|Name||Manshead CofE Academy|
|Ofsted Inspection Rating||Inadequate|
|Inspection Date||11 November 2015|
|Address||Dunstable Road, Caddington, Luton, Bedfordshire, LU1 4BB|
|Religious Character||Church of England|
|Number of Pupils||984 (51% boys 49% girls)|
|Number of Pupils per Teacher||15.7|
|Academy Sponsor||Diocese Of St Albans|
|Local Authority||Central Bedfordshire|
|Percentage Free School Meals||12.5%|
|Percentage English is Not First Language||9.3%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about this school
The school is larger than the average secondary school and has a sixth form. In 2014 the school expanded to admit Year 7 pupils for the first time; it is now fully 11–18. The current headteacher has been in post since 2006. The large majority of pupils are White British, with a smaller proportion than average coming from minority ethnic backgrounds. Very few pupils speak English as an additional language. The proportion of disadvantaged pupils for whom the school receives pupil premium funding (additional government funding to support pupils who are in the care of the local authority or who are known to be eligible for free school meals) is slightly below average. The proportion of disabled pupils and those who have special educational needs or an education, health and care plan is slightly below average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress. The school sends a very small number of pupils to Barnfield College and the Academy of Central Bedfordshire on a part-time basis for additional courses and specialist provision. The school runs a specialist provision unit for a small number of pupils with education, health and care plans. This resource specialises in provision for pupils with autistic spectrum disorders.
Summary of key findings for parents and pupils
This is an inadequate school Safeguarding is not effective. Leaders and governors have not ensured that the procedures for checking the eligibility and qualifications of staff are sufficiently rigorous. Safeguarding procedures are not adequately reviewed by leaders. Leaders have not secured sufficient improvements to the overall quality of teaching in recent years. Strategic planning lacks rigour because leaders’ evaluations are not accurate enough. They do not identify the correct priorities or plan the right actions to raise standards. In key subjects such as English and science, pupils across the school make inadequate progress because too much teaching is ineffective. Pupils make inadequate progress in Key Stage 3 because teaching and assessment are not challenging or engaging them effectively. As a result, their behaviour is often poor and slows the pace of learning. Boys achieve significantly less well than girls in most areas, particularly in Key Stage 3. Leaders have not been successful in ensuring that key groups of pupils, particularly disadvantaged pupils, disabled pupils and those who have special educational needs, attend well and make good progress. Leaders do not communicate as effectively as they should with parents and other stakeholders. Too many sixth form learners do not continue from Year 12 to Year 13. The curriculum does not adequately prepare pupils for life in modern Britain by promoting equality and diversity and developing their understanding of different cultures and traditions. The school has the following strengths The progress that pupils make in mathematics has improved in recent years and is now slightly better than the national average. Pupils conduct themselves well around the school and in formal gatherings such as assemblies.