|Name||Ortu Gable Hall School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||22 May 2018|
|Address||Southend Road, Corringham, Stanford-le-Hope, Essex, SS17 8JT|
|Number of Pupils||1492 (47% boys 53% girls)|
|Number of Pupils per Teacher||15.1|
|Academy Sponsor||Ortu Federation Ltd|
|Percentage Free School Meals||11.7%|
|Percentage English is Not First Language||0.7%|
|Pupils with SEN Support||10.5%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school is larger than the average-sized secondary school and has a sixth form. The school specialises in performing arts. The school opened as an academy in September 2011. In October 2013, the academy became a multi-academy trust. It took over responsibility for the adjacent Corringham Primary School and in September 2016, Hassenbrook Academy. The multi-academy trust name changed in September 2017 to Ortu Federation Ltd, previously known as The Stanford and Corringham Schools Trust. Ortu Federation Ltd has nine trustees. There is also a local governing body. The sixth form is a ‘soft’ federation with two other local 11 to 16 schools: St Clere’s and Hassenbrook Academy. In September 2017, the Stanford and Corringham Sixth Form Centre became known as the Ortu Sixth Form Centre, Stamford and Corringham. The vast majority of pupils are White British. The proportion of pupils who have SEN and/or disabilities, including those who have an education, health and care plan or a statement of special educational needs, is below average. The school uses alternative providers for a small number of its pupils. These are BEP Group (Business and Enterprise Partnership Ltd), Future Gateway, Olive Academy, Rally Sports and South Essex College. The school meets the government’s current floor standards, which set the minimum expectation for pupils’ progress.
Summary of key findings for parents and pupils
This is a school that requires improvement Leaders, governors and the trust have not maintained the good standards identified in the previous inspection. In 2017, Year 11 pupils made significantly less progress than other pupils nationally. Current pupils are not making consistently good progress across the curriculum. Disadvantaged pupils do not make good progress in the school. Leaders are not closing the gaps in their achievement quickly enough. Leaders do not ensure that they check the accuracy of their own information regarding attendance and behaviour. As a result, published information about attendance and behaviour at the school is inaccurate. A few pupils exhibit low self-esteem, and are not being well identified and supported to improve their emotional well-being. Teaching, learning and assessment are inconsistent in quality. Staffing turbulence has had a negative impact on leaders’ ability to secure consistency in some subject areas. Some lessons are disturbed by poor behaviour. In particular, pupils and a significant minority of staff report that the behaviour in lower- ability sets has a negative impact on pupils’ learning. The provision for pupils who access alternative education is not reviewed routinely or robustly enough to check on its effectiveness in meeting pupils’ needs. Teachers do not use assessment information effectively to plan learning for the most able and those who have special educational needs (SEN) and/or disabilities. A significant minority of parents are not positive about the quality of provision. The school has the following strengths The principal, trust, leaders and governors are determined to raise standards in the school. Leadership and provision in the sixth form are good. A broad, balanced curriculum is matched well to pupils’ abilities and interests. Pupils greatly value enrichment activities and trips. Good careers advice ensures that pupils progress into education, training or employment.