|Ofsted Inspection Rating||Outstanding|
|Inspection Date||11 June 2019|
|Address||Beswick Avenue, Ensbury Park, Bournemouth, Dorset, BH10 4EX|
|Number of Pupils||781 (100% girls)|
|Academy Sponsor||United Learning Trust|
|Local Authority||Bournemouth, Christchurch and Poole Council|
|Percentage Free School Meals||10.6%|
|Percentage English is Not First Language||14%|
Information about this school
Glenmoor Academy is an averaged-sized secondary school for girls. It is co-located with Winton Academy, a school for boys. The schools share a governing body, leadership team and staff. Lessons are almost entirely taught in single-sex groups. However, boys and girls share the same social spaces at lunchtime and attend extra-curricular clubs together. The school is part of the United Learning Multi-Academy Trust. The school is growing rapidly. Each new year group entering the school is substantially larger than the previous year group. The proportion of pupils with SEND is below average. The proportion of pupils supported by the pupil premium grant is broadly average. Eight out of ten pupils are of white British heritage. There are few from minority ethnic groups and few who speak English as an additional language.
Summary of key findings for parents and pupils
This is an outstanding school Leaders have created a school community where staff and pupils work together to reach very high standards. They have high expectations of both pupils and teachers and everyone is well supported in reaching them. The executive principal and principal, working together, have an unrelenting focus on continual improvement. They are excellent motivators who have captured the imagination of teachers and harnessed the collective effort of the staff across the school. Leaders make sure that teachers have the time to focus on making their teaching as effective as possible by cutting out unnecessary additional workload. The quality of teaching is consistently high across all subjects and for all groups of pupils. Teachers are very skilful in making sure they understand what pupils can do and what their next steps should be. This ensures that pupils are given work that challenges them and helps to move their understanding forward. Leaders encourage teachers to innovate and try new approaches. This is leading to continual improvements. Currently, teachers are grappling with ensuring that pupils know how to improve their work. This is not yet quite as effective as they want it to be. Pupils make more progress than in the vast majority of schools. They reach high standards in virtually every subject. The school’s outcomes have risen each year for the last three years as a direct result of improvements in the quality of teaching. The quality of relationships between teachers and pupils is very high. Leaders make their expectations of pupils very clear, and there are significant consequences if pupils misbehave. But pupils know they are cared for, and there is a genuine warmth in relationships across the school. As a result, behaviour is exemplary. There is a harmonious buzz as pupils move around the school. Few pupils are excluded or removed from lessons for misbehaviour. The multi-academy trust provides very effective challenge and support to school leaders. Trust officers know the school very well and make sure it gets the resources it needs to improve. Local governors hold leaders to account effectively. They ensure that leaders continue to focus on meeting the needs of the community’s children.