|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||22 March 2017|
|Address||Western Way, Basingstoke, Hampshire, RG22 6HA|
|Religious Character||Does Not Apply|
|Number of Pupils||971 (49% boys 51% girls)|
|Number of Pupils per Teacher||15.9|
|Percentage Free School Meals||9.1%|
|Percentage English is Not First Language||5.1%|
Information about this school
The school is an average sized 11–16 secondary school which has grown rapidly since 2012. The vast majority of pupils are of White British heritage. The proportion of pupils who are disadvantaged and eligible for additional pupil premium funding is just below the national average. The proportion of pupils who have special educational needs and/or disabilities is broadly in line with the national average. A small number of pupils attend the local alternative provision at the Ashwood Academy. The school meets the requirements on the publication of specified information on its website. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress.
Summary of key findings for parents and pupils
This is a school that requires improvement Leaders have a broadly accurate view of the school’s strengths but they have not acted with enough urgency to address past weaknesses. The leadership of teaching is not strong enough, with many initiatives yet to make a positive impact in the classroom. Pupils, especially the most able, do not make enough progress from their starting points in many subjects including English and mathematics. The use of the additional funding for disadvantaged pupils is not used effectively enough. Some pupils do not yet receive the support they need. The school’s assessment systems are not yet providing robust or accurate information for leaders to evaluate their work thoroughly. Middle leaders are beginning to improve the quality of teaching in their subject areas. However, a minority of teaching remains less than effective. The support from the local authority and the teaching school has not made enough of a difference to the quality of leadership in the school. Pupils in key stage 3 are doing increasingly well. However, pupils in key stage 4 are not yet achieving as well as they should in many subjects. Leaders are not sufficiently adept in planning for improvement. Too often, planning lacks rigour because targets set are not sharp enough so leaders struggle to measure the impact of their work. The school has the following strengths Governors have transformed the way they work and are increasingly challenging leaders over weak performance. Leaders have taken decisive action to improve behaviour across the school. As a result, pupils’ conduct is good. Pupils receive good guidance on their next steps. As a result, more pupils than the national and local averages go on to further education and employment. The personal development programme is especially effective. Pupils receive good guidance about how to stay safe. Parents are very supportive of the school and report that their children are well looked after. Pupils are proud of their school. They are smartly dressed and are respectful towards staff and visitors alike. Pupils enjoy the many opportunities they have to experience learning outside of the classroom.