|Ofsted Inspection Rating||Good|
|Inspection Date||12 October 2016|
|Address||Budds Lane, Bordon, Hampshire, GU35 0ER|
|Religious Character||Does not apply|
|Number of Pupils||521 (52% boys 48% girls)|
|Number of Pupils per Teacher||14.8|
|Academy Sponsor||University Of Chichester (Multi) Academy Trust|
|Percentage Free School Meals||14.2%|
|Percentage English is Not First Language||6.5%|
|Pupils with SEN Support||6.7%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Mill Chase is a small mixed secondary school. It became an academy in November 2013 and is sponsored by the University of Chichester Academy Trust. The school has a lower than average proportion of boys, and a higher than average proportion of pupils who are eligible for free school meals. There is a lower percentage of pupils from multi-ethnic groups than the national average, and the proportion of pupils who speak English as an additional language is less than half the national average. The proportion of pupils who have special educational needs and/or disabilities is below the national average, but there is a higher than average percentage of pupils who have a statement of special educational needs or an education, health and care plan. The school has a resource base for pupils with moderate learning difficulties which has places for nine pupils. There are currently five pupils being supported by this provision. A very small number of pupils attend alternative provision, either through the Linden Centre pupil referral unit or at Brighton and Hove Albion football club. The school meets requirements on the publication of specified information on its website. The school complies with DfE guidance on what academies should publish. The school meets the government floor standards for what pupils are expected to achieve by the end of key stage 4.
Summary of key findings for parents and pupils
This is a good school Senior leaders have established an ethos of high expectation and aspiration which is central to the life of the school. This is bringing about ongoing and rapid improvement. The culture of safeguarding evident throughout the school is recognised by pupils, parents and staff. Pupils are safe, happy and well looked after because of the positive relationships they have with their teachers and other adults in the school. Pupils make increasingly good progress across a range of subjects by the end of Year 11, from starting points which are typically low. Where underperformance existed in the past, standards are rising because of improvements to teaching. Disadvantaged pupils are making more rapid progress than their peers, which is helping them to catch up. Effective systems put in place by leaders encourage pupils to behave well and have positive attitudes towards their learning. The atmosphere in lessons and around school is calm and purposeful. Teachers know their subjects well and plan lessons which build on pupils’ prior learning. They are passionate about doing the best for the pupils they teach, and understand their needs. Pupils whose circumstances make them vulnerable are nurtured and supported well in accessing the curriculum. They make good progress in their academic and wider development. Attendance has improved rapidly and pupils now attend school regularly. The small number of pupils who are persistently absent is decreasing steadily.