|Name||George Mitchell School|
|Ofsted Inspection Rating||Good|
|Inspection Date||14 January 2016|
|Address||Farmer Road, Leyton, London, E10 5DN|
|Religious Character||Does Not Apply|
|Number of Pupils||916 (51% boys 49% girls)|
|Number of Pupils per Teacher||13.9|
|Academy Sponsor||Partnership Learning|
|Percentage Free School Meals||19.3%|
|Percentage English is Not First Language||75.2%|
Information about this school
The school is slightly smaller than the average-sized all-through school. Early years provision, primary and secondary phases occupy separate sites. Children attend the Nursery part-time, either in the morning or the afternoon. Children in the Reception class attend full-time. More pupils than nationally speak English as an additional language. An above-average proportion is known to be eligible for the pupil premium. The school uses two alternative providers for a very few selected secondary-age pupils. These are: Waltham Forest College and Conel College. The primary and secondary phases meet the current government floor standards. The school organises and manages breakfast provision for pupils in the primary phase.
Summary of key findings for parents and pupils
This is a good school The school is improving quickly and securely. The headteacher, senior leadership team and members of the governing body are ambitious for the school. They have devoted their energy to driving successful improvements to teaching and pupils’ outcomes across the school. Leaders make frequent checks on the quality of teaching in the primary and secondary phases. Teaching, learning and assessment is good across the school because leaders identify where teaching needs to improve and provide training and coaching that secures swift improvements. The headteacher and senior leadership team have successfully raised teachers’ expectations of what pupils can achieve. Teachers plan interesting work that captures pupils’ interest and motivates them to work hard. Since the previous inspection, leaders and governors have made sure that all three age phases work closely together. This helps pupils throughout the school to benefit from common approaches to teaching, learning and assessment. Pupils’ outcomes are good. Pupils make good progress in the primary and secondary phases. Leaders measure pupils’ achievement regularly. They provide individualised support for selected pupils that helps to make sure all pupils achieve well. Pupils attend school regularly and have positive attitudes to learning. They behave well in lessons and around the school. Pupils are polite and well mannered. In the primary and secondary phases, pupils’ personal development and welfare is good. The early years provision is good. Over recent time, children’s achievement at the end of the Reception Year has improved year on year. It is not yet an outstanding school because : Although standards are rising, they are broadly average overall because teaching is good and not outstanding. Teachers do not always follow the school’s marking policy consistently enough to make sure pupils know how to improve their work. Pupils are not consistently clear about their individual academic targets because leaders have not made sure that pupils understand the school’s new assessment measures effectively.