|Ofsted Inspection Rating||Good|
|Inspection Date||19 October 2016|
|Address||Brittain Way, Stevenage, Hertfordshire, SG2 8UT|
|Religious Character||Does not apply|
|Number of Pupils||1410 (56% boys 44% girls)|
|Number of Pupils per Teacher||18.3|
|Percentage Free School Meals||18.8%|
|Percentage English is Not First Language||10.1%|
|Pupils with SEN Support||22%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||Yes|
Information about this school
The school meets requirements on the publication of specified information on its website. The school has grown since the last inspection to become larger than the average-sized local authority maintained secondary school. The proportion of pupils who have special educational needs and/or disabilities is well above average. The proportion of pupils who have a statement of special educational needs or an education, health and care plan is below average. The proportion of pupils for whom the school receives pupil premium funding is above average. The majority of pupils are White British. The number of pupils from minority ethnic backgrounds is average, as is the proportion who speak English as an additional language. The school meets the government’s current floor standards, which set the minimum expectations for the attainment and progress of pupils. A small number of pupils currently attend off-site training at North Herts Education Support Centre, Education Support for Medical Absence (ESTMA), Stevenage Education Support Centre, The Valley School or Nova Training.
Summary of key findings for parents and pupils
This is a good school The inspirational headteacher uses her expertise to lead the school with high expectations. She, along with senior leaders, is ambitious for every pupil to do well. Highly effective leadership has secured rapid improvements in pupils’ progress and attendance, which are now good. Governance is outstanding. Governors’ highly focused visits provide them with an accurate understanding of the school’s performance. Governors use this information to skilfully support and challenge leaders to continuously improve. Leaders’ innovative use of training has ensured that subject leaders and teachers develop their understanding and skills well. As a result, teaching, learning and the accuracy of assessment have improved rapidly across nearly all subjects. Teachers skilfully use their strong subject knowledge and rich variety of questioning techniques to check pupils’ understanding and to challenge the most able. Almost all teachers use pupil assessment information to plan enjoyable learning. Different groups of pupils are challenged appropriately and make good progress in most lessons. Where teaching is less effective, for example in some science lessons, some pupils lose interest and their progress slows. Leaders have designed a life skills programme that makes a strong contribution to pupils’ spiritual, moral, social and cultural development. Pupils respect each other and know how to stay safe. In 2015, attendance was above national expectations. Leaders’ swift actions have ensured that the attendance of disadvantaged pupils and those who have special educational needs and/or disabilities has improved quickly and is now high. Leaders’ incisive actions have improved the progress of disadvantaged pupils. In 2016, disadvantaged pupils made better progress than other pupils nationally. Sixth-form provision is good. Leaders have ensured that students follow appropriate courses that enable them to achieve well. As a result, more students than previously are proceeding to higher education. Leaders’ new ‘everybody reads, everybody writes’ strategy is already a feature of all lessons. All teachers use subject-specific resources to develop reading. Pupils’ writing across the curriculum is improving but not as fast as their reading skills.