A report on
Fitzalan High School
Lawrenny Avenue
Leckwith
Cardiff
CF11 8XB
Date of inspection: February 2017
by
Estyn, Her Majesty’s Inspectorate for Education
and Training in Wales
During each inspection, inspectors aim to answer three key questions:
Key Question 1: How good are the outcomes?
Key Question 2: How good is provision?
Key Question 3: How good are leadership and management?
Inspectors also provide an overall judgement on the school’s current performance
and on its prospects for improvement.
In these evaluations, inspectors use a four-point scale:
Judgement
What the judgement means
Excellent
Many strengths, including significant
examples of sector-leading practice
Good
Many strengths and no important areas
requiring significant improvement
Adequate
Strengths outweigh areas for improvement
Unsatisfactory
Important areas for improvement outweigh
strengths
The report was produced in accordance with Section 28 of the Education Act 2005.
Every possible care has been taken to ensure that the information in this document is
accurate at the time of going to press. Any enquiries or comments regarding this
document/publication should be addressed to:
Publication Section
Estyn
Anchor Court, Keen Road
Cardiff
CF24 5JW or by email to [email protected]
This and other Estyn publications are available on our website: www.estyn.gov.wales
© Crown Copyright 2017: This report may be re-used free of charge in any
format or medium provided that it is re-used accurately and not used in a
misleading context. The material must be acknowledged as Crown copyright
and the title of the report specified.
Publication date: 05/05/2017
A report on Fitzalan High School
February 2017
1
Context
Fitzalan High School is an English-medium mixed 11 to 18 school maintained by
Cardiff local authority. There are currently 1,721 pupils on roll, including 344 in the
sixth form, compared to 1,440 pupils, including 254 in the sixth form, at the time of
the last inspection.
The school is situated close to the centre of the city, and serves a catchment area in
which there are high levels of social and economic disadvantage. The proportion of
pupils eligible for free school meals is 32.7%, which is considerably higher than the
national average of 17.4%. Around 60% of pupils live in the 20% most deprived
areas of Wales.
Around 35% of pupils have a special educational need, which is above the national
average of 25.1%. The proportion of pupils who have a statement of special
education needs is 2%, which is lower than the 2.5% average in Wales.
No pupils speak Welsh as a first language. Approximately 70% of pupils come from
a minority ethnic background and speak English as an additional language. Over 60
different languages are spoken within the school community.
The headteacher has been in post since September 2009. The senior leadership
team consists of a deputy headteacher, four assistant headteachers and two
associate assistant headteachers.
The individual school budget per pupil for Fitzalan High School in 2016-2017 is
£4,742 per pupil. The maximum per pupil in the secondary schools in Cardiff is
£6,861 and the minimum is £4,327. Fitzalan High School is 12th out of the 19
secondary schools in Cardiff in terms of its school budget per pupil.
A report on Fitzalan High School
February 2017
2
Summary
The school’s current performance
Excellent
The school’s prospects for improvement
Excellent
Current performance
The school’s current performance is excellent because:
Over the last four years, at key stage 4, performance places the school in the
upper half of similar schools in most indicators, and in the top quarter in the
majority of them
More able pupils, pupils eligible for free school meals and pupils with additional
learning needs achieve very highly
In lessons, many pupils make strong progress in their knowledge, understanding
and skills
Most pupils demonstrate exemplary behaviour and high levels of engagement in
their learning
Rates of attendance are exceptionally high
The school has highly effective provision for developing pupils’ literacy and
numeracy skills, and for supporting more able pupils and those with additional
learning needs
The curriculum is highly flexible and responsive to the needs of individual pupils
In many instances, teaching is effective in promoting strong progress in pupils’
learning
The school has outstanding provision for the care, support and guidance of
pupils
The school has a strongly inclusive ethos that is highly successful in celebrating
diversity and achievement and raising aspirations
Prospects for improvement
The school’s prospects for improvement are excellent because:
The headteacher has a clear strategic vision, shared by all staff, that is based on
ensuring that all pupils achieve their best
Leadership roles are clearly defined and closely matched to individual expertise
and skills
There is a strong culture of accountability at all levels of leadership
Leaders have a strong track record in responding to national priorities and in
securing improvement in many aspects of the school’s work
The school has robust systems for self-evaluation and improvement planning
The governing body plays an important role in setting the school’s strategic
direction and provides effective support and challenge
The school manages its resources very effectively
A report on Fitzalan High School
February 2017
3
Recommendations
R1 Improve standards in a very few subjects so that they match the excellent overall
outcomes achieved by pupils
R2 Strengthen a few aspects of self-evaluation and improvement planning in order
to increase the proportion of excellent teaching
What happens next?
The school will draw up an action plan that shows how it is going to address the
recommendations.
Estyn will invite the school to prepare a written case study, describing the excellent
practice identified during the inspection.
A report on Fitzalan High School
February 2017
4
Main findings
Key Question 1: How good are outcomes?
Excellent
Standards: Excellent
Over the last four years, at key stage 4, performance has improved in all indicators.
This places the school in the upper half of similar schools based on free-school-meal
eligibility in most indicators over this period, and in the top quarter in the majority of
them. In many indicators, pupils make strong progress from previous key stages.
At key stage 4, performance in the level 2 threshold, including English and
mathematics has improved substantially since 2013. Performance in this indicator
has been above modelled outcomes for the last four years, and well above for the
last two.
Performance in the capped points score has been consistently well above modelled
outcomes for the last four years. Performance in the level 1 and level 2 threshold
has placed the school in the top quarter of similar schools for the last two years. The
proportion of pupils achieving five A*-A grades at GCSE is consistently higher than
that in similar schools. Overall, pupils with additional learning needs make strong
progress. Pupils for whom English is an additional language make particularly strong
progress.
At key stage 3, the proportion of pupils who achieved the core subject indicator fell
slightly in 2016, but remains above the average for similar schools.
In Year 13, the proportion of pupils gaining the level 3 threshold has improved over
the last three years and has generally been in line with the average for similar
schools. However, performance in the average wider points score has remained well
above the average for similar schools over this period. The proportion of pupils
gaining three A*-C grades and of those achieving three A* or A grades at A level or
equivalent has fluctuated over the last three years, but is generally in line with the
averages for pupils in similar schools.
The proportion of both boys and girls achieving the key stage 3 core subject indicator
is consistently above the averages for boys and girls in similar schools. At key stage
4, the performance of both boys and girls in all indicators is consistently well above
the averages for boys and girls in similar schools.
At key stage 3, the proportion of pupils eligible for free school meals achieving the
core subject indicator has improved over the last three years and is well above the
national average for this group of pupils. At key stage 4, in all indicators, the
performance of pupils eligible for free school meals is well above national averages
for these pupils.
At the end of Year 11, many pupils continue their education in a school or further
education college. No pupil has left the school without a recognised qualification in
the last five years.
A report on Fitzalan High School
February 2017
5
In lessons, many pupils make strong progress. Most demonstrate a positive and
enthusiastic attitude to their learning and maintain focus and concentration very well.
These pupils listen carefully to their teachers and their peers. They work effectively
in pairs or groups, sharing their ideas well. Many pupils demonstrate strong levels of
independence in their learning and are highly resilient when faced with challenging
tasks. They recall their prior learning well and apply their understanding to new
contexts successfully. These pupils have well-developed problem-solving skills. A
few pupils are highly effective in guiding and supporting the learning of their peers.
Many pupils show a high level of technical accuracy in their written work. They
produce well-structured extended writing for a wide range of purposes and audiences
and use subject specific terminology effectively. The majority of pupils produce
well-balanced written arguments and sophisticated analyses of a range of texts.
Most pupils have sound reading skills and extract relevant information from a variety
of texts with confidence. They deploy a range of effective reading strategies. Many
pupils use inference and deduction to interpret texts successfully. A minority of
pupils demonstrate strong higher-order reading skills and are able to synthesise and
summarise information effectively.
Most pupils participate enthusiastically in class discussion and make clear and
thoughtful contributions to these activities. Many provide well-developed and
articulate responses and use a wide range of vocabulary.
Many pupils have well-developed numeracy skills. They use these skills across the
curriculum effectively, for example when analysing research data in religious studies.
Many pupils use their information and communication technology (ICT) skills well
across the curriculum, for example when undertaking musical composition, analysing
geographical data or producing computer-aided engineering designs.
At key stage 4, the majority of pupils gain a level 2 qualification in Welsh. In Welsh
lessons, most pupils demonstrate strong linguistic skills. Many pupils use Welsh well
outside of their Welsh lessons.
Wellbeing: Excellent
Nearly all pupils show respect to each other and to staff and are courteous to visitors.
They value highly the diverse nature of the school community and the range of
cultures, languages and religions represented by pupils and staff in the school.
Most pupils approach their learning enthusiastically and are eager to achieve high
standards. Their behaviour in lessons and around school is exemplary. Rates of
exclusion are very low. Most pupils feel safe at school and feel that the school deals
well with any bullying.
Attendance rates are exceptionally high. They have been consistently well above
modelled outcomes for the last five years and place the school in the top quarter of
similar schools throughout this period. The attendance rates of pupils eligible for free
school meals are significantly above the national average for this group of pupils.
Levels of persistent absence are consistently well below local and national averages.
A report on Fitzalan High School
February 2017
6
Many pupils have a positive attitude towards healthy lifestyle choices. Participation
rates in extra-curricular activities are high and pupils further their social and life skills
well through these activities.
Pupils contribute maturely to the development of the school through the school
council and a range of other activities, such as an equalities group and a digital
leaders group.
Key Question 2: How good is provision?
Excellent
Learning experiences: Excellent
Curricular provision is a significant strength of the school. The school provides an
extensive range of learning experiences that meets the needs of all pupils
exceptionally well. This has a substantial impact on pupil standards and wellbeing.
Provision in key stage 3 meets statutory requirements and builds well on previous
learning. The school provides an extensive range of subject options at key stage 4
and in the sixth form, including a wide variety of vocational qualifications. It is highly
effective in responding flexibly to pupils’ needs and interests to provide a curriculum
that is tailored to each individual. The school provides high quality provision to
support those pupils at risk of disengagement. This has a very positive impact on the
outcomes of these pupils.
The school has been highly successful in implementing the Literacy and Numeracy
Framework. There are many relevant opportunities across the curriculum for pupils
to develop and consolidate their skills. The school uses particularly effective
strategies to support those pupils with weaker literacy skills. There is well-planned
provision for the development of pupils’ ICT skills across the curriculum.
Provision for more able and talented pupils is a particular strength of the school. It
provides an extensive range of curricular and extra-curricular activities to stretch and
challenge these pupils. This has been highly successful in raising the aspirations of
more able pupils and helping them to achieve excellent outcomes.
The school plans effectively to develop pupils’ understanding of the Welsh language.
The bilingual ethos of the school is well developed, and pupils are regularly
encouraged to use Welsh in lessons across the curriculum. Pupils have many
valuable curricular and extra-curricular opportunities to enhance their cultural
understanding of Wales, for example a ‘Welsh in Business’ conference.
The school is successful in developing pupils’ awareness of sustainable development
and global citizenship issues. It provides a wide range of activities to develop pupils’
understanding, such as cultural festivals, trips and a variety of guest speakers from
different cultures and religions. The school provides an extensive range of
extra-curricular and sporting activities.
A report on Fitzalan High School
February 2017
7
Teaching: Good
Nearly all teachers have good subject knowledge and develop strong working
relationships and well-understood routines with their classes. Most teachers plan a
wide range of effective activities that engage pupils successfully. They provide clear
explanations and set precise learning objectives that promote a strong pace of
learning. These teachers monitor pupils’ progress carefully, which helps them to
address misconceptions promptly and provide pupils with valuable verbal feedback.
Many teachers design carefully-planned lessons based on a detailed knowledge of
individual pupils. These lessons are well structured, and are effective in ensuring
progressive development of pupils’ knowledge, understanding and skills. In these
lessons, teachers use a variety of stimulating resources that engage pupils
successfully. They plan activities that are well matched to pupils’ abilities and
interests. In these lessons, teachers have high expectations of what pupils can
achieve and set them demanding tasks that promote strong progress well. These
teachers manage pupils’ behaviour well when necessary.
Many teachers are good language models, and are successful in developing pupils’
understanding of, and confidence in using, subject-specific terminology. In the
majority of lessons, teachers use skilful questioning techniques to probe and develop
pupils’ thinking effectively.
In a few instances, teaching is not consistently effective enough. In these lessons,
activities are either too teacher-led, which limits pupil progress and engagement, or
pupils are given insufficient time to consolidate their learning. These teachers do not
use questioning well enough to develop pupils’ understanding. In a few cases,
teachers do not plan a sufficiently coherent or challenging series of activities. A very
few teachers do not manage pupils’ behaviour well enough.
Nearly all teachers provide pupils with regular written feedback. In the majority of
cases, teachers provide pupils with useful advice on how to improve their work.
However, only a minority of teachers ensure that pupils consistently improve their
work when asked to do so.
The school has robust and effective systems in place to monitor pupil progress
closely. Leaders use this information well to plan effective interventions. This makes
a significant contribution to the standards that pupils achieve. Parents receive
regular reports on their children’s progress. These reports set clear and useful
targets for improvement.
Care, support and guidance: Excellent
The school is a highly inclusive and caring community. It provides outstanding
support for pupils’ wellbeing, which contributes considerably to pupils’ high standards
and strong spiritual, moral, social and cultural development. There are several
exemplary aspects to this provision which the school is sharing locally, regionally and
nationally.
A report on Fitzalan High School
February 2017
8
The school has comprehensive systems to record, monitor and share important
information about individual pupils’ wellbeing. The school’s work to encourage
regular attendance is highly successful. Staff monitor attendance rigorously and
intervene swiftly and effectively to address any issues. The school works very well
with parents to support attendance.
The school has a clear and well-established strategic approach to managing
behaviour. It is particularly effective in implementing remedial approaches which are
very successful in promoting positive relationships between pupils, staff and parents.
This results in low rates of exclusion and successful outcomes for pupils with very
challenging circumstances.
Provision for pupils with additional learning needs is very effective. In particular, the
school provides highly successful support for pupils who arrive at the school with little
knowledge of the English language, which helps these pupils to make rapid progress.
It also provides outstanding support for pupils with social, emotional and behavioural
difficulties. This includes innovative approaches to the curriculum, high quality
nurture provision and strong links with specialist services to meet the needs of
individual pupils.
The school encourages healthy lifestyles successfully. Staff at all levels listen to,
value, and take good account of the views of pupils and use their feedback well to
improve the school. The school provides beneficial advice and guidance to pupils as
they progress through the school regarding their subject choices and options for
future education, employment and training.
The school’s arrangements for safeguarding pupils meet requirements and give no
cause for concern.
Learning environment: Excellent
The school has been exceptionally successful in establishing an ethos that
celebrates diversity and achievement and creates a culture of inclusivity, care and
respect. It promotes outstandingly high levels of aspiration and ambition.
Pupils are happy and feel safe within the school community and there is mutual
respect between pupils and staff. The school is highly effective in promoting equality
and challenging stereotypes. Staff are exemplary role models for pupils, and this
contributes very well to this aspect of school life.
The school makes best use of the accommodation available to it and the site is well
maintained. There are very good learning resources across all areas of the
curriculum, including information and communication technology and a
well-resourced library. All pupils have access to high-quality sports facilities.
Informative and attractive wall displays in classrooms and corridors enhance the
environment, stimulate learning and celebrate pupils’ work and activities well.
A report on Fitzalan High School
February 2017
9
Key Question 3: How good are leadership and management?
Excellent
Leadership: Excellent
The leadership of the school is exceptional. The headteacher has a strong
commitment to continuous improvement and a clear understanding of what is needed
to achieve this goal. She is supported by a highly effective senior leadership team.
As a result, leadership has been successful in securing consistently outstanding
outcomes for pupils.
Leaders at all levels have a strong sense of moral purpose and ambition for the
school that is focused on ensuring that all pupils achieve their best. This clear vision
is firmly understood by pupils, parents and governors, and the values that the school
promotes are embedded securely in all of its work.
Senior and middle leaders have clearly-defined roles and responsibilities. These
roles are allocated carefully so that the considerable expertise and skills of
individuals are well-matched to their areas of responsibility. Furthermore, senior
leaders review and refine middle leadership roles frequently to reflect national
priorities and to better suit the needs of pupils.
Effective communication systems support the school’s strategic and operational aims
and promote close team-working. There is a calendar of regular meetings that focus
well on raising standards. Leaders at all levels use data proficiently to set the
strategic direction of the school, hold others to account and to intervene where
necessary to support improvement. Performance management arrangements are
rigorous, with clear and measurable targets for all staff. Senior leaders tackle
underperformance robustly, and provide effective support to help staff to improve
their practice.
The school has a proactive approach to leading and supporting regional and national
priorities, for example through school-to-school improvement work and in leading
strategies to support vulnerable pupils. Many leaders are actively involved in
leadership activities outside the school, such as lecturing on masters’ programmes or
supporting other schools to develop their leadership practice. This has helped to
strengthen further the leadership capacity of the school.
Governors have a comprehensive understanding of the school. They work in close
partnership with the headteacher to set the school’s strategic direction and use their
wide range of experiences and expertise well to support and challenge the school.
Improving quality: Good
The school has a robust and systematic approach to self-evaluation. It draws on a
wide range of evidence, including a sound analysis of data, standards in lessons and
the quality of teaching. This has resulted in substantial improvements in important
areas of the school’s work, such as pupil outcomes and attendance, curriculum
provision and teaching.
A report on Fitzalan High School
February 2017
10
The school’s self-evaluation report provides a detailed and accurate analysis of
performance in most aspects. A well-established and valuable programme of
departmental reviews provides a useful overview of the quality of provision and
leadership across the school and identifies appropriate areas for improvement.
Senior leaders have a clear understanding of strengths and areas for improvement in
the school. They work closely with middle leaders to scrutinise the quality of
departmental and pastoral evaluations and regularly monitor progress against
identified actions. Middle leaders generally have a secure understanding of the
strengths and areas for improvement in their areas of responsibility. However, in a
few instances, they are overgenerous in their evaluation of the quality of teaching.
The school improvement plan identifies key priorities clearly. It contains robust
success criteria, challenging targets and clear milestones with which to measure
progress. It is underpinned by a series of action plans that focus well on specific
aspects of the school’s work.
Middle leaders plan well for improvement. The majority of departmental and pastoral
plans identify appropriate actions to bring about improvements that are based clearly
on self-evaluation evidence. However, in a few cases, success criteria are not
sufficiently precise or focused well enough on the intended impact on pupil
outcomes.
The school regularly seeks the views of pupils and uses this well as part of its self-
evaluation processes. Governors are fully involved in self-evaluation and
improvement planning and have a sound understanding of the school’s strengths and
areas for development.
Partnership working: Excellent
The school’s well-established and extensive range of partnerships is an outstanding
feature of its work. These partnerships make a strong contribution to the
development of pupils’ confidence, self-esteem and levels of aspiration. They have a
significant impact on pupils’ wellbeing and the standards that they achieve.
Exceptionally strong links with local primary schools contribute very well to pupil
standards, progress and wellbeing. For example, there is a highly co-ordinated
approach towards early identification of vulnerable pupils and those with specific
social and emotional needs. In addition, the school works closely with partner
primary schools to plan beneficial ‘bridging’ projects in a wide range of subjects. As
a result, pupils receive outstanding levels of pastoral and academic support as they
make the transition into Year 7.
There are very strong and well-established links with parents. For example, the
Family Transition Programme has been highly effective in developing parental
engagement in the transition process. These links are successful in helping parents
to support their children’s progress and raise their aspirations.
Partnerships with a wide range of other providers successfully extend the range of
courses available to pupils at key stage 4 and in the sixth form. In addition,
A report on Fitzalan High School
February 2017
11
community partnerships and links with local businesses support pupils effectively
through, for example, work experience placements and mentoring programmes.
These partnerships help the school to provide pupils with a highly flexible curriculum
that is responsive to their needs. This has a significant impact on pupil outcomes,
particularly with regard to the attendance and achievement of the most vulnerable
pupils.
Resource management: Excellent
The school manages its resources extremely well. Teachers and support staff are
deployed efficiently and have the knowledge and expertise to deliver the curriculum
highly effectively.
All staff benefit from an extensive range of professional development opportunities.
These are identified clearly through the school’s robust performance management
reviews and are closely linked to whole-school priorities. This has a positive impact
on the quality and impact of teaching and leadership. The school takes a leading
role in working with schools across Wales to provide guidance and training on areas
such as nurture provision and support for newly-qualified teachers.
The finance manager, senior leaders and governors monitor the school’s finances
meticulously. They ensure that all expenditure is linked closely to whole-school
priorities and its impact is evaluated thoroughly.
The school is proactive in seeking out educational grants and other sources of
income. It deploys these resources very effectively to support pupil progress and
wellbeing. The school uses its Pupil Deprivation Grant extremely well to support the
attendance and achievement of those pupils who are eligible for free school meals.
In view of the excellent standards achieved by pupils, the school provides
outstanding value for money.
Appendix 1
6814042 - Fitzalan High School
Number of pupils on roll 1701
Pupils eligible for free school meals (FSM) - 3 year average 34.1
FSM band 5 (30%<FSM)
Key stage 3
2013 2014 2015 2016
Number of pupils in Year 9 cohort 231 261 273 250
Achieving the core subject indicator (CSI) (%) 70.1 71.3 80.6 77.6 70.6 85.9
Benchmark quartile 1 3 1 3
English
Number of pupils in cohort 231 261 273 250
Achieving level 5+ (%) 78.8 77.8 84.2 84.4 77.6 89.2
Benchmark Quartile 1 3 2 3
Achieving level 6+ (%) 39.8 40.6 53.5 53.6 37.3 56.2
Benchmark Quartile 1 2 1 1
Welsh first language
Number of pupils in cohort . . . .
Achieving level 5+ (%) . . . . . 92.0
Benchmark Quartile . . . .
Achieving level 6+ (%) . . . . . 57.2
Benchmark Quartile . . . .
Mathematics
Number of pupils in cohort 231 261 273 250
Achieving level 5+ (%) 77.5 82.8 85.0 82.0 81.3 90.1
Benchmark Quartile 2 1 2 3
Achieving level 6+ (%) 39.0 52.5 52.7 54.4 39.3 62.7
Benchmark Quartile 2 1 1 2
Science
Number of pupils in cohort 231 261 273 250
Achieving level 5+ (%) 83.1 81.6 87.2 89.2 83.2 92.8
Benchmark Quartile 1 3 2 2
Achieving level 6+ (%) 44.6 52.9 63.0 56.4 35.0 62.9
Benchmark Quartile 1 1 1 1
. Denotes the data item is not applicable.
* This item may disclose information on individuals, or it is not sufficiently robust for publication, not applicable or is otherwise unavailable.
The benchmark quartile compares the performance of one school against others who have similar levels of pupils with free school meals (FSM). FSM is
used as a proxy of social deprivation in schools. This allows a comparison of the performance of a school against others who are in the same FSM
category, and who might therefore have a similar intake of pupils from deprived backgrounds.
A school in benchmark quartile 1 is in the highest performing 25% of schools with similar levels of free school meals to this school. Therefore, the school's
attainment levels are higher than many other schools with similar levels of pupils from deprived backgrounds. A school in benchmark quartile 4 is in the
lowest performing 25% of schools with similar levels of free school meals to this school. Therefore, the school's attainment levels are lower than many
other schools with similar levels of pupils from deprived backgrounds.
The benchmarks for Welsh are calculated using all schools that have pupils taking Welsh first language qualifications , and are based on the number of
entries and do not include Welsh second language qualifications.
School
Family
average
(2016)
Wales
average
(2016)
The core subject indicator (CSI) represents the percentage of pupils achieving level 5 or above in English or Welsh (first language), mathematics and
science in combination.
6814042 - Fitzalan High School
Number of pupils on roll 1701
Pupils eligible for free school meals (FSM) - 3 year average 34.1
FSM band 5 (30%<FSM)
Key stage 4
2013 2014 2015 2016
Number of pupils aged 15
210 235 236 255
Percentage of 15-year-old pupils who:
37.6 37.0 52.1 54.9 49.7 60.2
Benchmark quartile 2 2 1 1
Achieved the level 2 threshold 80.0 84.7 95.3 95.7 85.2 83.6
Benchmark quartile 2 2 1 1
Achieved the level 1 threshold 90.5 97.0 98.3 99.6 97.7 95.3
Benchmark quartile 3 1 1 1
Achieved the core subject indicator (CSI) 37.6 36.2 53.0 54.9 47.1 57.5
Benchmark quartile 2 3 1 1
Average capped wider points score per pupil 328.4 331.0 350.3 350.7 345.2 344.2
Benchmark quartile 1 2 1 2
Average capped wider points score plus per pupil 321.2 323.8 341.7 346.2 338.1 340.3
Benchmark quartile . . . .
Achieved five or more GCSE grades A*-A 11.4 12.3 11.0 11.8 8.4 15.8
Benchmark quartile . . . .
Achieved A*-C in English 46.7 55.7 78.0 74.1 65.1 69.3
Benchmark quartile 2 2 1 1
Achieved A*-C in mathematics 48.6 42.6 53.8 56.5 54.5 66.9
Benchmark quartile 1 2 1 2
Achieved A*-C in science 90.5 96.2 98.7 99.6 85.3 82.3
Benchmark quartile 1 1 1 1
Number of pupils aged 15 who entered Welsh First Language: . . . .
Of those who entered Welsh First Language:
Achieved A*-C in Welsh . . . . . 75.1
Benchmark quartile . . . .
The average capped wider points score is calculated using the best 8 results from all qualifications approved for pre-16 use in Wales for each pupil.
. Denotes the data item is not applicable.
* This item may disclose information on individuals, or it is not sufficiently robust for publication, not applicable or is otherwise unavailable.
The benchmark quartile compares the performance of one school against others who have similar levels of pupils with free school meals (FSM). FSM is used
as a proxy of social deprivation in schools. This allows a comparison of the performance of a school against others who are in the same FSM category, and
who might therefore have a similar intake of pupils from deprived backgrounds.
A school in benchmark quartile 1 is in the highest performing 25% of schools with similar levels of free school meals to this school. Therefore, the school's
attainment levels are higher than many other schools with similar levels of pupils from deprived backgrounds. A school in benchmark quartile 4 is in the lowest
performing 25% of schools with similar levels of free school meals to this school. Therefore, the school's attainment levels are lower than many other schools
with similar levels of pupils from deprived backgrounds.
The benchmarks for Welsh are calculated using all schools that have pupils taking Welsh first language qualifications , and are based on the number of entries
and do not include Welsh second language qualifications.
Includes results for 15-year-old pupils, in maintained schools and independent schools, achieved during the academic year and any examinations taken at
earlier age. Ages at the start of the academic year.
School
Family
average
(2016)
Wales
average
(2016)
Achieved the level 2 threshold including a GCSE grade A*-C in
English or Welsh first language and mathematics
The core subject indicator (CSI) represents the percentage of pupils achieving level 2 or above in English or Welsh (first language), mathematics and science
in combination.
Includes all qualifications approved for pre-16 use in Wales.
For pupils entering Welsh First Language, the best grade of Welsh language and literature is taken. The denominator for this indicator is the number of 15 year
olds who entered Welsh First Language, rather than the total number of 15 year olds.
6814042 - Fitzalan High School
Number of pupils on roll 1701
Pupils eligible for free school meals (FSM) - 3 year average 34.1
FSM band 5 (30%<FSM)
Key stage 4 - performance of pupils eligible for free school meals
2013 2014 2015 2016
Number of pupils aged 15 eligible for free school meals 62 87 71 87
Percentage of 15-year-old pupils eligible for free school meals who:
27.4 28.7 42.3 56.3 38.0 35.5
Achieved the level 2 threshold 71.0 80.5 95.8 93.1 78.2 70.9
Achieved the level 1 threshold 85.5 97.7 95.8 98.9 96.8 92.1
Achieved the core subject indicator (CSI) 27.4 27.6 42.3 56.3 36.4 32.7
Average capped wider points score per pupil 300.8 324.2 338.9 344.4 328.4 311.1
Average capped wider points score plus per pupil 292.5 316.9 326.2 340.7 319.9 305.2
Achieved five or more GCSE grades A*-A 4.8 12.6 9.9 9.2 3.5 4.5
Achieved A*-C in English 40.3 50.6 67.6 74.7 53.4 47.1
Achieved A*-C in mathematics 37.1 32.2 43.7 59.8 41.5 43.6
Achieved A*-C in science 85.5 97.7 97.2 98.9 81.1 71.7
Number of pupils aged 15 who entered Welsh First Language: . . . .
Of those who entered Welsh First Language:
Achieved A*-C in Welsh . . . . . 50.9
The average capped wider points score is calculated using the best 8 results from all qualifications approved for pre-16 use in Wales for each pupil.
. Denotes the data item is not applicable.
* This item may disclose information on individuals, or it is not sufficiently robust for publication, not applicable or is otherwise unavailable.
For pupils entering Welsh First Language, the best grade of Welsh language and literature is taken. The denominator for this indicator is the number of 15
year olds who entered Welsh First Language, rather than the total number of 15 year olds.
The core subject indicator (CSI) represents the percentage of pupils achieving level 2 or above in English or Welsh (first language), mathematics and
science in combination.
School
Family
Average
(2016)
Wales
Average
(2016)
Achieved the level 2 threshold including a GCSE grade A*-C in
English or Welsh first language and mathematics
Includes results for 15 year old pupils, in maintained schools and independent schools, achieved during the academic year and any examinations taken at
earlier age. Ages at the start of the academic year.
Includes all qualifications approved for pre-16 use in Wales.
More information is available on the Welsh Government website, My Local School, in the link below.
http://mylocalschool.wales.gov.uk/index.html?lang=eng
6814042 - Fitzalan High School
Number of pupils on roll in sixth form 338
Key stage 5
2013 2014 2015 2016
Number of pupils aged 17 108 116 116 123
Average wider points score per pupil 574.5 695.2 657.9 626.3 670.4 824.9
Number of pupils aged 17 entering a volume equivalent to 2 A levels:
70 91 88 96
Of those who entered a volume equivalent to 2 A levels:
Achieved the level 3 threshold 91.4 90.1 92.0 94.8 90.8 98.0
Achieved 3 A*-A at A level or equivalent 2.9 4.4 3.4 1.0 1.9 6.6
Achieved 3 A*-C at A level or equivalent 34.3 44.0 50.0 47.9 49.8 70.9
The average wider points score for 17 year olds includes all qualifications approved for pre-18 use in Wales.
. Denotes the data item is not applicable.
* This item may disclose information on individuals, or it is not sufficiently robust for publication, not applicable or is otherwise unavailable.
The level 3 threshold is based on the number of 17-year-old pupils entering a volume equivalent to 2 A levels.
Includes results for 17-year-old pupils, in maintained schools, achieved during the academic year and any examinations taken at earlier age. Ages at the
start of the academic year.
Includes all qualifications approved for use in Wales.
School
Family
average
(2016)
Wales
average
(2016)
Appendix 2
Stakeholder satisfaction report
Responses to learner questionnaires
Denotes the benchmark - this is a total of all responses since September 2010.
Number of responses
Nifer o ymatebion
Stron
gly Agree
Cytuno'n gryf
Agree
Cytuno
Disagree
Anghytuno
Strongly disagree
Anghytuno'n gryf
I feel safe in my
school
449
153
244
36
16
Rwy’n teimlo’n ddiogel
yn fy ysgol.
34%
54%
8%
4%
44%
52%
4%
1%
The school deals well
with any bullying
447
77
250
94
26
Mae’r ysgol yn delio’n
dda ag unrhyw fwlio.
17%
56%
21%
6%
25%
57%
15%
3%
I have someone to
talk to if I am worried
447
143
233
55
16
Mae gen i rywun i
siarad ag ef/â hi os
ydw i’n poeni.
32%
52%
12%
4%
38%
52%
9%
2%
The school teaches
me how to keep
healthy
448
82
249
90
27
Mae’r ysgol yn fy
nysgu i sut i aros yn
iach.
18%
56%
20%
6%
23%
56%
18%
3%
There are plenty of
opportunities at
school for me to get
regular exercise
447
140
246
46
15
Mae digonedd o
gyfleoedd yn yr ysgol i
mi gael ymarfer corff
yn rheolaidd.
31%
55%
10%
3%
44%
45%
9%
2%
I am doing well at
school
450
131
255
50
14
Rwy’n gwneud yn dda
yn yr ysgol.
29%
57%
11%
3%
32%
61%
6%
1%
The teachers help me
to learn and make
progress and they
help me when I have
problems
449
140
242
50
17
Mae’r athrawon yn fy
helpu i ddysgu a
gwneud cynnydd ac
maent yn fy helpu pan
fydd gen i broblemau.
31%
54%
11%
4%
38%
55%
6%
1%
My homework helps
me to understand
and improve my work
in school
447
88
228
102
29
Mae fy ngwaith cartref
yn fy helpu i ddeall a
gwella fy ngwaith yn yr
ysgol.
20%
51%
23%
6%
20%
53%
22%
6%
I have enough books
and equipment,
including computers,
to do my work
450
177
216
43
14
Mae gen i ddigon o
lyfrau, offer a
chyfrifiaduron i wneud
fy ngwaith.
39%
48%
10%
3%
45%
46%
7%
1%
Pupils behave well
and I can get my
work done
447
47
210
147
43
Mae disgyblion eraill yn
ymddwyn yn dda ac
rwy’n gallu gwneud fy
ngwaith.
11%
47%
33%
10%
10%
56%
27%
6%
Staff treat all pupils
fairly and with respect
449
91
226
98
34
Mae staff yn trin pob
disgybl yn deg ac yn
dangos parch atynt.
20%
50%
22%
8%
28%
50%
17%
5%
Number of responses
Nifer o ymatebion
Stron
gly Agree
Cytuno'n gryf
Agree
Cytuno
Disagree
Anghytuno
Strongly disagree
Anghytuno'n gryf
The school listens to
our views and makes
changes we suggest
447
58
201
133
55
Mae’r ysgol yn
gwrando ar ein barn ac
yn gwneud newidiadau
rydym ni’n eu
hawgrymu.
13%
45%
30%
12%
16%
53%
25%
5%
I am encouraged to
do things for myself
and to take on
responsibility
447
132
280
25
10
Rwy’n cael fy annog i
wneud pethau drosof
fy hun a chymryd
cyfrifoldeb.
30%
63%
6%
2%
35%
59%
5%
1%
The school helps me
to be ready for my
next school, college
or to start my working
life
446
135
221
62
28
Mae’r ysgol yn helpu i
mi fod yn barod ar
gyfer fy ysgol nesaf, y
coleg neu i ddechrau fy
mywyd gwaith.
30%
50%
14%
6%
35%
54%
10%
2%
The staff respect me
and my background
449
171
232
31
15
Mae’r staff yn fy
mharchu i a’m cefndir.
38%
52%
7%
3%
37%
53%
7%
2%
The school helps me
to understand and
respect people from
other backgrounds
444
191
222
21
10
Mae’r ysgol yn helpu i
mi ddeall a pharchu
pobl o gefndiroedd
eraill.
43%
50%
5%
2%
36%
55%
7%
1%
Please answer this
question if you are in
Year 10 or Year 11: I
was given good
advice when
choosing my courses
in key stage 4
202
50
91
39
22
Atebwch y cwestiwn
hwn os ydych ym
Mlwyddyn 10 neu
Flwyddyn 11: Cefais
gyngor da wrth ddewis
fy nghyrsiau yng
nghyfnod allweddol 4.
25%
45%
19%
11%
28%
51%
16%
5%
Please answer this
question if you are in
the sixth form: I was
given good advice
when choosing my
courses in the sixth
form
148
28
76
32
12
Atebwch y cwestiwn
hwn os ydych chi yn y
chweched dosbarth:
Cefais gyngor da wrth
ddewis fy nghyrsiau yn
y chweched dosbarth.
19%
51%
22%
8%
28%
50%
16%
7%
Responses to parent questionnaires
Denotes the benchmark - this is a total of all responses since September 2010.
Number of responses
Nifer o ymatebion
Strongly Agree
Cytuno'n gryf
Agree
Cytuno
Disagree
Anghytuno
Strongly disagree
Anghytuno'n gryf
Don’t know
Ddim yn gwybod
Overall I am satisfied with the
school.
166
83
73
7
1
2
Rwy'n fodlon â'r ysgol yn
gyffredinol.
50%
44%
4%
1%
43%
50%
5%
2%
My child likes this school.
165
83
71
9
1
1
Mae fy mhlentyn yn hoffi'r ysgol
hon.
50%
43%
5%
1%
46%
48%
5%
1%
My child was helped to settle
in well when he or she started
at the school.
164
89
60
10
2
3
Cafodd fy mhlentyn gymorth i
ymgartrefu'n dda pan ddechreuodd
yn yr ysgol.
54%
37%
6%
1%
51%
45%
4%
1%
My child is making good
progress at school.
165
78
72
8
1
6
Mae fy mhlentyn yn gwneud
cynnydd da yn yr ysgol.
47%
44%
5%
1%
45%
49%
5%
1%
Pupils behave well in school.
166
36
80
24
9
17
Mae disgyblion yn ymddwyn yn
dda yn yr ysgol.
22%
48%
14%
5%
24%
60%
12%
4%
Teaching is good.
166
77
76
5
2
6
Mae'r addysgu yn dda.
46%
46%
3%
1%
34%
59%
6%
1%
Staff expect my child to work
hard and do his or her best.
165
93
61
6
4
1
Mae'r staff yn disgwyl i fy mhlentyn
weithio'n galed ac i wneud ei orau.
56%
37%
4%
2%
51%
46%
3%
1%
The homework that is given
builds well on what my child
learns in school.
165
59
78
13
7
8
Mae'r gwaith cartref sy'n cael ei roi
yn adeiladu'n dda ar yr hyn mae fy
mhlentyn yn ei ddysgu yn yr ysgol.
36%
47%
8%
4%
32%
56%
10%
3%
Staff treat all children fairly
and with respect.
164
80
61
6
3
14
Mae'r staff yn trin pob plentyn yn
deg a gyda pharch.
49%
37%
4%
2%
35%
52%
10%
3%
My child is encouraged to be
healthy and to take regular
exercise.
163
61
76
10
5
11
Caiff fy mhlentyn ei annog i fod yn
iach ac i wneud ymarfer corff yn
rheolaidd.
37%
47%
6%
3%
35%
56%
8%
1%
My child is safe at school.
164
71
77
8
3
5
Mae fy mhlentyn yn ddiogel yn yr
ysgol.
43%
47%
5%
2%
42%
53%
4%
1%
My child receives appropriate
additional support in relation
to any particular individual
needs’.
164
62
70
14
4
14
Mae fy mhlentyn yn cael cymorth
ychwanegol priodol mewn
perthynas ag unrhyw anghenion
unigol penodol.
38%
43%
9%
2%
37%
52%
9%
3%
Number of responses
Nifer o ymatebion
Strongly Agree
Cytuno'n gryf
Agree
Cytuno
Disagree
Anghytuno
Strongly disagree
Anghytuno'n gryf
Don’t know
Ddim yn gwybod
I am kept well informed about
my child’s progress.
165
78
71
8
7
1
Rwy'n cael gwybodaeth gyson am
gynnydd fy mhlentyn.
47%
43%
5%
4%
34%
51%
13%
3%
I feel comfortable about
approaching the school with
questions, suggestions or a
problem.
163
78
67
12
4
2
Rwy'n teimlo'n esmwyth ynglŷn â
gofyn cwestiwn i'r ysgol, gwneud
awgrymiadau neu nodi problem.
48%
41%
7%
2%
42%
48%
7%
2%
I understand the school’s
procedure for dealing with
complaints.
164
63
68
16
6
11
Rwy'n deall trefn yr ysgol ar gyfer
delio â chwynion.
38%
41%
10%
4%
30%
55%
12%
3%
The school helps my child to
become more mature and
take on responsibility.
164
77
71
6
4
6
Mae'r ysgol yn helpu fy mhlentyn i
ddod yn fwy aeddfed ac i
ysgwyddo cyfrifoldeb.
47%
43%
4%
2%
37%
56%
6%
1%
My child is well prepared for
moving on to the next school
or college or work.
163
55
68
10
5
25
Mae fy mhlentyn wedi'i baratoi'n
dda ar gyfer symud ymlaen i'r
ysgol nesaf neu goleg neu waith.
34%
42%
6%
3%
32%
55%
11%
3%
There is a good range of
activities including trips or
visits.
165
84
69
5
2
5
Mae amrywiaeth dda o
weithgareddau, gan gynnwys
teithiau neu ymweliadau.
51%
42%
3%
1%
36%
52%
10%
2%
The school is well run.
163
80
66
8
2
7
Mae'r ysgol yn cael ei rhedeg yn
dda.
49%
40%
5%
1%
42%
50%
6%
2%
Appendix 3
The inspection team
Steven William Pringle
Reporting Inspector
Sarah Lewis
Team Inspector
Mark Campion
Team Inspector
Jayne Elizabeth Edwards
Team Inspector
Sian Farquharson
Team Inspector
Heledd Ffion Thomas
Team Inspector
Peter Trevor Lewis
Lay Inspector
Jackie Jarrett
Peer Inspector
Mark Tidman
Nominee
Copies of the report
Copies of this report are available from the school and from the Estyn website
(www.estyn.gov.wales)
Year groups, the Foundation Phase and key stages
Schools use a common system of numbering year groups from the start of
compulsory schooling to 18 years of age. This system emphasises the importance of
continuity and eases communication among schools, governing bodies, parents and
local authorities.
The following table sets out the age ranges relevant to each year group. For
example, Year 1 refers to the group of pupils who reach the age of six and Year 13 is
the year group who reach the age of 18 during the academic year.
Primary phase:
Year
N
R
Y1
Y2
Y3
Y4
Y5
Y6
Ages
3-4
4-5
5-6
6-7
7-8
8-9
9-10
10-11
Secondary phase:
Year
Y7
Y8
Y9
Y10
Y11
Y12
Y13
Ages
11-12
12-13
13-14
14-15
15-16
16-17
17-18
The Foundation Phase and key stages cover the following year groups:
Foundation Phase
Nursery, Reception,
Year 1 and Year 2
Key stage 2
Year 3 to Year 6
Key stage 3
Year 7 to Year 9
Key stage 4
Year 10 and Year 11
Glossary of terms
Key stage 3 terms
The core subject indicator (CSI)
Progress in learning through key stage 3 is indicated by levels (level 1 to level 7 in the
main).
The core subject indicator in key stage 3 relates to the expected performance in the core
subjects of the National Curriculum:
English or Welsh
1
mathematics
science
By the end of the key stage 3, at the age of 14, pupils are expected to reach level 5 and
more able pupils to reach level 6 or above.
Pupils must gain at least the expected level (level 5) in the three core subjects to gain the
core subject indicator.
Key stage 4 and sixth form terms
Core subject
indicator (CSI)
This relates to the expected performance in English or Welsh,
mathematics and science, the core subjects of the National
Curriculum.
Families of
schools
These have been created to enable schools to compare their
performance to that of similar schools across Wales. Families
include nine other schools with similar proportions of pupils:
eligible for free school meals, living in 20% most deprived
areas of Wales, having special education needs at school
action plus or statemented and with English as an additional
language acquisition less than competent.
Level 1
This represents the equivalent of a GCSE at grade D to G.
Level 1 threshold
This represents the equivalent of five GCSEs at grade D to G.
Level 2
This represents the equivalent of a GCSE at grade A* to C.
1
This indicator does not include Welsh second language qualifications.
Level 2 threshold
including English
or Welsh
1
and
mathematics
This represents the equivalent of five GCSEs at grade A* to C
including English or Welsh
1
and mathematics.
Level 2 threshold
This represents five GCSEs at grade A* to C or their
equivalent.
Level 3
This represents the equivalent of an A level at grade A*-E.
Level 3 threshold
This is the equivalent of two A levels at grade A* to E.
Average wider
points score
This includes all qualifications approved for use in Wales at the
relevant age, for example at the age of 16 or at the age of 18.
Capped wider
points score
This includes the best eight results from all qualifications
approved for use in Wales at the age of 16.
Benchmarking
groups
Schools are grouped together according to the proportion of
pupils entitled to free school meals in order to compare their
performance with similar schools in different indicators.
Modelled
outcomes
This is a prediction of a school’s mean performance based on
the statistical relationship between the proportion of pupils
eligible for free school meals and a particular indicator.
