a discrete subject from Years 7-11 as well as being integrated in
various other areas of the curriculum.(Timetable and Schemes of Work)

•Progression routes at 16+ are clear and curriculum links have been established with
Secondary School B Sixth Form College (where the students have priority of place) through
departmental visits.(Stakeholder)
•Work experience placements are arranged to meet the needs of individual students.(Work
Experience records)
•Work related learning and enterprise education enable students to prepare for the
future.(Enterprise advisors)
•The provision of out of school hours learning opportunities is a major strength of the
school. The sheer numbers of students who participate in study opportunities, clubs, teams,
sporting and artistic events, enrichment opportunities and performance opportunities in
drama and music is uplifting and has contributed to the academic success of
students.(OSHL registers/SRB data)
•The Head of Year 7 links with feeder primary schools to ensure that we have information
about the needs of students prior to their arrival.(Stakeholders)
5c How well are learners guided and supported?
- the care, including as appropriate integrated day care, advice, guidance and other
support provided to safeguard welfare, promote personal development and make good
progress in their work
- the quality and accessibility of information, advice and guidance to learners in relation
to courses and programmes, and, where applicable, career progression
- the extent to which the school and any additional services contribute to the learners’
capacity to be healthy, including vulnerable groups, such as looked after children
The staff at Secondary School B are highly committed to providing good quality care for all
pupils allowing them to achieve above expectation. (Attendance, Exam results, Pupil Survey)
•Child protection procedures are robust and known to all staff.(Policy, register,
handbook,induction)
•We have good relationships with external agencies such as the Police, the Education
Welfare Service and the Education Business Alliance.(Pastoral Liaison Coordinator)
•Our Pastoral system sees the role of the Form Tutor as vital in supporting and caring for
the pupils. Our Pastoral Heads and the Pastoral Coordinator provide valuable support to
the Form Tutor and pupils as do other support workers such as Learning Mentors, the
school counsellor and the SEN staff.(Minutes of meetings)
•Teachers spend many hours over and above any contractual time supporting students
and the students appreciate this.(Homework Club and Study Provision)
•Support staff also offer high levels of care to students, especially the vulnerable, the
pupils with special educational needs and the children who are ill.(School data)
•Student Leaders in Year 11 provide positive role models for younger students and Big
Sisters enable Year 7 pupils to feel safe and secure.(School data)
•In addition to the normal forms of support, pupils have access to the Xxxxxxx Centre,
Anger Management sessions and Circle Time.(School data)
•Our vulnerable students feel safe and cared for in school.(Attendance records)
•Students at risk of underachieving are identified and given a mentor.(Learning Mentor
records)
•Students who come with little or no English make very good progress in school and
achieve good grades at GCSE. (School data)
5d Where relevant: what is the quality of provision in the sixth form?
Not applicable

5e On the basis of your evaluation, what are your key priorities for
development?
•To continue to improve the quality of teaching and learning by further training in lesson
observation and feedback.
•To continue to provide additional support where teaching is less than good.
•To develop curriculum links with three of our main feeder primary schools.
•To develop the Chaplaincy Team to support students and staff.
5Grade Please enter grades. To guide judgement, please consult grade descriptions in

Quality of teaching Whole school ✓
and learning Sixth form
Quality of the curriculum Whole school ✓
and other activities Sixth form
Quality of care, guidance Whole school ✓
and support for learners Sixth form

6. LEADERSHIP AND MANAGEMENT
Your evaluation of leadership and management should take account of their impact in
terms of the outcomes for learners and the quality of provision.
In answering the following questions, please make clear the main evidence on which
your evaluation is based.
6a What is the overall effectiveness and efficiency of leadership and

management?
- how effectively leaders and managers at all levels set clear direction leading to
improvement and promote high quality of integrated care and education
- how effectively performance is monitored and improved to meet challenging targets
through quality assurance and self-assessment
- how well equality of opportunity is promoted and discrimination tackled so that all
learners achieve their potential (ie inclusion)
- the adequacy and suitability of staff, specialist equipment, learning resources and
accommodation
- how effectively and efficiently resources are deployed to achieve value for money
- how effectively links are made with other providers, services, employers and other
organisations to promote the integration of care, education and any extended services
to enhance learning
- the extent to which governors (and, if appropriate, other supervisory boards) discharge
their responsibilities
The Leadership and Management of the school are very good and have a significant effect
on raising achievement and supporting all learners.
•The Trustees of the School, the Anonymous , are committed to the

education of girls in the inner-city. They appoint Foundation Governors supportive of the
school and facilitate meetings of Secondary School B.(Governors Minutes)
•The Governing Body works successfully in partnership with the SLT to improve the quality
of education and raise standards. Through their committee structure, reports, nominated
Governors (e.g. SEN and Child Protection) and full Governing Body Meetings they act as
critical friends and in the best interests of the students.(Minutes of Meetings)
•All statutory requirements e.g. CRB, Audit and Health and Safety checks are carried
out.(Audit reports)
•The Headteacher and senior staff provide very clear direction for raising standards and
promoting the well being and personal development of students. This vision is shared
effectively with subject leaders and all staff in the school. Governors and the external
adviser in 2002 - 2004 judged the work of the headteacher to be excellent. The school has
a powerful vision based on the educational philosophy of St Julie, "Teach the students what
they need to know for life", which is clearly articulated in the Mission Statement.(SDP,
Minutes, DDP)
•The SDP effectively records the long-term strategic planning of the school, whilst setting
out the priorities for the coming year.(SDP)

•Performance Management policy and procedures are in place. (PM portfolio)
•An annual Governors review of the work of departments has been developed providing a
robust monitoring system that focuses on raising standards whilst allowing professional
debate and negotiaton.(Departmental Reviews)
•A Line Management Structure has been developed that ensures accountability and
support, promoting leadership development at different levels within the school.(Staff
handbook)
•All issues for action from the last Ofsted inspection have been addressed and developed
with the exception of the acquisition of a playground - something that is beyond this
headteacher’s control! We have recently refocussed on Assessment for Learning.(Past
SDPs)
•The school is committed to inclusive education and makes good use of its Xxxxxxx Centre
to support students at risk of exclusion, poor attenders or students vulnerable for specific
reasons. In the past seven years there has only been one permanent exclusion from the
school. Fixed term exclusions of 5 days or more are never used. Every effort is made to
support students remaining in school, including using Governors to accompany parents with
housing or immigration issues. The school works in partnership with external agencies to
promote the welfare of its students. A weekly Pastoral Support meeting is held which brings
together relevant external agencies and key staff.(School records, minutes)
•Despite the physical constraints of the building, creative use has been made of available
space and a rolling redecoration programme is in place.(School building)
•Resources are used very well. The school makes very good use of the funds and grants it
receives and is careful in ensuring it receives good value for money.(Audit)
•Strategic recruitment policy has been crucial to raising standards in previously
underperforming departments as has selective use of recent education initiatives.(Staffing)
•Examples of impact of leadership and management on previously underperforming
departments are as follows -
The science department was transformed by appointing a new HOD, changing the GCSE
syllabus, raising attainment at KS3, providing INSET and ensuring each GCSE group had
only one teacher who was then accountable for the results.
Media Studies was underperforming because the teacher in charge was ill. The
headteacher enabled the teacher to get ill-health retirement and appointed a new member
of staff with skills in the teaching of media.
•The school has engaged in the Secondary School B in Cities Partnership and the
Leadership Incentive Grant (LiG) Collaborative. It acts as the lead school for two
collaborative projects - Student Leadership and Lesson Observation and Feedback. It has
used LiG funding to enhance the quality of teaching and learning, support workforce reform,
develop middle leaders and provide time for monitoring.(Link Adviser)
•Extended services provided through Language College, Extended school, Leading Edge or
REACHOut to Parents are well received and secure good value for money.(Stakeholders
and Partners)
Sections 1-5 contain other details confirming the effectiveness and efficieny of leadership
and management.

6b Where relevant: what are the effectiveness and efficiency of leadership and
management in the sixth form?
Not applicable
6c On the basis of your evaluation, what are your key priorities for development?
•To continue to search for ways of acquiring a playground and additional sports facilities.
•Continue to develop middle leaders.
•Develop a shadow structure based on the new TLR points.
6Grade Please enter grades. To guide judgement, please consult grade descriptions in the
Guidance for Inspectors of Schools.

Effectiveness and efficiency Overall ✓
of leadership and management Sixth form

7. OVERALL EFFECTIVENESS AND EFFICIENCY
How effective and efficient is the provision of education, integrated care

and any extended services in meeting the needs of learners and why?
To answer the questions raised in this section of the form you should draw together
your evaluations in the previous sections.
In answering the following questions, please in each case make clear the main evidence
on which your evaluation is based.
7a What is the overall effectiveness of the provision, including any extended

services, and its main strengths and weaknesses?
The overall effectiveness of the school is very good with some outstanding features. In
making these judgements the following strengths have been identified:
•There is a high level of achievement at both KS3 and KS4 from students of all abilities.
•Attendance of pupils is high and has been maintained at this level over several years.
•The personal development and well-being of students are outstanding.
•The quality of teaching and learning is very good.
•The formal curriculum and enrichment opportunities offered to pupils are very good and
support their learning, development and achievement.
•Leadership and management in the school are very effective, promote high
expectations and raise standards.
•Relationships in the school enable an atmosphere to exist that is conducive to learning,
raises aspirations and where it is acceptable to achieve.
•Pastoral support systems help overcome barriers to learning and promote inclusion.
•Vulnerable students, including travellers and those at an early stage of English
acquisition are very well supported and make good progress.
Evidence - PANDA, Pupil and Parent Surveys, School data and Policies, monitoring of
lessons.
In terms of weaknesses, the underperformance of Design Technology and the lack of a

playground have been identified.
7b What is the effectiveness of any steps taken to promote improvement since
the last inspection, and as a result of your self-evaluation?
In terms of academic standards:
At KS4
•Overall pass rate of 5+ A* - C grades has increased from 62% to 69%
•There have been significant improvements in results in Mathematics, Science, Religious
Studies and Art whilst English, English Language, Spanish, Geography, History and Drama
remain above the 5+ A*-C percentage. New Applied GCSE courses have begun well
with Leisure & Tourism achieving 92% A*-C grades and Applied ICT achieving 55%.
At KS3

•The differential between English and the two other core subjects has been reduced and
attainment has been improved in all three subjects.
•Results in MFL have improved significantly (66% at or above the expected level in 1999,
90% in 2004).
In terms of other aspects of the school:

•Day to day assessment of pupils work has developed and we are now piloting new
approaches to this.
•The Teaching and Learning Strategy Groups provide the opportunity for Learning Centred
Leadership, risk taking and the sharing of good practice.
•The School Development Plan has long, medium and short-term targets and departments
have development plans with clear subject-focused priorities.
•Greater opportunities have been developed for pupils to take responsibilitiesin the life of
the school. The role of the Senior and Extended Leadership Teams has been enhanced,
pupil committees have been introduced, Spanish and Portuguese translators have been
appointed, peer mediators have been trained, students have been commissioned as
Ministers of the Eucharist and students run a Fairtrade stall for staff.
•The school was involved in the obtaining of a £1.2m grant from the New Opportunities
Fund to develop a concrete area opposite the school as a sports area. Work begins this
summer.
7c What is the capacity to make further improvement?
The school has the capacity to make futher improvements. The evidence for this
judgement is based on the improvements made over the past 5 years.
The Senior Leadership Team(SLT) is experienced and has wide expertise developed
through the structure of the SLT and training provided. The administrative systems
within the school are solid and have been expanded to cope with the demands of
workforce reform. The school has a history of sharing good practice with others through
Beacon schools, LiG, Leading Edge and Language College. The headteacher has acted
as mentor to new headteachers in the LEA. A policy of delegation operates in school so
that individual gifts and talents can be recognised and decisions made at the appropriate
level. As a school, we work on the priorities we see to be important, that will benefit our
students and staff and support our ethos and mission.(SDP)
7d How effective are links with other organisations to promote the well-being of
learners?
The school works well with other organisations to promote the well-being of students.
•The Education Welfare Service views the school as an example of good practice in its work
on attendance and refers other schools to us.
•The school works in partnership with the LEA and other schools to promote good practice
and to raise standards, e.g. work on Student Leadership and Lesson Observation training.
•The school has good relationships with the police especially the school link officers. The
Karrot scheme has been used to promote attendance. The Yyyyyyyyy Unit has been involved
in a safe surfing campaign and staying safe from sexual offences.
•The Education Business Alliance has supported students learning by providing Business
Mentors for students at KS4.

•As a three-mile radius of the school cuts 11 LEAs, it is difficult for us to have effective links
with all of them, especially the Social Services. Some are keen to work with the school in
supporting young people whilst others do not want to know if the student is not being
educated in the home LEA.
7e What steps need to be taken to improve the provision further?
•We wish to continue to improve the quality of teaching and learning by further training in
lesson observation and feedback.
•We wish to develop new day to day assessment methods based on the findings of our
pilot.
•We wish to continue developing our Teaching and Learning Strategy Groups.
•We wish to increase the use of whiteboard technology in the school.
•We wish to continue to provide additional support where teaching is less than good.
•We wish to develop further styles of learning, promoting a greater understanding of
Learning Styles, development of students as independent learners and encouraging
appropriate differentiation.
•We wish to develop curriculum links with three of our main feeder primary schools.
•We wish to continue to develop middle leaders.
•We wish to develop a shadow structure based on the new TLR points.
•We wish to develop further work-related learning opportunities for those students for
whom this is appropriate.
•We wish to strengthen the Induction programmes for both NQTs and staff new to post.
•We wish to ensure that KS3 core subjects have appropriate quality external adviser
links.
•We wish to extend Performance Management to support staff.
•We wish to continue to support healthy lifestyles for our students by providing healthy
eating / drinking alternatives in school
•We wish to develop the Chaplaincy Team to support students and staff.
•We wish to continue to search for ways of acquiring a playground and additional sports
facilities for students.
7f Where relevant: what are the effectiveness and efficiency of the sixth form?
Not applicable
7Grade Please enter grades. To guide judgement, please consult grade descriptions in

Overall effectiveness ✓
Capacity to make further improvement ✓
Improvement since the last inspection ✓
Effectiveness and efficiency of sixth form

Self-Evaluation Form: Name of School: Unique Reference Number (URN)

Uploaded by

Copyright:

Available Formats

You might also like

Self-Evaluation Form: Name of School: Unique Reference Number (URN)

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Self-Evaluation Form: Name of School: Unique Reference Number (URN)

Uploaded by

Copyright:

Available Formats

SELF-EVALUATION FORM

SECONDARY SCHOOLS (WITH AND WITHOUT SIXTH FORMS)

MIDDLE SCHOOLS (DEEMED SECONDARY)

Name of school: Secondary School B

Unique reference number (URN): 777777

Printed on: Wednesday 22 June 2005 Secondary SEF Page 1

This self-evaluation form is primarily designed to:

• Assist you in your own self-evaluation; and

• Be used as the basis of the inspection of your school or setting.

The form is in three parts:

Part B FACTUAL INFORMATION ABOUT YOUR SCHOOL

Part C INFORMATION ABOUT COMPLIANCE WITH STATUTORY REQUIREMENTS

Printed on: Wednesday 22 June 2005 Secondary SEF Page 2

When to complete the form

Who and what the form is for

• The SEF is intended to record the outcomes of your self-evaluation. As such, it

How to fill the form in

• Reference is made in Section A to the Guidance for Inspectors of Schools. This

Printed on: Wednesday 22 June 2005 Secondary SEF Page 3

• Please complete this form electronically via the Ofsted website.

Printed on: Wednesday 22 June 2005 Secondary SEF Page 4

What are the main characteristics of your school?

1a Please outline the main characteristics of the learners, including:

Printed on: Wednesday 22 June 2005 Secondary SEF Page 5

As a specialist Language College we seek to promote the learning of languages as part of

Printed on: Wednesday 22 June 2005 Secondary SEF Page 6

•Outreach work and links with the local community

•Business Mentors for students

1e Please outline briefly the main priorities in your improvement/development

Priorities under the Leadership section include:

Printed on: Wednesday 22 June 2005 Secondary SEF Page 7

•Assessment and Reporting

Priorities under the Inclusion section include:

Priorities under the Excellence section include:

Priorities under the Outreach section include:

Printed on: Wednesday 22 June 2005 Secondary SEF Page 8

•Year and School Council Meetings

Our parents/carers share their views through

Other stakeholders share their views through

• The is a good school and that they are happy here

Printed on: Wednesday 22 June 2005 Secondary SEF Page 9

Parents/carers tell us that

Other stakeholders tell us that

•We work well with vulnerable groups of students

•Year and School Councils

Printed on: Wednesday 22 June 2005 Secondary SEF Page 10

•Maintaining a rolling programme of redecoration in the school

Printed on: Wednesday 22 June 2005 Secondary SEF Page 11

How well do learners achieve?

3a What are learners’ achievement and standards in their work?

Level 5+ 1999 2004

Printed on: Wednesday 22 June 2005 Secondary SEF Page 12

Printed on: Wednesday 22 June 2005 Secondary SEF Page 13

Outstanding Good Satisfactory Inadequate

Printed on: Wednesday 22 June 2005 Secondary SEF Page 14

4a To what extent do learners adopt healthy lifestyles?

•Students tell us that bullying is not seen as a particular problem.(Pupil survey)