HMI Report, 1949

For the third time in twenty-one years, the school underwent yet another HMI Inspection – this time on 12th, 13th, 14th and 18th January 1949. A panel of ten HMIs conducted a full inspection. Included here for posterity is a copy of the Inspectors’ Report almost in its entirety. 

SCOPE AND PURPOSE OF THE SCHOOL

The School has now been in existence for approximately a quarter of a century. It was founded to educate Roman Catholic boys who are selected on the results of the entrance examination conducted by Manchester Education Authority. Three Forms of 36 pupils enter the School annually. Generally speaking, the less able pupils secure places in this Secondary School, the more promising having been accepted by the Grammar Schools. It is important to remember, however, that all pupils in the School have shown sufficient promise to merit selection.

Eighty per cent. of the pupils live in Manchester. The others come from south-east Lancashire, Stretford, Stockport, Oldham and Cheshire. It is understood that the arrangements by which the last two named Authorities used to send boys have not been renewed. There is an annual exodus of leavers transferring to Grammar Schools at the age of 12+ through the Manchester Authority’s “over-age examination”, transferring to junior Technical Schools at 13+, occasionally to a local works school at 15 and also occasionally to the Sixth Forms of Grammar Schools at 16. The raising of the school-leaving age has stemmed the tide of early leaving; this is rarely now a problem. Some boys stay for a fifth year during which they have been accustomed to prepare for the School Certificate Examination of the Northern Universities.

Reference is made in the Report’s concluding paragraph to the future of the School. Meanwhile it would be helpful if the School were able to trace the careers of more of its old boys. The more favoured occupations of leavers in recent years would appear to include unskilled engineering, draughtsmanship, banking, window-dressing, the retail trades and work with chemical firms, or in warehouses and shipping offices. Of the boys who leave to go to Grammar Schools, several become teachers and a few enter the priesthood.

PREMISES AND EQUIPMENT

The buildings stand on a small site with restricted playground space. There are eleven classrooms, a Science laboratory and another room used for Science, an Art room, two Woodwork rooms and the Assembly Hall which also has to serve for physical training and Music. There are also rooms for the Head Master and staff, a room used for school meals and plenty of storage space. The gymnasium was badly damaged during an air raid and has not been repaired. The premises are bounded by a line of derelict out-houses. The scene does not help to foster dignity and self-respect in pupils. The apartments of a resident caretaker are within the school buildings. The cloakroom measures 32 feet by 15 feet 6 inches and there are eleven washbasins.

It is not proposed to comment in detail on the limitations which the premises impose as it understood from the Manchester Development Plan that eventually a new Secondary School is to be built or the present one adapted. As a transitional measure the following suggestions are made:-

1. That the building is in need of spring cleaning and decoration.

2. That the Masters’ common room should be furnished with book shelves, lockers and some comfortable chairs.

3. That the small room on the first floor might be converted into a library where boys could do private study and consult books.

4. That the provision of a second piano would release Music teaching from the Assembly Hall so that more physical training could be done.

5. That a demonstration bench, electric power points, independent water supply, gas supply and some alteration of the layout of the second room used for Science, would increase the efficiency of the teaching arrangements for this subject.

6. That adaptations be made in the scullery; these are referred to in the section of the Report on School meals.

HEAD MASTER AND STAFF

The Head Master holds the degrees of M.A. and B.Comm. He has been in charge since the opening of the School. Under his direction control remains strong, the boys are encouraged to work hard and there is firm leadership. He has no clerical assistance. Were this provided, he could profitably delegate routine tasks and free himself for more attention to coordination of the teaching and policy.

There are seventeen Assistant Masters and an Assistant Mistress. Five Masters are graduates. Three others await entry to Training Colleges, whilst a fourth, who is a qualified teacher, will shortly return to take a three months’ special course in Woodwork. Like many other Schools, this one is still hampered by difficulties in filling vacancies requiring specialist qualifications. Military Service and migration to Grammar Schools weakened the staffing during the war and recovery is not yet completed. There has also been a tradition of sending experienced men on to Headships.

The teaching is directed to a clear purpose, success in the Central Schools Leaving Examination. The technique of classroom instruction is generally sound but a greater awareness of the ways in which subjects may be related and fuller understanding between those teaching the same subjects would help to break down barriers between the subjects. A system by which Heads of Departments exercised some real responsibility should be allowed to grow.

THE LIBRARY

There is no Library, either in the sense of a plentiful collection of attractive books or in the sense of a room where they are housed and may be consulted or borrowed. The possibility of fitting and using a room as a Library has already been mentioned. Some Form rooms contain various sets of books related to particular subjects. Some are the private possessions of Masters. The books vary in the state of their preservation and value and in the use made of them. As the School becomes more like a Secondary School, it is suggested that the influence of its Library will steadily increase.

ORGANISATION AND CURRICULUM

The Curriculum is varied but lacks balance. It is suggested that physical training and organised games should be provided for all boys. Freedom to choose studies with a linguistic, technical or commercial bias stimulates incentive and recognises aptitude, but the operation of the present system raises a number of issues which may be summarised briefly.

1. The needs of the “C” stream are not altogether satisfied; more use of the freedom to offer varied syllabuses might be made in some subjects.

2. Shorthand and typewriting might be added to book-keeping to provide a full Commercial subjects course. This would be a big undertaking and would imply adequate accommodation and time as well as more equipment and properly qualified teachers for the course.

3. Examination subjects largely settle the programme of study for the older boys.

4. The individual choices of the boys may result in a bad distribution of hours of private study.

5. The opportunity to pursue Art, Music and Craftwork should not be limited to those who wish to study the subjects for an examination.

6. There is no place in the organisation for boys who, having completed a four years’ course, return to school for a term until they are old enough to leave.

The Head Master has a careful system of testing and re-sorting boys by regular examination. It would add to the efficiency of the work of the School if the homework scheme were revised and properly co-ordinated.

Sections giving some indication of the standards of work in the various subjects, as they appeared to the Inspectors, are added.

English

The English teaching is shared by six members of the staff. Of these, two have long experience, two have limited experience, and two are temporary teachers awaiting training. There is need for a member of staff suitably qualified to undertake general responsibility for the subject throughout the School to ensure progression and closer co-ordination of the work. The schemes have, however, been carefully thought out, and the books selected for study should provide good practice in both oral and written work. The time allowed for English, at least a period a day, is adequate.

The Fourth Forms take the Central Schools Examination, and a certain number of boys stay on a further year to take the School Certificate. The standards attained in Literature are not so high as in Language, and limitations allowed to be imposed by the examinations tend to rob the work of freshness and liveliness. The written work is usually neat and done with care. The essays would gain in individuality and interest if less closely directed by the teacher. The reading in narrative sometimes suffers by being too slow and analytical. Undue time is spent on language study, much of it dominated by the text-book and not springing from the work in hand. Practice in oral work is given by class debates, discussions and lecturettes, and it is hoped that it may prove possible to restart the School Dramatic and Debating Societies. In the meantime School and Form magazines might be attempted, and every effort made to exploit the boys’ interests fully and to stimulate a feeling for Literature. Each class has its own small collection of books and extra books have recently been acquired. A Library containing standard works of reference in English Literature is an urgent need to allow more individual research by the senior boys.

History

Most of the teaching is in the hands of a qualified teacher who holds the degree of B.A. (Admin.). The first-year Forms and IIC are taught by another qualified teacher who joined the staff quite recently. The Master in charge of the subject is an enthusiast. He has done much to interest the boys who can work on their own with confidence and zeal. There is a variety of well-chosen text-books, a small reference library and plenty of illustrative material. The scheme of work is under process of being re-framed. Much thought is being directed to discovering suitable methods of teaching it. The work is promising.

During the Inspection the following suggestions were made: -

1. The two Masters should collaborate to secure better continuity in the course.

2. The aims of the syllabus should be re-analysed; at present there is danger of both confusion and contradiction at some points.

3. Full use should be made of the reference books available and their number should be gradually added to.

4. The system of scrutinising note-books should be improved.

5. Some knowledge of the contemporary world might be included in the History syllabus.

Geography

The teaching of Geography is divided between two well-qualified Masters, one of whom is responsible for all the first year work and for that of the “C” Forms, whilst the other Master takes the rest of the work including that of the Fifth Form. The teaching is lively and effective and the presentation of the subject is adapted to the abilities of the classes, with noteworthy success in the “C” stream.

The syllabus covers a suitable range of local and world geography; map work is commenced early in the course. For the “C” Forms the emphasis is on the human aspects of the subject. It was suggested that the syllabus should be linked with other subjects, especially Science.

Quite a good standard of work is achieved and the classes are generally responsive and interested. The note-books are well illustrated with maps and contain few dictated notes but a considerable amount of written work based on text and reference books. Adequate attention is given to correction. Practical work has included local surveys, visits to works and to a museum, and holiday excursions into the country. This practical work might well be encouraged as, at present, the work tends to depend too much on books.

The equipment for Geography includes adequate text-books, atlases, wall maps and illustrations, but the provision of a better globe and of instruments for weather study might be considered. An epidiascope is on order. The library of reference books might well be augmented by more books suitable for Junior Forms.

French

All newcomers to the School take French for the first year. Only IIA and IIB take it in the second year. In the third, fourth and fifth years it is confined to one set of boys who choose to take it and have made sufficient progress in the first two years. This set is composed mostly of “A” boys, with an admixture of “B” boys. Fifth year boys are taught with the fourth year set, and at the moment there are only three of them taking French.

The Master who teaches French has an adequate command of the language and had long experience of teaching the language in this school before 1940, but he has only recently resumed responsibility for it. He is a thoroughly competent teacher whose concern for good standards of spoken and written French is already taking effect. Phonetics, dictation, free composition, intensive and rapid reading, and constant revision were among the subjects discussed during the Inspection. If the boys are given more opportunities to use simple French for themselves as a means of communication, and grammar is considered only as an explanatory medium, a greater sense of mastery and achievement will reward the good work that is now being done.

Mathematics

The teaching of this subject is shared by four Masters and one Mistress, with the Head Master taking some of the work in Form V. Of the Masters, two are experienced teachers with good qualifications, and two are comparatively inexperienced, one having good qualifications on the technical side. One of the experienced Masters now devotes most of his time to Science, while the other brings to his work knowledge gained from extensive work with younger children.

In the first year the aims are chiefly revision and consolidation of Primary work. The teaching is thorough but progresses rather slowly.

Throughout the School, the schemes of work for the abler children have clear aims which are accomplished to a considerable extent; and in this sense the teaching generally is successful. Nevertheless there is some evidence that schemes are not being fulfilled completely. For example graph drawing receives in practice too little attention. There is little attempt, by grouping, to meet the variations of ability which are wide even within a single class. While many of the boys are industrious and take pride in their work, the efforts of some are not creditable. A more consistent marking policy might help those whose standard is lower.

Considerable thought has been devoted to schemes of work for the less able boys, and a sympathetic insight into these boys’ needs is shown. There is, however, an excessive disparity between the schemes for the abler and less able. The abler would gain by a less academic approach, and from an appreciation of the more immediate practical applications of the subject, while the less able might with equal advantage do more in such matters as trigonometry and the use of formulae.

It is desirable that one of the experienced Masters should assume general responsibility for the subject throughout the School.

Science

The Master in general charge of the Science is an enthusiastic, competent teacher, primarily qualified in physics. His organisation of the department is efficient. The teaching of the subject is shared by another Master who has qualifications in chemistry and who was formerly mainly concerned with mathematics.

In the first two years of the course and in the “C” Form of the third year, the teaching is all by one Master; the syllabus is chiefly physics but some chemistry is introduced in the second year and a little biology in each of the first two years. After this the Science is divided and physics and chemistry are taken separately. It was suggested that a more general scheme including more biology might be considered for the early part of the course.

In general, the standard of work seen was quite good and an intelligent understanding of principles is evidently achieved. The boys are trained to record the work in their own words in their note-books. Some lack of care in scrutiny of note-books, especially in chemistry, was evident.

The equipment is sufficient for the present method of teaching mainly by demonstration, but if more class practical work is to be developed, additional equipment will be necessary. It was suggested that consideration should be given to the provision of a demonstration bench and services in the smaller of the two rooms available for Science. Some additions to the present range of text-books might also be considered; additions to the small Science library are already on order.

Machine Drawing

This subject is under the supervision of a Master who, while experienced as a teacher, is not specially qualified as an engineer. A young graduate in Technology, who has recently joined the staff, contributes to the teaching. The abler boys in the third and fourth years may take this subject as an option; but it is a matter for regret that more boys do not have this option. The greater part of the work consists of text-book exercises, but the boys have opportunities to handle some small machine parts. The inclusion of some drawing from measurements made on the actual object, would be valuable. More might be done to associate Machine Drawing with the pure geometry of the Mathematics classes; while work in the Handicraft room might be used more effectively to give purpose to Machine Drawing. The boys display a genuine interest in the subject and attain reasonable standards.

Music

The School is to be congratulated on the standard of its Music teaching. By his sound musicianship, personal enthusiasm and variety of approach, the Master in charge of the subject obtains from the younger boys a concentration of effort which is delightful to observe. The ground covered is extensive; the results are musically pleasing; and the boys’ enjoyment is evident.

A number of suitable gramophone records provide material for appreciation, but it is to be deplored that Music as a school subject does not extend beyond the third year.

In almost all its aspects, Music receives attention. Possibly more might be attempted in unaccompanied part-singing, and full use should be made of any opportunities for the boys to hear and see “live” instrumental music.

Woodwork

Of the two members of the staff teaching Woodwork, one is fully qualified and was formerly in industry whilst the other recently came from a Training College and awaits a further three months’ course to give him specialist qualifications.

All Forms take Woodwork in the first two years. In the third and fourth years Woodwork becomes an option with Art, Book-keeping and French. About two-thirds of the boys in the Third and Fourth Forms choose Woodwork. It is offered as a School Certificate subject in the Fifth Form, at present by ten boys. There are twenty bench places in each of two rooms.

The work is satisfactory though it does not reach the standard that can be expected of a school where there has been a fourth year for many years. There is need to bring the workshop up to modern standards in organisation and layout and to introduce a little more adventure and experiment in the work of the third and fourth year Forms. In the second room the teacher in charge has inherited a low standard of work.  After he returns from additional training it is hoped that every effort will be made to improve the quality and standards of work.

Art

Art includes some examples of free creative work, and an attempt is made in the Art room to bring brightness and colour into the lives of the boys. The Art scheme for the younger boys is too advanced; in the first year more time might be devoted to design and pattern making on a free and generous scale.

Some lettering and manuscript writing has been attempted. Book-binding is at present discontinued. These crafts might be developed, and considered in relation to other subjects in the Curriculum.

Physical Education

Physical training lessons appear on the time-table of all Forms except IVA and V, certain forms having only one lesson each week and the majority only two. Swimming and games are out-of-school activities. The lessons take place in the Hall where portable gymnastics apparatus is available. It is recommended that the time devoted to physical training generally in the School should be increased and that all Forms should have an opportunity for organised games.

The Master responsible for physical training is awaiting training as a teacher and has gained most of his experience of physical training in the Army. Limitations of apparatus and space prevent the introduction of sufficient variety into the lessons but this is partly counteracted by the invigorating teaching of active work to which the boys respond well. The interest aroused amongst the boys and the general air of purpose about the lessons deserve encouragement by an increase in the time allotted to the subject and by the development of those aspects of Physical Education which have been somewhat neglected during the past few years.

SCHOOL MEALS

The dining room is situated at the top of one of the school buildings and there is a small scullery adjoining. The room is just large enough to accommodate the small number of boys at present taking meals but it is not ideal. There is no hot water supply in the scullery and it is suggested that hot water and an additional sink should be installed.

The number of boys taking the mid-day meal varies from 95 to 112 daily. It is suggested that a system of weekly tickets should be introduced as it is wholly unsatisfactory to the kitchen supplying meals not to know correct numbers for catering. Meals are supplied from a central kitchen and the meal on the day of the visit was adequate in quantity (owing partly to the smaller numbers taking the meal that day) and appetising. Some dishes are not supplied in insulated containers so that the food is not always served as hot as it should be.

The Head Master is anxious to expand the school meals service on the right lines but social training is difficult with present arrangements. More could be done to make the meal an opportunity for social training. Several boys bring their own cold lunch and whilst this continues they should be encouraged to eat their lunch under more suitable conditions.

LIFE OF THE SCHOOL

The alertness and enthusiasm of the younger boys is attractive. After the first year, when some of the more intelligent boys have departed, there is less sparkle and at some points the Curriculum appears to have a stultifying effect, despite the goodwill and keenness with which many apply themselves. It is not unexpected that some who lack the advantages of a refined background display a certain roughness, but good manners, fluency of speech and a pleasant attitude are clearly in evidence. More might be done to encourage self-reliance and to strengthen school spirit. The drabness and bareness of the school surroundings make social training difficult but its importance should be sustained.

Inter-school football fixtures, school expeditions and a flourishing chess club are aids to school loyalties and the corporate spirit. It is hoped that some of the former out-of-school activities may be encouraged to flourish once more. The Old Students’ association is reviving; it produces its own magazine.

Morning school begins with an act of corporate worship which is conducted in the Assembly Hall.

CONCLUSIONS

It is understood that the School is likely to become a Secondary Technical School. At the moment little evidence of technical aptitude at the top of the School can either be found or be expected to be found. It is no purpose of a report which assesses the School’s achievements at the time of the Inspection to deal exhaustively with the future of the School. It may not, however, be inappropriate or irrelevant to offer three comments on the future: -

1. Secondary Technical education presupposes that boys of the best ability will choose this type of education.

2. There would in particular appear to be possibilities for developing engineering and commercial courses, to mention only two that are important, if the right type of boy is encouraged to come to the School.

3. If the School were to become a Secondary Technical School it would of course be necessary to make provisions for the requisite technical rooms and equipment, e.g., machine shops for engineering.

In the past the School was administered under the old Elementary Code. This has had an effect on the way it has tended to think of its function and aims. Its new task should be to realise the fuller potentialities of a Secondary School. The solid work done under the present Head Master offers a favourable starting point.

Conference with the Managers (acting Governing Body) held at the School on Tuesday, 18th January 1949

Present at the meeting to receive an outline of the Inspectors’ Report were representatives from the school, H.M. Inspectors, and Inspectors and Officers from the Manchester L.E.A. Representing St Gregory’s Managers were the Rev. J. Kelly (Chairman), Rev. L. Malone, Rev. Dr W. O’Leary and Rev. F.J. Lynch. The Head Master, Mr W. Holmes, was also present throughout the proceedings. 

The Reporting Inspector, Mr. G. Auty, proceeded to give an outline of the Report under the following headings: -

The Reporting Inspector concluded by expressing faith in the future of the School and repeating the importance of the pioneering work done under the present Head Master.

The Chairman of the Managers congratulated the Head Master on the general tone of the report. Rev. Dr Leary raised the following points: -

1. Would selection for Secondary technical education be at 11+ and what evidence was there in the School at present of technical ability?

    The Reporting Inspector thought selection must be from the ablest rather than only the second best boys.

2. How far was the deterioration of some boys’ enthusiasm due to the transfer of the best to Grammar Schools?

     The Reporting Inspector explained that these transfers were in the best interests of those involved. 

3. Did many boys leave school early for Industry and was it in their interests to do so?

The Reporting Inspector explained that Metrovicks Works School offered a training from the age of 15 but the Head Master had felt boys should first complete their four years’ course before leaving.

4. It was explained that the site for the new School still depended on town planning. This was a factor bearing on the size of the school site.

Rev.  L. Malone had noticed elsewhere that boys become restless before reaching the age of leaving and wondered how far the problem was fairly general and related to earning capacity.

The Reporting Inspector was unable to generalise but agreed that the problem was one often experienced in large industrial towns.

Mr W.T. Stevenson, Chief Inspector of the Manchester L.E.A., made the following contributions to the discussion: -

1. He thought there was a danger in over-emphasising technical bias too early in secondary education, as technical aptitude could not be diagnosed as early as 11+.

2. He confessed the Authority’s inability to help in staffing the School more recently as well as he would have wished.

3. He thought the haste to enter Metrovicks Works School by boys passing their examination was largely due to economic pressure and the system of apprenticeships.

4. He thought the Authority might be able to help in improving the Science equipment but the supplies available from recent schemes of the Ministries of Education and Supply had been disappointingly small.

5. A clerical assistant could be made available under the Authority’s scheme.

6. He thought the falling off of interest by some of the boys was a relic of war-time staffing difficulties.

There was some discussion on the best way to use teaching spaces so that more Music and more Physical Training could be included in the Curriculum.

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The Report’s Appendix: some comments

1. It is interesting to note that in the first-year Forms there were ten boys aged 13, as at January 23rd. It is not unreasonable to assume that more first-year boys would have reached 13 by the end of the school year in July. A similar pattern can be seen in the second, third, fourth and fifth years. In other words, classes and years were of mixed ages – something that teachers would have had to cater for in their planning and teaching.

2. There were substantial differences in the size of some of the forms in the same year. For instance, IIC had only 21 pupils, whilst IIB had 40; IIIC had 20, whilst IIIA had 42; and IVC had 22, whilst IVB had 39.

  Again, this imbalance would have had implications for teaching and learning. Some teachers who had large classes presumably had a heavier burden in terms of preparation, resources, teaching, assessment, recording and reporting.

3. The number of pupils in each year was as follows:

4. The format regarding the number and names of the forms remained unchanged until well into the 1950s. Years 1 to 4 each had three forms named A, B and C. There was only one form in the fifth year until 1956, when two groups were organised.

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