See Below for our recent Department OFSTED inspection comments (December 2010)
The overall effectiveness of Art, Craft and Design is outstanding.
n Students make excellent progress in the subject from below average starting points in Year 7. By Year 9 a significantly higher than national proportion of boys and girls choose to continue to an examination course that specialises in painting and three-dimensional work, textiles or graphics. Overall, their A*to C GCSE grades are above the high standards achieved nationally. Students demonstrate very positive attitudes in the subject, continuing to develop their work voluntarily and independently.
n The development of students’ confidence in drawing underpins their enjoyment and achievement. As they move through the school students show increasing control and creativity with different drawing tools and techniques. Their sketchbook pages show that students respond very well to insights into the drawing approaches used by other artists, such as Henry Moore. Expressive drawings made outside of sketchbooks show that students are able to handle large scale boldly. Their understanding of different purposes of drawing widened through a ‘Big Draw’ school event.
n The impact of teaching on students’ learning and progress is outstanding. In particular, the quality of individual discussion and decision-making between teachers and students, supported by detailed, constructive marking, promotes creative development very effectively. This approach complements the continuous tracking of students’ attainment and aspirations across their subjects. Mutual respect is evident, characterised by students’ appreciation for the positivity and persistence of staff, and the evident value given to students’ responses and their own cultural interests.
n An indication of strong subject teaching is the thoughtful consideration given to lesson activities, designed to make potentially challenging concepts easy to understand. For example a series of short tasks using paper cuts to teach students how to make visual compositions, followed up by a whole group constructing a still life that enabled the teacher to assess their understanding. The use of computer technology as a teaching tool is underused, for example it could be used to model the use of images and words together to show how ideas might be presented to a team or client.
n Opportunities to use a wide range of media in Years 7 to 9 and clear references to creativity enable students to make informed choices about the different GCSEs in the subject offered by the school, or the Creative and Media Diploma offered through collaborative arrangements. The range of opportunities is suitably wide to attract and engage boys and girls, more able students and those with learning difficulties and/or disabilities.
n Community-based projects, such as murals designed and created with local primary schools, encourage students to think beyond the intrinsic value of the subject. Enterprise initiatives, such as an illustrated calendar, enable students to consider career-related possibilities. Visits by students to the local college and university also contribute to building their creative and career aspirations.
n Displays of two- and three-dimensional work created by students with different abilities across all years and courses and including voluntary activities, in public areas of the school and throughout the studios, communicate clearly and convincingly that high expectations are achievable by all. The subject is very well regarded within the school.