Inspection

Inspection Report: History

Pupils achieve good standards at every stage.  Many achieve high standards, especially in the sixth form. In class, pupils show a good knowledge of history, being able to recall information, understand concepts and assess differences of interpretation. Pupils in Year 12, for example, were able to apply their knowledge to debate the reputation of Mussolini: in the words of one pupil, 'Great statesman or pompous windbag.'  Pupils have a good grasp of historical period, in part attributable to the innovative chronology unit, which forms part of the Year 9 curriculum.

Pupils' progress in history is almost always good. In more than a quarter of lessons across the age range it was rapid. Lessons enable pupils to make steady advances in knowledge, understanding and skills through clear organisation and a brisk pace. Pupils, including those with special needs, benefit from teachers taking learning styles into account when planning for progress. Very good progress was observed in Year 11 when a trial was used to assess the reputation of Field Marshal Haig. Consolidation of knowledge was evident from lesson preparation and progress became rapid during the examination and cross-examination of witnesses. Pupils rose to the considerable challenge and were learning from each other.

The quality of learning and behaviour is never less than good. It was either very good or excellent in almost half of the lessons observed. Pupils are attentive and well behaved in class. They are keen to respond and ask questions of their own to check understanding, seek guidance or pursue their own interests. They apply themselves conscientiously to written work. A striking feature of their learning is their ability to work collaboratively. One excellent example was a Year 12 role-play when students, assigned characters from the Wars of the Roses, were 'hot-seated' in an investigation of Richard III. Characters and inquisitors had prepared thoroughly and were comfortable in challenging each other’s knowledge and understanding.

Teaching across all year groups was either very good or excellent in almost half of the lessons seen. Characteristic of almost all lessons is clear planning, very good subject knowledge and, above all, enthusiasm for the subject. Teachers are keen to challenge their pupils, which in one Year 11 class led to some imaginative speculation on alternative military strategies in 1916. Sea-borne landings in Belgium were dismissed as impractical, though not without some passionate debate involving brief consideration of 1066, 1588 and 1944. In the best lessons, particular care is taken to plan for SEN and EAL pupils. Use of the interactive whiteboard, ICT suites as well as other visual and physical stimuli, including excellent displays, all enhance pupils' learning. This was reflected in the range and quality of pupils' sampled work.

The management of the department is excellent. The departmental handbook and schemes of work are exemplary and provide very well for the differentiation essential for progress in the classroom. A strong commitment to professional development is supported by regular lesson observation. Weekly meetings are used effectively for administration, reflection on pupils' progress and the sharing of good practice. An impressive programme of trips and activities supports historical study, including meetings of the Skidelsky Society, aimed at stretching the most able.