Ortu Hassenbrook Academy


Name Ortu Hassenbrook Academy
Website www.ortu.org
Ofsted Inspection Rating Requires improvement
Inspection Date 22 May 2019
Address Hassenbrook Road, Stanford-le-Hope, Essex, SS17 0NS
Phone Number 01375671566
Type Academy
Age Range 11-16
Religious Character None
Gender Mixed
Number of Pupils 478 (57% boys 43% girls)
Number of Pupils per Teacher 14.8
Academy Sponsor Ortu Federation Ltd
Local Authority Thurrock
Percentage Free School Meals 18.6%
Percentage English is Not First Language 12.3%
Persisitent Absence 16%
Pupils with SEN Support 17.2%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The Hassenbrook Academy became an academy in September 2017 when it joined the Ortu multi-academy trust (MAT). The MAT is a partnership of two secondary schools, two primary schools and a sixth-form college. The school is smaller than the average-sized secondary school. The proportion of disadvantaged pupils entitled to the pupil premium is above average. Most pupils are from White British backgrounds. The proportion of pupils with SEND is above average. The proportion of pupils with an education, health and care plan is low. A small number of pupils are in education in off-site provision at The Olive Academy, Treetops School or BEP Academy.

Summary of key findings for parents and pupils

This is a school that requires improvement The school has experienced considerable staffing and leadership changes since it opened. Until recently, this has hindered leaders’ ability to bring consistent improvements in the school’s provision. In 2018, higher-attaining pupils, pupils with special educational needs and/or disabilities (SEND) and disadvantaged pupils did not make the progress of which they were capable. Although there are signs of improvement, the quality of teaching, learning and assessment is too variable to ensure that current pupils make consistently good progress. Disadvantaged pupils do not attend or achieve as well as they should. Leaders, governors and the trust are not using the additional funding that they receive to improve standards quickly for these pupils. Leaders have worked hard to recruit staff with specialist expertise to help plan and teach a broad curriculum. This has largely, but not yet entirely, been successful. On occasion, leaders’ processes and records about the welfare and attendance of pupils, most notably in alternative education, are not precise enough or well reviewed. The behaviour of a minority of pupils is not always managed well. This can disrupt learning for other pupils. Middle leaders are not yet fully effective in their roles in raising standards in their areas. Too many pupils do not exhibit a pride in how they complete and present their work. Pupils do not have a well-developed understanding of the risks of extremism. The school has the following strengths The headteacher, appointed in January 2017 and supported by other senior leaders, is driving forwards improvements in the school. She is being well supported by governors and the trust. The governing body has a broad understanding of the strengths and weaknesses in the school’s provision. The quality of teaching, learning and assessment is consistently strong in the core subjects of English and mathematics.