The Lenham School

Highlights from Latest Inspection

Outcome

The Lenham School has taken effective action to maintain the standards identified at the previous inspection.

The headteacher of this school is Robbie Ferguson.

This school is part of Valley Invicta Academies Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Richard Hayden, and overseen by a board of trustees, chaired by Matthew Fletcher. Kim Gunn is the executive headteacher of this school.

What is it like to attend this school?

Pupils are happy and proud to attend this school. There is a tangible sense of belonging and community. 'The Lenham Character Compass' underpins all... aspects of school life.

Pupils appreciate and share the ambition that staff have for them to 'be the best they can be'. The majority rise to this expectation. Pupils with special educational needs and/or disabilities (SEND) are supported effectively and access the full curriculum.

Pupils behave well. They are keen to learn and engage positively in lessons. During social times, pupils chat with their friends and play sports.

The dining hall is a calm environment where pupils enjoy lunch. Pupils are well supported by staff. They trust staff to help them if they have a concern.

As a result, they feel safe and well cared for.

Pupils value the opportunities that the school provide for them to develop their confidence, skills and talents. Many pupils participate in a wide variety of clubs, including choir, dance, badminton and art.

They take on various leadership roles. For example, as members of the school council or as reading partners. Students in the sixth form relish being positive role models for younger pupils and take this responsibility seriously.

What does the school do well and what does it need to do better?

The school has a sharply focused vision for the academic and wider success of its pupils. Nevertheless, in 2024, pupils did not achieve well enough in national tests such as GCSEs. This is because many were affected adversely by the impact of the COVID-19 pandemic, with a number experiencing high levels of absence.

In contrast, pupils currently at the school, including those with SEND, are typically learning well. This is because the school has worked resolutely to raise expectations of pupils' achievement. It has also made a series of well-considered changes to broaden and enhance the quality of education it provides.

Recently, the school's curriculum has undergone vital improvements. Careful thought has been given to make sure that the knowledge pupils are expected to learn is well thought out. This means that new learning builds on what pupils know already.

Students in the sixth form are appreciative of the range of subjects on offer. They recognise that continuing in education improves their future options.

The school's inclusive approach supports disadvantaged pupils effectively.

It swiftly identifies pupils who may have SEND. Staff provide appropriate support to enable these pupils to access the curriculum successfully.

Staff value the professional development they receive.

Overall, they use their strong subject knowledge to model learning effectively and to develop pupils' subject-specific vocabulary. Pupils become confident readers and writers because the school identifies carefully where they may need extra help. In lessons, teachers select appropriate activities to develop pupils' understanding of the concepts they need to know well.

Despite this, sometimes, teachers do not check what pupils know and understand carefully enough, before moving them on to new learning. This means that some key gaps and misconceptions are not addressed effectively enough. As a result, some pupils do not learn as well as they could.

The school has raised its expectations for pupils' behaviour. There is a coherent approach to promoting positive behaviour that all staff know and apply. As a result, pupils understand what is required of them.

This builds confidence and participation, leading to a harmonious learning environment, including in the sixth form. Parents and carers appreciate the care and support their children receive.

Attendance is improving.

The school analyses trends in attendance effectively and provides additional support for pupils who do not attend regularly. Despite this, too many pupils, including disadvantaged pupils and those with SEND, do not attend school regularly enough. This limits the progress and achievement they make.

In addition, these pupils do not take advantage of the many opportunities that the school has to offer.

Pupils benefit greatly from the school's personal development programme, which is taught daily. They learn about different faiths and religions.

Pupils recognise the importance of fairness, mutual respect and the rule of law. They develop a strong understanding of healthy relationships and consent. Pupils, including students in the sixth form, receive useful information to make informed decisions about their futures.

Opportunities to learn about university and apprenticeship options are helping raise pupils' aspirations.Leaders at all levels, including in the trust and local governors, have a clear understanding of their priorities for continued school improvement. Staff are proud to work at the school and consider that leaders manage their workload and well-being well.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Sometimes, teachers do not check what pupils know and understand carefully enough before moving them on to new learning. When this is the case, key gaps and misconceptions are not addressed effectively.

As a result, some pupils do not learn as well as they could. The school should ensure that all staff know how to use assessment efficiently to help all pupils progress effectively through the curriculum. ? Some pupils, including disadvantaged pupils and those with SEND, do not attend school often enough.

This affects their learning and achievement. In addition, these pupils do not take advantage of all that the school has to offer. The school should further build on its current effective work with parents and carers and external agencies to ensure that the barriers that stop pupils attending school are removed.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024, graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in November 2019.

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