Everest Community Academy Closed

Name Everest Community Academy Closed
Website http://www.everestcommunityacademy.org/
Ofsted Inspection Rating Requires improvement
Inspection Date 17 June 2015
Address Oxford Way, Basingstoke, Hampshire, RG24 9UP
Phone Number 01256465547
Type Academy
Age Range 11-16
Religious Character None
Gender Mixed
Number of Pupils 476 (52% boys 48% girls)
Academy Sponsor Academies Enterprise Trust (Aet)
Local Authority Hampshire
Percentage Free School Meals 18.9%
Percentage English is Not First Language 9.9%

Information about this school

The Everest Community Academy is a mixed, smaller than average, 11-16 academy sponsored by the Academies Enterprise Trust (AET). At the time of the inspection, there were 586 students on roll. Most students are of White British heritage. The proportion of students from minority ethnic groups is in line with the national average, as is the proportion of those who speak English as an additional language. The proportion of students supported by the pupil premium is above the national average. Pupil premium is additional funding for students who are known to be eligible for free school meals and looked after children. A small minority of Year 7 students, who did not attain Level 4 in either English or mathematics at the end of primary school, are eligible for catch-up funding. The proportion of disabled students and those who have special educational needs is above the national average. Most of these students have behaviour or learning difficulties. A small number of students are educated elsewhere, at the Basingstoke College of Technology and the Ashwood Academy in Basingstoke. The academy has been affected by a high turnover of teachers, although staffing is now more stable. The Principal took up post in September 2014 and many senior leaders and middle leaders are relatively new to their roles. In 2014, the academy did not meet the government’s current floor standards, which are the minimum expectations for students’ attainment and progress by the end of Year 11. The academy entered a small number of students early for their mathematics examination in 2014 and their English examination in 2015. The academy has achieved the Investors in People Gold Award, the Artsmark Silver Award and the Healthy School Award.

Summary of key findings for parents and pupils

This is a school that requires improvement. It is not good because : Recent changes to strengthen and sharpen leadership and management at all levels have not yet had time to fully impact on students’ achievement. Middle leaders are not all consistently focused on school improvement in their areas of responsibility. Governors have not been quick enough to challenge underperformance. In the past, funding for disadvantaged students has not been spent fully effectively. Behaviour requires improvement because some students do not show consistent engagement in their lessons or good attitudes towards their learning. Teaching is not yet consistently good and activities do not always provide students, especially disadvantaged and more able students, with enough support and challenge. Sometimes, teaching assistants are not clear about their role in supporting learning. Homework does not support learning beyond the classroom well enough. Marking is inconsistent in all years and feedback does not always help students to understand what they need to do to improve. The proportion of students who gain five good passes at GCSE, including English and mathematics, has been well below the national average. Results in 2014 did not meet government floor targets. The school has the following strengths The determined leadership of the recently appointed Principal, combined with the involvement of the Regional Director of the Academies Enterprise Trust, is effective in generating change. Senior leaders and managers are bringing about rapid improvements in teaching, behaviour and achievement, particularly in Key Stage 4. The academy has good capacity to continue to improve. The quality of teaching has improved since the previous inspection, with underperformance rigorously addressed through professional development programmes. The number of lessons when students’ learning was poor has dramatically reduced. Staff’s concern for the welfare and well-being of students is a real strength. Students confirm they are looked after and feel safe in academy. Bullying is rare and students say they know staff deal with it swiftly. All students have a very good awareness of different kinds of bullying. Attendance has risen rapidly, so that it now matches the national average. Persistent absence rates continue to fall. The number of permanent and fixed term exclusions is falling and is now close to average. Support for literacy, including reading regularly, is strong in all years. It is helping students to make better progress in all their subjects.