William de Ferrers School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school. Leadership by the headteacher, senior and subjects leaders is good. They have rapidly improved the quality of teaching and standards in the school.

Teaching in English has rapidly improved across all year groups and teaching has improved in mathematics, humanities and languages, especially in Years 10, 11 and the sixth form. Teaching is good in some other subjects including business studies, religious education, physical education and technology. Teaching is good.

Teachers make students think more deeply by asking effective questions and students work together well in whole-class activities, in groups and on their own. Subject leaders ar...e driving improvements in teaching and have a strong understanding of the data and the quality of students' work in their subjects. Senior leaders have made effective use of the very high standard of external challenge and support that they have received from a range of education professionals.

Behaviour in the school is good. Attendance is above average. Students are proud of their school and wear their uniform with pride.

The school provides a wide choice of courses at Key Stage 4, including academic subjects, vocational courses and a broad range of other GCSE subjects. All students are well prepared for their next steps in education, including at A level. Governors appointed the new headteacher to bring about a significant improvement in standards.

They have supported him and other leaders in a turbulent time as staff and parents adjust to the new expectations. Leaders have successfully improved the progress of disabled students and those who have special educational needs. Leaders have improved the achievement of disadvantaged pupils.

Their attainment, attendance and rate of exclusions are now in line with the rest of the school. It is not yet an outstanding school because : Achievement in the sixth form is not good. Teachers do not always expect enough of the most-able students, so not enough of them gain the required qualifications for top universities.

Teachers' marking does not consistently help students to improve, especially in science. Teachers sometimes set work that is too easy for students in Years 7, 8 and 9, which does not prepare them well for the rigours of GCSE courses.

Information about this school

The school is larger than the average-sized secondary school.

Most students are White British. The proportion of students from minority ethnic groups is well below average. The proportion of disadvantaged students eligible for the pupil premium is well below average.

The pupil premium is additional funding for students known to be eligible for free school meals and those in local authority care. The proportion of disabled students or those who have special educational needs is well below average. The school makes use of alternative provision for a very small number of students in Years 10 and 11 at the Heybridge Centre.

The school runs a provision for its own alternative curriculum for about 70 students in Key Stages 4 and 5 at The Chetwood Centre, this is about a mile away and special buses are provided to transport students to and from the centre for specific lessons. The school meets the government's current floor standards, which set out the minimum expectations for students' attainment and progress. The school has received support from and developed strong professional links with the Saffron Walden Teaching Alliance.

The school has made substantial changes to staffing since the last inspection, 34 teachers have left the school. Almost all of these have been replaced, although at present a small number of teachers are temporary or supply teachers. Since the last inspection, new appointments have been made to two deputy headteacher posts, the heads of English and science, and head of sixth form.

A new special educational needed coordinator has been appointed but has not yet started. There remain vacancies for a head of mathematics and a head of physics. In the interim, the mathematics department is being led by an acting head of department, who is closely supported by a deputy headteacher.

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