Attainment throughout the school is well above national standards at KS3, GCSE and 'A level. At GCSE and 'A Level high standards of attainment have been consistently maintained since 1994. At GCSE each year has scored 84% or higher over the 5 year period since 1994. Over that time the trend has been towards more boys attaining the higher grades B, A and A*. In lessons pupils display confidence in geographical knowledge and understanding. They display good analytical skills for their age. Able to effectively hypothesise and test their ideas. Good conclusion and evaluation. Graphicacy skills (hand drawn) good. Work is neatly written and completed.

There is consistently excellent use of IT, DTP package and scanning to create a year 7 topic folder on 'The Channel Tunnel'. This assessment develops well the key ideas where, how, and why. It includes who, without explicitly saying so. It outlines the advantages and disadvantages. The year 9 assessment on 'Tropical Rainforest' clearly displays understanding of a range of factors which influence decisions and pupils use this to explain how places change. They appreciate the affects of people's actions and events in other places. They understand that the actions may have unintended effects.Very good, though varied, Y11 course work coursework assignment and very good range of topics chosen for generally detailed investigation. However, some projects are rather 'weighty, the pupils having been too verbose'.

In lessons seen, pupils have good knowledge and understanding of the topics being studied throughout KS3, GCSE and 'A Level. Place knowledge is very good, understanding of relevant themes is good, in particular, 'A'level students have a very good grasp of environmental issues. All pupils are making sound or better progress. The department is sustaining high levels of attainment very well. Pupils attitudes towards their learning are consistently high. Behavior is exemplary across years seen. They show a keen interest in their lessons and are able to sustain concentration very well.

When given opportunities to do so, they develop their capacity for personal study beginning with links to fieldwork in the local area of Kings Heath, in Year 7, through Key Stage3 and GCSE and at 'A' Level, to researching for a report on 'The Use of Renewable and Non Renewable Energy Resources. • Pupils have formed constructive relationships with each other and with their teachers. They work well and collaboratively together during group work activities and this is a positive feature of the department.

They readily take the initiative when expected to do so. For example, in fieldwork in Y8 when visiting North Wales and in Y12 when engaged in a field study in and around Chester. Teaching is seen to be of a consistently very high standard, across the department
All staff display a secure knowledge and understanding of the geographical topics delivered. Work is well planned and teachers set very high expectations for work and behavior. They consistently challenge the pupils in their charge and provide a broad range of facts and examples in order to deepen the pupils knowledge and understanding of, for instance, revision ideas and notes for Y11 and research skills to gather wide ranging information on energy resources.

The lessons objectives are well written, identifying lesson content, learning activity, and learning outcomes in short term planning. Homework opportunities and resources are identified in medium term plans. In most lessons these objectives are met well. Excellent relationships are present throughout, the teachers manage pupils well and achieve very high standards of behavior. Generally, teachers make very good use of time and resources. A range of resources is available and used in individual lessons and the pace is always brisk, varied, and sometimes managed through time targets which are shared with the pupils.

Day to day assessments are kept up to date. They are used well as a checking device and a celebration for success.
Homework is used effectively and frequently for all year groups to reinforce, extend, or research. The geography curriculum interprets well the NC programme of study. It meets the statutoryrequirements well. The development and application of geographical skills permeates throughout Key Stage 1, after a discrete unit in the first term of Y7. It provides equal access for all through being planned effectively and providing differentiation by support and response.

Assessment procedures are good. There is a detailed assessment policy: outlines clear philosophy and procedures: it is an integral part of the SoW; a part of every day teaching and learning; effective, manageable and appropriate. There is consistency. It informs teaching and learning & pupils benefit from increased dialogue concerning attainment and progress. For example, in year 9, there is one formal assessment linked to each unit Marking is standardised and related to level descriptions. Built in is a review of teaching methods. It is a dynamic process. Assessment evidence from exercise books, assessment sheets and examination papers is formal and objective. Assessment is standardised - using an agreed mark scheme. Pupils are effectively involved in their own self-assessment. They are clearly aware of assessment procedures.

There is an agreed procedure for recording NC assessment, examination results and for arriving at Full Report grades. NC assessments are recorded on a summary grid specifically designed for the purpose and retained by the teacher. Summary sheet are used for interim report on progress throughout the Key Stage. There is a positive ethos which reflects the schools commitment to good relationships and as a consequence provides for the moral and social development of each individual pupil well. The development of cultural awareness is found in a range of topics across KS3, GCSE and at 'A'level as part of place studies or developmental themes.

There is strong and effective leadership and management of this department There is clear direction for the geography teaching in school. Documentation is detailed and thorough. There are clear and set procedures monitoring, evaluating and supporting the development of the curriculum and of the teachers in the department. This takes place through regular departmental meetings and informal discussions. Geography is taught by an enthusiastic, knowledgeable, and appropriately qualified team. There is effective dissemination of ideas, devolving of responsibility and a collegiate approach to planning for the geography experience pupils will receive.

Accommodation is good. Geography is taught in two specialist rooms. One room, in particular is a large space and used well. Learning resources, overall, are good. There is a very good video library and extensive fieldwork equipment There is a TV, video and PC in each room. A wide range of texts books are centrally stored and easily accessible. The department makes effective use of the computers elsewhere in school either in the computer room or in the library. ICT is developing well, the strand 'Communicating and Handling information' is particularly well developed through word processing and scanning Also, graphicacy is well developed.

There are opportunities to develop reading, writing, listening, speaking and numeracy skills across the geography curriculum and in each year group. There is good provision for and delivery of the key skills. Fieldwork is well established in most year groups. With work in the local area in Y7, Yl0 and Y11; and visits to N.Wales and N.Cheshire by Y8 and Y12 respectively; also Y12 visit Stratford. There is a lack of fieldwork in Y9.

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