Ofsted Report

The most recent OfSted reports for the school can be found here.

Letter Regarding Ofsted Monitoring Visit (December 2014)
Ofsted Report (October 2014)
Ofsted Report (December 2010)

Our Ofsted page can be found here
School Data Dashboard

 

Some Highlights from the Current Report

“Students make outstanding progress in English and attain well above average GCSE results. Teaching in English is consistently of a very high standard.”

“The A-level pass rate rose in 2014 and a higher percentage of students gained A* to B grades.”

“As a result of recently appointed new teachers and middle leaders, teaching has improved in many subjects, for example in humanities.”

“Almost all school leavers at the end of Year 11 have their career paths mapped out well.”

“Disabled students and those with special educational needs and in the autism specialist unit receive extremely effective academic and personal support. Many of these students achieve well.”

“Students feel safe and enjoy school. They mature into thoughtful and considerate young adults. Students describe the ‘good vibes’ and ‘community atmosphere’ within the school.”

“In the specialist autism unit, students learn how to cope with mainstream lessons. Overall their behaviour is similar to that of others. They master social skills and are well prepared to cope with life outside school.”

“Procedures for behaviour management were tightened last year. This led initially to an increase in fixed-term exclusions but a significant reduction has followed, showing it has been effective.”

“The school’s work to keep pupils safe and secure is good. Racist incidents are rare and bullying is taken very seriously by students and staff alike. A student leader group works to combat bullying.”

“In discussion with students of all ages, it was clear that the school does not shy away from tackling sensitive topics such as personal lifestyles or extremism. Students discuss the use of the word ‘gay’ realistically, admitting that it is still heard on occasions. Some students commented on the importance of understanding the potential damage done by inappropriate online activities.”

“Student leaders take their responsibilities seriously and contribute much to school life. Some observe teachers in action and give feedback, others help students or energetically organise fund raising events; all contribute to their good social and moral development. Sixth formers volunteer to help in the special educational needs department.”

“With many new staff, including middle leaders, teaching is stronger now than last year’s results would suggest. Several teachers effectively adapt work, for lower attainers for example, and prepare stimulating materials which grab students’ interest and attention.”

“Convincing examples of the school’s successful focus on literacy were seen during the inspection. For example, Year 9 students said new vocabulary out loud and Year 13 discussed definitions in depth. Since the beginning of this term, design and technology, geography and science teachers have used many mathematical skills such as data interpretation and the use of graphs. They have helped students to draw and interpret them well.”

“The outstanding learning in English is underpinned by sharp, well-considered planning, structure and content of lessons. Individual department members have specific responsibilities and research and share related topics as needed. The department has successfully encouraged students to use the library regularly.”

“The computer programs used for students with low reading ages and those with English as an additional language are very successful. They contribute particularly well to developing their confidence and ability to keep up in lessons.”

“Teachers contribute thoughtfully to students’ good, spiritual, moral, social and cultural development by generating high expectations for respectful behaviour or by emphasising particular moral or cultural issues in the work being studied.”

“Teaching is very effective for students with special educational needs, challenging behaviour and others who are at risk of underachieving. Their emotional literacy and academic levels are measured on entry and their progress is tracked accurately and followed up by flexible and swift adjustments as their needs change.”

“The focus for students attending the specialist unit is on their long-term needs and futures. Some take several years to acquire the confidence and skills they need but they get there in the end. Many achieve well and many go on to further and higher education.”

“Headline figures do not reveal the full picture of achievement as they do not identify results in different subjects or by different groups of students. GCSE English results were outstanding in 2013 and 2014. All groups of students made rapid progress which was well above that seen nationally. Achievement in BTEC subjects, such as health and social care and physical education, was also good in both 2013 and 2014.”

“The school has very high percentages of students with special educational needs (over 50% of Year 11 in 2014) and low attainment. In English and mathematics in 2013, these students made better progress and attained higher GCSE results than similar students nationally. Students supported at school action made better progress than others in the school in mathematics in 2013.”

“Ethnic minority students, especially those from Other White backgrounds, attained slightly better than White British students overall in 2013. Boys and girls achieved fairly similar results but boys did much better in 2014, especially in mathematics.”

“A-level results in 2014 were better than those in 2013.”