Hadlow Rural Community School

Name Hadlow Rural Community School
Website http://www.hrcschool.org
Ofsted Inspection Rating Good
Inspection Date 23 June 2015
Address Tonbridge Road, Hadlow, Kent, TN11 0AU
Phone Number 01732853241
Type Secondary
Age Range 11-16
Religious Character None
Gender Mixed
Number of Pupils 358 (60% boys 40% girls)
Number of Pupils per Teacher 14.4
Academy Sponsor Hadlow Rural Community School Limited
Local Authority Kent
Percentage Free School Meals 15.4%
Percentage English is Not First Language 0.8%
Persisitent Absence 18.5%
Pupils with SEN Support 5.6%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Hadlow Rural Community School is an academy free school which opened to students in September 2013. It was set up by Hadlow College and is located within the college grounds. There is a strong association with the college, which provides many support services. The Chair of the Governing Body and vice chair are the vice principal and Principal of Hadlow College. This is the school’s first inspection. The school is much smaller than average. Currently, it has students in Years 7, 8, 10 and 11. The 60 places available in Years 7 and 8 are not quite filled and there are 58 students due to join Year 7 in September 2015. The 15 places available in Years 10 and 11 are filled. The school is housed in temporary accommodation. The construction of a new school building, which is scheduled to open in 2016, has started. The proportion of students from minority ethnic groups or who speak English as an additional language is well below average. The majority of students are of White British heritage. The proportion of students known to be eligible for the pupil premium, allocated to support disadvantaged students, is lower than the national figure. The proportion of disabled students and those with special educational needs is well above average. All students follow a land-based curriculum at Hadlow College one day a week. Twice a week, the last lesson of the day is dedicated to compulsory enrichment activities. A full cohort of students have not yet taken public examinations, so it is not possible to report on whether or not the school meets the government’s current floor targets.

Summary of key findings for parents and pupils

This is a good school. School leaders and governors have established a clear vision for the school, resulting in a highly positive ethos. The integration of land-based learning into the curriculum is innovative and highly motivational for students. The school is rapidly improving, following some difficulties during its first year. Governance is a strength of the school. Governors use their wide-ranging skills to provide effective challenge and support for school leaders. The students benefit from the specialised facilities and high levels of expertise of Hadlow College tutors during their one-day-a-week land-based study. Most students make good progress over time. Progress in English and science is particularly strong. Teaching is good and improving. Highly effective relationships between teachers and students help students learn well. Students’ behaviour around the school and in lessons is good. Bullying is rare. Students are considerate, respectful and take pride in their work and their appearance. The majority of them are keen to learn. The school’s work to keep students safe is outstanding. Students are happy and feel very safe in school. They are confident that the adults in school support them very well. Leaders ensure disadvantaged students are well supported and, as a result, they achieve as well as other students in the school. The school promotes students’ spiritual, moral and social development well. There is a strong commitment to equality and students show respect and concern for the needs of others. The development of character and resilience through the land-based activities also helps prepare students well for future employability and life in modern Britain. It is not yet an outstanding school because: Standards in mathematics are not yet as good as those in English and science in Key Stage 4. Teaching is not yet leading to outstanding achievement for all students. Attendance is below the national average. The restricted opportunity to study some aesthetic subjects limits the development of students’ creativity and cultural understanding.