|Name||Onslow St Audreys School|
|Ofsted Inspection Rating||Requires improvement
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Inspection Date||21 May 2019|
|Address||Old Rectory Drive, Hatfield, Hertfordshire, AL10 8AB|
|Religious Character||Not applicable|
|Number of Pupils||748 (60% boys 40% girls)|
|Number of Pupils per Teacher||15.2|
|Academy Sponsor||Danes Educational Trust|
|Percentage Free School Meals||19.5%|
|Percentage English is Not First Language||22.6%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Onslow St Audrey’s School is a smaller than average-sized secondary school. The sixth form works in partnership with Welwyn and Hatfield Consortium and the football academy works in partnership with Pro:Direct Academy, Hertfordshire. The school receives support from the Herts and Bucks Teaching School Alliance. The proportion of disadvantaged pupils is above the national average. The proportion of pupils with SEND is higher than the national average. The proportion of pupils who have a statement of SEND or an education, health and care plan is higher than the national average. The proportion of pupils from minority ethnic backgrounds is above the national average. Alternative provision is provided at The Park Education Support Centre, Potters Bar. The current headteacher took up post in September 2018.
Summary of key findings for parents and pupils
This is a school that requires improvement Pupils’ progress and attainment are not good across a range of subjects because the quality of teaching is too variable. Pupils have not made the progress they should in mathematics because of a legacy of weaker teaching and difficulties in recruiting permanent mathematics teachers. Some teachers do not use the school’s assessment procedures consistently. Some teachers’ expectations of what pupils can achieve are not high. Not all teachers use questioning or other techniques effectively to challenge pupils, particularly the most able. Some teachers do not use information about pupils’ prior attainment and progress well enough to ensure that work meets their needs effectively, particularly for pupils with special educational needs and/or disabilities (SEND). In 2018, only a small proportion of pupils completed the English Baccalaureate (EBacc) because too few pupils studied a language in key stage 4. Leaders do not use the Year 7 catch-up funding for literacy and numeracy effectively enough. The school has the following strengths The new headteacher has established a culture of raising aspirations at all levels. School leaders focus on improvement. Leaders have a high level of expertise in safeguarding. They make a positive difference to pupils’ welfare. Pupils feel safe. Governors provide challenging leadership. They have a clear understanding of the school’s priorities, which they have helped to shape. Pupils respect each other and behave sensibly. Leaders’ promotion of pupils’ personal development and welfare is good. Pupils are very positive about the support they receive. Attendance is rapidly improving across the school. The sixth form provides a good education. All students who complete the sixth form go on to further education, apprenticeships or employment. Leaders ensure that pupils’ have a secure understanding of the world around them.