Ysgol Rhosnesni

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About Ysgol Rhosnesni


Name Ysgol Rhosnesni
Estyn Inspection Rating (Standards and Progress) Good
Address Rhosnesni Lane, Wrexham, LL13 9ET
Phone Number 01978 340840
Phase Secondary (ages 11-16)
Gender Mixed
Number of Pupils 1032 (52.6% boys 47.4% girls)
Number of Pupils per Teacher 18.7
Local Authority Wrexham
Highlights from Latest Inspection

findings from whole-school quality assurance activities and have a generally accurate view of the school's strengths and areas for improvement. Overall, lesson observation notes contain useful areas for reflection as well as suitable evaluations of teaching and, to a lesser extent, pupils' progress. There is a helpful focus on the school's main teaching priorities of disciplinary literacy and modelling/practice/feedback.

Work scrutiny forms contain useful evaluations of provision, feedback and the presentation and completion of work. They also include helpful areas for development and actions for improvement. In general, lesson observation and work scrutiny evaluations do not focus sufficiently on pupils' skills and progress, and i...t is sometimes difficult to see why areas for improvement have been identified.

Leaders are held to account through a series of line manager meetings, quality assurance activities, performance management and, where relevant, presentations to governors. Since the last visit, senior leaders have improved their processes for holding middle leaders to account. Line management meetings now focus more strongly on the school's improvement priorities and important aspects such as outcomes in Key Stage 4, attendance, whole school findings from quality assurance activities and aspects of assessment.

There are sensible actions from these meetings. However, less attention is paid to findings from quality assurance activities and improvement planning at a departmental level and the standards, skills and progress of Key Stage 3 pupils. There are common performance management targets for all teaching staff.

While these support the school's improvement priorities and the associated professional learning is tailored to individual needs, targets are broad and not always sufficiently personalised. Pastoral and academic middle leaders regularly evaluate their work. Heads of Year evaluate their work on a half-termly basis by considering attendance, punctuality and behaviour data, bullying information and the impact of strategies they employ to improve attendance and behaviour.

For example, they identified that sharing information through live documents resulted in a more co-ordinated and effective approach to improving the attendance of specific groups. On the whole, the majority of heads of department have a sound understanding of the work of their departments. They identify suitable strengths and improvement priorities from their self-evaluation activities, resulting in a more focused approach to improvement planning.

However, in general heads of department are not always sufficiently evaluative and tend to focus heavily on provision and not as much on pupils' standards from lessons and books and the quality of teaching and assessment. Since the core inspection, changes have been made to the membership of the governing body. There is a new chair of governors and new members who bring valuable expertise from a range of areas.

They are very supportive of the school community and have a sound understanding of its context and challenges. Governors receive useful information from leaders. This is helping them to have a more accurate picture of the work of the school and to further develop their role in offering challenge.

R4. Improve the effectiveness of teaching and assessment Since the last monitoring visit, the school has refined appropriately its strategy to improve the effectiveness of teaching and assessment. The school has worked with external providers and teachers within the school to provide a range of helpful professional learning, including coaching conversations, to develop aspects of teaching and assessment where good practice is shared.

Teaching and learning journals provide helpful snapshots of practice along with links to relevant resources for teachers on specific themes, such as reading comprehension. Staff generally value the opportunities for professional learning and leaders have started to evaluate the effectiveness of these in light of their impact on the quality of teaching and learning. In lessons, most teachers foster positive working relationships with pupils.

Where appropriate, they utilise support staff well to assist pupils in their learning and to help manage their behaviour. Most teachers have secure subject knowledge and many of them manage pupils' behaviour well. These teachers circulate the classroom to check for understanding and provide helpful verbal feedback to pupils.

This helps pupils understand what they are doing well and how they can improve. In addition, many teachers share success criteria effectively, and exemplify helpfully detailed solutions and worked examples for pupils. This helps them to assess for themselves how well they are doing and make improvements.

The pace of learning is matched appropriately to the ability of pupils in the majority of lessons. In these lessons, teachers have appropriate expectations of what pupils can achieve and provide helpful resources to engage and support pupils with their learning. These teachers provide pupils with clear explanations and plan lessons that helpfully break learning into small steps that build sequentially.

This helps pupils to understand what they need to do to make progress in their knowledge, understanding, and skills. In these lessons, pupils make suitable progress. In a few lessons, where teaching is particularly effective, teachers model their expectations helpfully and provide work to meet the needs of all pupils.

These teachers ask questions that probe understanding and develop pupils' thinking skills well. In a minority of lessons where teaching is not as effective, shortcomings limit the progress that pupils make. In these lessons, teachers provide pupils with tasks that do not challenge them well enough, or the pace of learning is too slow.

Their expectations of what pupils can do are too low, and they often plan what they want pupils to do rather than planning carefully enough what they want pupils to learn. In addition, questioning does not support pupils' learning well enough. Teachers ask mainly closed questions, accept simple answers, and on occasions answer their own questions.

In a few instances, behaviour management is not effective enough. As a result, in these cases, pupils do not sustain their concentration, and their off-task behaviour disrupts their own learning as well as the learning of others. There is helpful feedback in many books, although in a few instances comments are overgenerous or praise incorrect work.

In a minority of books across the curriculum, pupils' response to feedback is limited and 'highlighter box' feedback does not always identify well enough what pupils need to improve or how they should do so. R5. Address the health and safety issue identified during the inspection The school has addressed the health and safety issue identified at the time of the core inspection.

It has revised its approach to its use of Pastoral Support Plans and improved systems for monitoring and assuring the quality of the plans. This includes designing new templates that feature important details about provision, and confirmation that parents agree with this, including arrangements for off-site and part time provision. © Crown Copyright 2023: 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


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