GENERAL DATA
Click on the below link - http://www.education.gov.uk/cgi-bin/schools/performance/school.pl?urn=115449 for Key Stage 4 attainment, performance tables and other data. Please note this link only provides data for the combined school (the school currently operates at two separate places - the other is at Langham, near Colchester) so the data is obviously not specific to this branch of the school. ***** OFSTED REPORT 2011 MAIN FINDINGS The school provides a good quality education for its students. It is effective in meeting its core aim of supporting them in regaining confidence in themselves and encouraging students to believe in their own potential for success. This is reflected in the improving numbers achieving qualifications at the end of Year 11. The school has significant strengths which underpin students' well-being and learning. The outstanding partnerships between the care staff, the school and other professionals from outside agencies, including its own Child and Adolescent Mental Health Service counsellor, lead to high quality care, guidance and support for students. In turn, this enables them to make good progress in aspects of their personal development. All staff ensure each student is looked after in a safe, healthy and caring environment. As a result, almost all students say that the school is a safe place to learn. Their responses to the pre-inspection questionnaire show all have positive views about the care, guidance and support they receive. One student commented, 'I like it here because the teachers understand me and help me through hard times.' In addition, the school works effectively in forging close links with parents and carers. Consequently, almost all are highly appreciative of all aspects of the school's work. One summed up the typical view noting, 'The help, support and flexibility given to my son's problems shows a caring beyond the norm.' Students' attainment on entry to the school varies, but is generally lower than expected because students have not thrived in previous settings. Attainment is below average compared with mainstream schools at the end of Year 11 but broadly average in some areas. Students make good academic progress across the school and this is improving, particularly for those in Years 10 and 11. Greater numbers, for example, now follow GCSE courses. Recent GCSE results have shown an improving trend in the proportion of students attaining five A* to G grade passes, including English and mathematics. School data show students achieve well in relation to their starting points, particularly in the key skills of literacy, numeracy and information and communication technology (ICT), as well as making good progress in their organisational skills and independence. |
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Students make significant progress in improving their reading ages. One student, reflecting the views of others in a student discussion group, commented, 'I have improved my learning and am more independent.' Students develop good personal and vocational skills but, because their basic skills are broadly average, they are satisfactorily prepared for the next stage of their education or training for employment.
Teaching is good and there is some outstanding, as well as satisfactory, practice. The school recognises that the latter needs to be improved in order to raise achievement. Individual targets are set and students are informed of the levels they are working at. Information and communication technology is used effectively across the school to support teaching and enliven learning. The good curriculum underpins the school's focus on preparing students for the next stage of their education. Those in the boarding houses benefit from a 24-hour curriculum which is effective in supporting their learning and academic progress. The headteacher, senior leaders and managers have a clear sense of direction and purpose for the school. There is a clear focus on continuing improvement, particularly in students' personal development, teaching and learning. School self-evaluation is generally accurate and supports strategic planning well in order to move the school forward. Areas for improvement identified at the previous inspection have been remedied. In addition, the school and the governing body have worked closely together to ensure a smooth transfer of the leadership reins when the headteacher retires. Designate acting headteachers for both sites have been working effectively alongside the headteacher to ensure a smooth transition. The staff support the school's ethos and have the best interests of students at heart. Curriculum content and enrichment activities support the school's promotion of community cohesion within the school itself, the local community and beyond. However, the school recognises that formal planning, monitoring and evaluation of the school's work in this respect are not honed well enough. The governing body and the school ensure procedures and practices to protect and keep students safe are given the highest priority, which has resulted in outstanding practice. In ight of these strengths, the school's current capacity for sustained improvement is good. For the full report see http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/115449 |