|Name||Daventry Hill School|
|Ofsted Inspection Rating||Inadequate|
|Inspection Date||06 June 2019|
|Address||Ashby Road, Daventry, Northamptonshire, NN11 0QE|
|Religious Character||Does Not Apply|
|Number of Pupils||146 (74% boys 26% girls)|
|Academy Sponsor||Creating Tomorrow Multi Academy Trust|
|Percentage Free School Meals||28.8%|
|Percentage English is Not First Language||4.8%|
|Catchment Area Information Available||No, we only have catchment area data for schools in England|
Information about this school
Daventry Hill School provides education for pupils with cognition and learning needs, profound and multiple learning needs, severe learning needs and for pupils with autism spectrum disorders. The school became part of the Creating Tomorrow Multi Academy Trust in October 2018. The trust board has legal responsibility for the school. However, they delegate strategic decisions for the school’s management to the local governing body. The trust has deployed an interim school improvement adviser to work at the school for two days a week. In addition, the key stage 4 leader is on secondment from another school in the trust. The school does not use alternative provision. The school does not currently have any pupils in its sixth form.
Summary of key findings for parents and pupils
This is an inadequate school The quality of teaching is poor. Too many teachers do not plan learning to help pupils develop their knowledge and skills effectively. The most able pupils underachieve. Pupils’ outcomes in mathematics are weak. They do not have opportunities to problem solve or reason mathematically. They do not make good progress. Teaching in the early years is inconsistent, particularly in phonics. Not all adults are skilled enough to engage children in learning. Teachers do not encourage pupils to develop problem-solving skills across the curriculum. Pupils do not have enough opportunities to demonstrate their learning independently or to reflect on what they have learned. The teaching of reading is weak. Pupils’ reading books do not match their reading ability. This slows their progress. Exclusions have been much higher than the national average for similar schools. Although exclusions have reduced in the current year, some staff are not skilled enough to support pupils who have more severe social, emotional and mental health needs. There are still too many pupils who have repeat exclusions. Leaders do not hold teachers to account well enough for the progress that pupils make. Teaching is inadequate. The leadership of mathematics is weak. Teachers’ subject knowledge and planning for mathematics are poor. Governors have not held leaders to account for the progress that pupils make. Leaders have not successfully communicated the purpose of the school’s new curriculum. The school has the following strengths The new leadership team has made a positive difference. They have prioritised pupils’ safety and behaviour. Safeguarding arrangements are now effective. The school is a calm and orderly environment and pupils’ behaviour and attendance are improving. The school’s new curriculum is supporting the pupils to understand their emotions and to feel safe. Older pupils are successfully developing employability skills. They enjoy opportunities to manage small businesses.