Inspection

Inspection Report: English

In the lessons observed (including dyslexia and EAL lessons) the attainment level was mainly good or very good. Both whole class and group discussions were of good quality. Written work shows a similar level of understanding and engagement with the material being studied, whether plays, prose, poetry or creative writing. Some excellent work has been achieved by lower-ability pupils; for example, a verse response to Marvell's To His Coy Mistress which would have not been out of place in a New Statesman competition, and is prominently displayed in the hall of the Main Building.

Progress both in individual lessons and over time, is good. The work seen showed increasing understanding and a continuing improvement through the course of skills in written submissions. Pupils engage successfully with the material at all ages.

The quality of learning is generally good, and that of behaviour is, without exception, very good. In some lessons observed, the pupils were galvanised into keen and imaginative work, responding well to stimuli offered. Pupils work effectively in pairs and groups, and produce good work as a result. The ‘hotseat' exercise on the responses of characters to the events in Romeo and Juliet, and the exercise which led to a consideration of the role of fate in the same play (but in a different class) were examples of excellence in this respect. Pupils showed good knowledge of the material and were able to deal with it with confidence.

Teachers are well in command of their subject, and showed a good variety of teaching methods, noting the differing needs of their pupils. Most classes challenged the pupils to think effectively about the material studied. Although little ICT work was done during lessons observed, it is clear from pupils' files that the department uses ICT imaginatively at all levels and pupils respond well to the tasks set for them. Work is set regularly and generally very well marked according to department policies. Comments are full and encouraging, helpful in recognising errors and guiding pupils to better work in future. Reports are very good, being full and helpful.

The department consists of well-qualified, full- and part-time teachers who work well as a team. Both well-experienced and more youthful teachers work in the department, and a good gender mix of teachers exists. The English rooms are well equipped technically, including one with an interactive whiteboard which is well used by staff and pupils. The department is quite well equipped with books, and its library stock is very good. Pupils' work is displayed in interesting and useful ways on classroom walls.

The department is well led, with a clear vision to extend the quality of English in all areas of school life. Able students are encouraged to stretch themselves by entering such essay competitions as that run by Corpus Christi College, Oxford. The creative writing groups are full and lively, including those run by the Resident Writer, who visits the College regularly and leads groups of enthusiastic pupils at such times. Theatre visits, debates and lectures enrich the department's programme at all levels in the College. Consequently, English continues to be a popular subject at AS level, with nearly all its takers continuing to the full A level.

The department works closely with its colleagues in the dyslexia and EAL departments to ensure that all pupils have the best possible access to the courses. The dyslexia centre is very well equipped and staffed with specialist teachers who achieve very high standards. Dyslexic pupils in Years 10 and 11 follow the GCSE English courses separately from their peers, taught in the centre by its staff. Results for dyslexic pupils over a long period have been good, not far behind their peers in the mainstream classes, and several dyslexic pupils have felt confident enough to take English as an A level, and been very successful in that subject. Pupils in the dyslexia centre (which actively recruits bright pupils to the College) use ICT with confidence to produce work of a good or very good standard. Above all, the dyslexia centre gives its pupils the self-esteem to play their full parts in the academic life of the school.

Similarly, the EAL centre, housed in Montague, gives non-English speakers the confidence to approach all their work with a sense of purpose and achievement. The teaching is sensitive and encouraging and results in the university tests for English have been good.