|Name||Emmanuel Middle Church of England Middle School|
|Ofsted Inspection Rating||Inadequate|
|Inspection Date||21 February 2017|
|Address||Howe Lane, Verwood, BH31 6JF|
|Religious Character||Church of England|
|Number of Pupils||Unknown|
|Academy Sponsor||Wimborne Academy Trust|
Information about this school
The school meets requirements on the publication of specified information on its website. The school is an average-sized middle school with pupils from Years 5 to 8. The school works closely with three partner first schools (Hillside Community First School, Trinity Church of England VA First School and Verwood Church of England VA First School) and two upper schools (Ferndown and Queen Elizabeth in Wimborne Minster). Some pupils leave the school at the end of Year 6 to move to one of a number of 11 to 18 schools, including selective schools, in neighbouring local authority areas. The proportion of pupils in the school eligible for free school meals varies from year to year but is generally slightly below average. The proportion of pupils identified as having special educational needs and/or disabilities also varies from year to year but is currently above average, although few pupils currently have a statement of special educational needs or an education, health and care plan. Few pupils are from other than White British backgrounds and the proportion who speak English as an additional language is well below average. The school does not make use of any alternative or off-site provision, although occasionally pupils are also enrolled in a local authority learning centre. There is no specially resourced provision on the school site. The school did not meet the current government floor standards in 2016. It met the government criteria for coasting schools based on weak performance for pupils at the end of Year 6 over several years.
Summary of key findings for parents and pupils
This is an inadequate school Senior leaders do not monitor pupils’ progress and learning across a range of subjects. In addition, they do not monitor the attendance of disadvantaged pupils and those who have special educational needs and/or disabilities. The achievement of disadvantaged pupils and those who have special educational needs and/or disabilities is inadequate. Too many of these pupils do not attend school regularly. They are not prepared well for secondary education. There is wide variation in the quality of teaching, learning and assessment across year groups and subjects. Pupils in some classes in all years do not know how well they are doing or how to improve their work. Pupils do not achieve well in science. They do not make enough progress in their learning. Teachers do not focus sufficiently on the learning and progress of disadvantaged pupils and those who have special educational needs and/or disabilities to ensure that they make the progress they are capable of. The most able pupils are not consistently challenged to do as well as they could in some subjects. Governors have not challenged senior leaders effectively enough to tackle weaknesses in teaching and the underachievement of some groups of pupils. The school has the following strengths Pupils behave well in lessons and around the school. They get on well together and show respect for each other, reflecting the values and ethos of the school. The quality of teaching in English, French and humanities is strong. Pupils’ achievement in mathematics is improving as a result of strong subject leadership.