|Ofsted Inspection Rating||Good|
|Inspection Date||01 December 2015|
|Address||Castle Wood Road, New Barnet, Hertfordshire, EN4 9GE|
|Number of Pupils||1257 (54% boys 46% girls)|
|Number of Pupils per Teacher||12.2|
|Percentage Free School Meals||3%|
|Percentage English is Not First Language||10.5%|
Information about this school
The school is currently larger than the average-sized secondary school and it expects to reach full capacity in September 2016. The school is still growing and is heavily oversubscribed. If the projected roll of 1,310 is reached, the number on roll will be well above the national average. The sixth form opened in September 2012 with a small cohort of learners. In September 2015, the first full cohort of 154 learners entered the sixth form. Since the previous inspection, the appointments of all key staff correspond with the growth of the school. The proportion of pupils with a statement of special educational needs or an education, health and care plan is high, as is the proportion of pupils with special educational needs support. The school has dedicated additional resource unit, Pears Special Resource Provision (PSRP), which provides additional support for pupils with autistic spectrum disorder. The provision provides support for up to seven pupils per year group. Currently, 40 pupils are on roll and when full to capacity the school expects to have 49 pupils in the provision. The proportion of pupils who are from a minority ethnic heritage is below average. The largest groups are from any other White background and from mixed heritage. Most pupils are of White British heritage. The proportion of pupils who speak English as an additional language is above average. A below average proportion of pupils is known to be eligible for the additional government funding provided for pupils eligible for free school meals or looked after by the local authority. The school exceeds the government.s current floor standards, which set the minimum expectations for pupils. attainment and progress. The school has science specialist status and has gained various awards, including Investors in People.
Summary of key findings for parents and pupils
This is a good school The school is effectively led and managed by an exceptional leader. The headteacher has the very able support of senior and middle managers who have a very good understanding of the school.s work and ethos. The senior leaders. high expectations and strategic planning have contributed to the school building on the practice found at the last inspection. As a result, capacity for further improvement, including succession planning, is well considered. The sixth form is outstanding. As a result of very good provision, combined with high-quality teaching and strong leadership, learners make extremely good progress. Provision for pupils with a statement or an education, health and care plan is outstanding. The quality of teaching is good. Most teachers plan well-structured lessons that engage and motivate pupils to learn well. Parents are overwhelmingly positive about the school.s work and hold it in high esteem. Achievement is good and pupils make good progress overall. In 2015, outcomes in the GCSE examinations placed the school in the top 10% of all schools nationally. The school has good systems for tracking pupils. progress and holding staff to account. The governing body provides strong strategic direction; it is actively involved and takes decisive action to develop the school further. Pupils behave very well and their personal development is good. The inclusive ethos and values are key factors in the school.s success. The development of „Mensch., which includes life skills, is the „heart beat. of the school which contributes to shaping pupils. personal development. The curriculum provides breadth, depth and balance, particularly in the sixth form which offers learners a wide range of academic and vocational courses. It is not yet an outstanding school because : While teaching is good, inconsistencies remain. Expectations are not always high enough. Variation in the rates of progress between groups of pupils exists and the attainment gap is not closing quickly for some groups, particularly the disadvantaged in mathematics. The quality of monitoring and evaluation of the school.s work requires more sharpening to ensure consistency. Weaknesses are not always picked up. However, the speed and decisiveness of dealing with them require urgency and constancy.