|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||07 November 2018|
|Address||Sandy Gap Lane, Walney, Barrow-in-Furness, Cumbria, LA14 3JT|
|Number of Pupils||582 (52% boys 48% girls)|
|Number of Pupils per Teacher||16.3|
|Academy Sponsor||The Queen Katherine School Multi Academy Trust|
|Percentage Free School Meals||18.7%|
|Percentage English is Not First Language||1%|
Information about this school
This is a smaller than average-sized secondary school. The proportion of girls is lower than the proportion of boys. The proportion of disadvantaged pupils is well above the national average. The proportion of pupils with SEND is well above the national average. The proportion of pupils who have an education, health and care plan is above the national average. The school is predominantly white British and the proportion of pupils who have English as an additional language is low. The school is a member of the Queen Katherine School multi-academy trust. The sponsor offers support to the school, including support for financial management and human resources. The school retains its own local governing body. Several members on the trust board sit on the local governing body. The school currently has three pupils in alternative provision at Newbridge House and Moorfield Learning Centre.
Summary of key findings for parents and pupils
This is a school that requires improvement Pupils’ progress and attainment have improved since the last inspection. Nevertheless, a legacy of poor teaching means that too many pupils do not achieve well across a range of subjects. Disadvantaged pupils’ achievement is improving. However, there is still a difference between disadvantaged pupils’ progress and attainment and that of other pupils nationally. In the past, the curriculum has not met pupils’ needs. Leaders have made changes to the curriculum, but it is too early for these to have had a sustained impact on pupils’ learning and progress. Middle leaders’ actions are only just beginning to contribute to driving improvements in the school. Teaching is improving and there is evidence of very strong practice. Some teachers use questioning effectively to help pupils to develop deeper understanding, but this is not consistent across the school. Some teachers do not focus on developing pupils’ literacy skills well enough. This includes encouraging pupils’ love of reading. Teachers’ assessment skills are not fully developed. Some learning is not planned effectively to meet pupils’ needs. Governors do not hold leaders to account to ensure that pupil premium funding is used effectively to improve outcomes for disadvantaged pupils. The school has the following strengths Under the leadership of the headteacher, the school has come through a period of turbulence to a place of stability where pupils can learn. The drive and resilience of senior leaders has brought about improvements in the quality of teaching, pupils’ behaviour and, consequently, pupils’ learning. Attendance has improved steadily over the last three years and is now broadly in line with the national average for all pupils. Pupils are attentive learners. They participate well in their learning. They are well behaved around school and are respectful to adults and each other. Pupils are polite and welcoming to visitors.