Ofsted
Since May 2016, we have been responding to the Ofsted inspection report while continuing towards realising our vision of becoming an outstanding school and hence improving outcomes for all students. We have hosted visits from the Department of Education, the Regional Schools Commissioner and our new School Improvement Partner. All their reports confirm that we have acted swiftly to address the many issues and are on the right track to continue to improve further.
The following observations were made from our recent visit of our School Improvement Partner (January 2018)
- Teaching, learning and assessment in the lessons visited aligned with a judgement of good.
- Where whole class teaching was in operation, teachers were seen challenging students of different abilities through effective questioning.
- The school wide approach to ‘3-way differentiation’ and stretch was much more visible than during the last visit.
- The quality of display and general environment was transformed
- Students are monitored both pastorally and academically and appropriate intervention is put into place to support students who are making below expected progress.
- Students tended to be less passive than previously seen which may well reflect the impact of the SLANTing initiative. The presentation of work was generally of a good standard.
- Improvement was noted in the quality of marking and in that the steps that students need to take.
- The use of learning journeys in KS3 was much more evident than previously seen.
- Homework is being set regularly across subjects and year groups, a situation that is much improved on a year ago.
- Behaviour is good and has the potential to become outstanding.
(School Improvement Partner January 2018)
‘The pace of change has had an evident impact, students can articulate how the academy is a better place to be this year because they can learn confidently, lessons are not disrupted, and they enjoy attending the academy. ‘There is no doubt that staff have worked extremely hard to establish high expectations and set an ethos and climate for learning that will ensure all students thrive’. (Department of Education visit in January 2017)
By improving the quality of teaching and learning, outcomes for all groups of students have improved. Student progress is the focus across all subjects.
‘The Headteacher and governors have an accurate understanding of the school’s strengths’ (Regional Schools Commissioner)
‘All staff agreed that the conduct of students in class and around the school has improved considerably from the start of the year and is now good. The introduction of restorative justice, stronger reward systems will lead to further improvement in the coming year. The exciting plans to strengthen student leadership will also have a positive impact’ (School Improvement Partner July 2017)
'There were some pleasing elements in Year 11 achievement at both a school and subject level. Relationships between students, and between students and teachers, are much more positive, this is helping drive the continued strengthening of student behaviour evidenced by the data. The implementation of the new assessment process in Key Stage 3 is being managed effectively. Priorities also include embedding the use of Learning Journeys and assessment marksheets, ensuring students can articulate what they are learning and what next steps they need to make, and strengthening transition from Key Stage 2'. (School Improvement Partner October 2017)
