A summary of the Ofsted 2008-09 subject survey inspection 24/11/2008 - Mathematics.

Achievement in mathematics is good and standards are high. Students consistently reach high standards at Key Stage 3, with over half gaining the top two levels in 2008. At GCSE almost half of the entries were graded A* or A this year, showing an exceptionally large improvement since last year and indicating strong progress for these highest attaining students. Standards at grades A*-C are also well above average. In the sixth form, increasing numbers of students are taking A-level and further mathematics. The proportion reaching the highest grade at A level has risen this year and is well above average. Students make very good progress, particularly those reaching grade A.

The quality of teaching and learning of mathematics is good. There are many strengths in the teaching, some of which is outstanding. The best motivates students and helps them to understand difficult concepts. In these lessons, teachers use a range of resources and activities well to challenge students to think hard. They set good mathematical problems and involve students in purposeful discussion. They illustrate concepts particularly well using equipment or software that effectively improves understanding. Teachers have very good subject knowledge which they use to explain very clearly and to answer students' questions accurately. They run well organised lessons in which students apply themselves extremely well. The teachers create a very constructive learning atmosphere in which most students feel comfortable to indicate when they are stuck and to ask for extra help. Teachers indicate carefully the correct steps in work and how it might have been done more efficiently. They discuss with students their difficulties and students find this extremely helpful. Students enjoy mathematics and a large number of them take it in the sixth form.

The quality of the mathematics curriculum is outstanding and is matched extremely well to students' needs. Students move quickly onto Year 8 work when they enter Key Stage 3. The highest attainers can start early on their GCSE work. They then have the opportunity to study statistics GCSE and to broaden their application of mathematics as they prepare for examinations in Key Stage 4. Students with learning difficulties and/or disabilities have well-targeted specialist help in lessons or activities in small groups. There are extensive opportunities in the sixth form for A-level, AS-level, further mathematics, advanced extension award and Oxbridge entrance. There is an excellent system for providing and checking homework, including some that is on line. The virtual learning environment (VLE) is also used very well to give regular examination preparation through past papers. Students praise the exceptional support offered through the after-school workshop. Schemes of work contain a wide range of relevant activities, many with hyperlinks, particularly at Key Stage 3 and for the sixth form. There are also excellent uses of ICT for class demonstrations across the range of mathematics. There are very rich extra-curricular activities such as problems to solve on the VLE, theatre visits, and cross-curricular projects through the Engineering Education Scheme, Jaguar cars, and international links. Many students enter the national mathematics challenges.

The leadership and management of mathematics are good. The head of mathematics provides very strong mathematical and pedagogical leadership. She brings the department together well as a team, with a vision for improved standards and progress. Members share many activities effectively, such as contributing to the Key Stage 3 schemes of work and the development plan. Evaluation and planning are effectively raising standards and progress. Tracking of students' progress is continuing to improve, and now gives better information that can be used even more effectively for providing challenge to all and picking up potential underachievement early. Line management has provided good professional development in teaching and management.

Generally the school has very strong systems in place to improve teaching quality and share expertise, such as the recently devised group of advanced skills and excellent teachers. It uses good models of coaching and mentoring, including through the initial teacher training it provides in mathematics. Meticulous support has matched teachers' needs well and helped them to improve specific aspects of their teaching.

(A copy of the full report may be viewed on the Ofsted website)