|Ofsted Inspection Rating||Outstanding|
|Inspection Date||13 September 2011|
|Address||East Way, Bournemouth, Dorset, BH8 9PY|
|Number of Pupils||1036 (96% boys 4% girls)|
|Number of Pupils per Teacher||16.9|
|Academy Sponsor||Bournemouth School|
|Local Authority||Bournemouth, Christchurch and Poole|
|Percentage Free School Meals||3.5%|
|Percentage English is Not First Language||6.6%|
|Pupils with SEN Support||3.3%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about the school
Bournemouth School is a larger than average boys’ secondary school. It became an academy on 1 September 2011 and made some changes to its senior management team at this time. The proportion of students known to be eligible for free school meals is below average. There is a smaller-than-average percentage of students from minority ethnic groups and most speak English as their first language. The school has a well below average proportion of pupils who have special educational needs and/or disabilities.
Bournemouth School is outstanding. Students’ achievement is excellent; students make consistently good progress and attainment is high. Almost all aspects of students’ personal development are outstanding, particularly in the way they contribute to school life and to the wider community. Students regard their school very favourably and delight in opportunities such as participating in house activities. For example, students from each house select a charity and choose the best ways to glean funds, raising thousands of pounds annually. The sixth form is fully integrated into the main school and is very popular with students, whose achievement is also outstanding. Teaching is good and typified by strong collaboration between skilled teachers and enthusiastic boys. Most teaching is lively and good resources help make most lessons interesting and enjoyable. Good behaviour means there are few unnecessary interruptions but, in a few lessons the pace is rather slow and teaching does not fully engage students. Improving assessment provides useful information, and effective action in response to assessment information, led by heads of houses, ensures very few students fall behind. Exceptional care means each student is very well known to many staff and arrangements for transfer into and out of the school are exceptionally thorough, ensuring a smooth transition for most students. The curriculum is outstanding. The school gives equality of opportunity a high priority; this ensures that there is negligible unevenness in the performance of different groups of students. There are numerous opportunities for students to make the best use of their talents whether in the arts, on the sports field or elsewhere. The school’s capacity for sustained improvement is good. The move to an academy has seen few changes except a revision of the senior leadership team. The headteacher, senior leaders and managers have an accurate understanding of the school’s strengths and weaknesses. They embed ambition well and lead the drive for improvement. Accurate self-evaluation feeds into clear, focused plans for the future. However, the very recent re-organisation of leadership and management means that, while improvements are now underway, the full impact of the changes has not yet been felt. For example, some inconsistencies remain in teaching, partly because the monitoring of teaching and learning is not always rigorous. Good management systems mean that the school runs smoothly.