1994 OFSTED REPORT - GEOGRAPHY
In relation to the ages of the pupils standards of achievement in geography are high. At KS3 pupils have a firm grasp of basic geographical skills (AT1) and they use reference books, atlases and other source materials competently. They have a knowledge of places both locally and nationally and understand reasons for their growth and functions (AT2). National Curriculum requirements are met. At KS4 and in the sixth form pupils develop skills and understanding to produce work of increasing depth and maturity. Standards achieved at KS3 and KS4 are at least commensurate with pupils' abilities, while in the sixth form standards are generally high in relation to the requirements of the A level course. Examination results in recent years reflect these standards and are equal to or better than averages in selective schools.

Learning throughout the school is never less than sound and, particularly with older pupils, often better. Pupils are well motivated, respond well to questions and have a sustained and purposeful interest in the work. In the sixth form students often take responsibility for leading class discussions, showing both a command of the subject and confidence in answering questions from fellow students. At KS4 pupils have an understanding of economic, social and environmental issues when studying topics on the European Economic Community, urban development and on drought stricken areas of Central Africa. Written work is generally well presented and pupils are developing skills in researching for information.

Teaching is usually sound and sometimes very good. Lessons are well planned within a scheme of work, objectives are clearly understood by the students and activities generally well chosen and managed. Good teaching methodology gives opportunities to sixth form students to lead discussions and at KS4 group work encourages investigative research by the pupils. Information technology is used to support some of this work, but its use in the classroom needs to be more fully developed. At KS3 teaching is occasionally less innovative than in the upper school, giving fewer opportunities for pupil involvement.

There is a good departmental handbook which outlines policies, schemes of work and details of a varied field studies programme. It also includes a development plan which briefly states objectives to be achieved in the current year. This plan needs to be expanded to outline wider development aims for the department over the next few years with priorities set for the implementation of the objectives required to achieve these aims.

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