Brampton Manor School Closed - academy converter March 31, 2011
phone: 020 *** ***
headteacher: Dr Dayo Olukoshi
Secondary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- Close date
- March 31, 2011
- Reason closed
- Academy Converter
- OSGB coordinates
- Easting: 541769, Northing: 182383
- GPS coordinates
- Latitude: 51.523, Longitude: 0.04206
- Accepting pupils
- 11—16 years old
- Ofsted last inspection
- Jan. 31, 2007
- Region › Const. › Ward
- London › East Ham › East Ham South
- Urban > 10k - less sparse
- Admissions policy
- Main specialism
- Arts (Operational)
- Investor in People
- Committed IiP Status
- Learning provider ref #
- Brampton Manor Academy E63SQ (1637 pupils)
- 0.1 miles Roman Road Primary School E63SQ (345 pupils)
- 0.2 miles Brampton Primary School E63LB (911 pupils)
- 0.2 miles New City Primary School E139PY (612 pupils)
- 0.2 miles Brampton Infant School E63LB
- 0.3 miles Cumberland School E138SJ (1449 pupils)
- 0.4 miles Central Park Junior School E63DW
- 0.4 miles Central Park Infant School E63DW
- 0.4 miles Tollgate Primary School E138SA (493 pupils)
- 0.4 miles Woodside Community School E138RX
- 0.4 miles Beckton Special School E163LQ
- 0.4 miles Tollgate Infant School E138SA
- 0.5 miles Tunmarsh School E139NB (79 pupils)
- 0.5 miles Ellen Wilkinson Primary School E65UP (491 pupils)
- 0.5 miles Tunmarsh School and Centre E139NB
- 0.5 miles Newham Sixth Form College E138SG
- 0.5 miles Central Park Primary School E63DW (956 pupils)
- 0.5 miles The Service for Deaf and Partially Hearing Children E139NB
- 0.6 miles Scott Wilkie Primary School E163HD (405 pupils)
- 0.7 miles North Beckton Primary School E65XG (552 pupils)
- 0.7 miles St Edward's Catholic Primary School E139AX (462 pupils)
- 0.7 miles St John's Catholic School E139AX
- 0.7 miles Kaizen Primary School E138LH (474 pupils)
- 0.8 miles Edith Kerrison Nursery School E163PB (130 pupils)
Brampton Manor School
102781Unique Reference Number
31 January 1 February 2007Inspection dates
Michael Lynes HMIReporting inspector
This inspection of the school was carried out under section 5 of the Education Act 2005.
Roman RoadSchool addressComprehensiveType of school
1116Age range of pupils
020 7540 0500Telephone numberMixedGender of pupils
020 7473 5886Fax number1450Number on roll (school)
Ms Marion FaustChairThe governing bodyAppropriate authority
Mr Neil BerryHeadteacher
26 November 2001Date of previous school
Inspection numberInspection datesAge group
28649331 January 1 February 20071116
© Crown copyright 2007
This document may be reproduced in whole or in part for non-commercial educational purposes, provided that
the information quoted is reproduced without adaptation and the source and date of publication are stated.
Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must
provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost
of reproduction may be made for any other copies supplied.
Inspection Report: Brampton Manor School, 31 January 1 February 2007
The inspection was carried out by two of Her Majesty's Inspectors and three Additional
Description of the school
Brampton Manor is much larger than average and serves a culturally diverse area of
significant social deprivation. There are a high proportion of students with learning
difficulties or disabilities and a large number who speak English as an additional
language (EAL), some of whom are at the early stages. Students start school with
lower than average attainment, particularly in English. There are also a significant
number of students who start school during the academic year.
In 1999 the school was inspected and found to have serious weaknesses but when
re-inspected in 2001 it was judged to be an 'improving and much more effective
school'. Since that time it has become both a Training School and a Specialist College
for the Expressive Arts. Both have had significant positive impact on the school.
Key for inspection grades
1Inspection Report: Brampton Manor School, 31 January 1 February 2007
Overall effectiveness of the school
Brampton Manor is a good and improving school with some outstanding aspects. The
personal development of students and the curriculum are exemplary. The consistently
good achievement in examinations in each of the past three years is a tribute to the
hard work of both staff and students. Since 2003 the school has become both a Training
School and an Expressive Arts College. Both have had significant positive impact on
the quality of teaching, the breadth of the curriculum and on achievement. The progress
made in the specialist areas in the short time since achieving Expressive Arts designation
is particularly good. The school faces many challenges, but it has made exceptional
progress since the last inspection. This is a direct result of the outstanding leadership
shown by the headteacher, his senior team and middle managers.
The key feature of Brampton Manor is the sense of security that both students and
staff feel. At the time of this inspection Year 7 students had been in the school for
one term; many confidently reported how safe they felt and how much they enjoyed
school. The continued excellent attendance is an indicator of how successfully the
school has created a place where students want to be. Staff feel that they work in a
school where they are encouraged to take risks that will benefit the students. They
are passionate about ensuring that all their students get the best deal possible.
Senior leaders and middle managers work very closely together. The openness and
trust that permeates the school enables the leadership to accurately evaluate its
strengths and weaknesses. They are fully aware that more could be done to ensure
greater achievement of the more able and there are plans in place to address this.
They know that there are good systems in place to track students' progress, but that
the information could be used more consistently to further raise achievement. They
are also working on improving links with parents.
Brampton Manor produces confident, articulate young people who want to continue
learning; the vast majority go on to further education or training. This is a school that
the local community can rightly feel proud of.
What the school should do to improve further
- raise the achievement of the more able students, particularly boys
- ensure the best use of information on students' progress to further raise
Achievement and standards
Achievement is good and shows an improving picture. Students enter the school with
standards which are below average, with a significant number joining other than at
the start of Year 7. By the end of Year 9, although standards remain below average,
they have steadily improved in recent years, particularly in English and mathematics.
GCSE results have significantly improved over the last five years. The proportion
2Inspection Report: Brampton Manor School, 31 January 1 February 2007
achieving five or more grades A* to C was a little below average in 2006 but well above
average in physical education and religious education. The proportion achieving five
or more grades A* to G is above average. Students with learning difficulties and/or
disabilities, make good progress in all years. Abler students, particularly boys, make
satisfactory rather than good progress. Girls achieve better grades than boys at GCSE,
with the gap being wider than nationally most years.
Personal development and well-being
The personal development and wellbeing of the students are outstanding. Students
have very positive attitudes to learning. Attendance is much higher than found in most
secondary schools because students enjoy the activities on offer and know that they
are very well looked after.
Students have an extremely well developed sense of community and are very responsible
in deciding amongst themselves how to improve their learning, the school and the
plight of the less fortunate. As one Year 11 student commented 'student attitude is
Spiritual, moral, social and cultural development is excellent. Students are reflective
and thoughtful. They are particularly good at welcoming fellow students with learning
difficulties into school life. Behaviour is good. It has improved significantly because
students consider the impact of their misbehaviour and make an effort not to behave
Students clearly know how to keep themselves safe. The strong ethos of care gives
students an air of confidence and security. They lead healthy lives and many make the
most of the wide range of sporting, dance and drama opportunities. Although standards
in mathematics and English are only average, students are well prepared for life beyond
school because their computer skills have improved and they know that their voice is
important in democratic decisions.
Quality of provision
Teaching and learning
Teaching and engagement in learning are key priorities for the school and they are
good. Teachers have positive relationships with students and plan lessons well to meet
different learning styles. This results in good learning and behaviour. Explicit learning
objectives are set in lessons, good use is made of resources including interactive
whiteboards, paired and group work is effective, and students are encouraged to be
active participants. In some of the satisfactory lessons there is too much teacher led
activity resulting in a lack of student involvement. Where teaching is outstanding
students participate fully and there are well developed techniques of questioning. This
3Inspection Report: Brampton Manor School, 31 January 1 February 2007
consolidates and extends learning and inspires students to think creatively; one student
remarked 'I am thinking so hard my head hurts'.
In the best lessons teachers make very effective use of assessment records to support
all their students enabling, for example, those with learning difficulties and disabilities
to make good progress. Students know their targets in most subjects and receive
guidance on what they need to do to improve further. They know when they are doing
well and appreciate the efforts made by their teachers to help them succeed. Students
say that they enjoy most of their lessons and the inspection team agree.
Staff are committed to improving their practice and raising achievement. There is a
positive culture of observation and shared learning among staff driven by the school's
Training School status. The rigorous subject reviews and the quality of lesson
observation ensure that the high quality of teaching is maintained. The school's
programme of professional development has successfully focused on improving
students' engagement in learning. The school is aware that some areas need further
development, such as students' taking more responsibility for their own learning.
Curriculum and other activities
The curriculum is outstanding because programmes are finely tuned to students'
interests and abilities. For example, a pioneering programme in Years 7 to 9 is
successfully helping lower attaining students boost their achievement in English and
mathematics. Information and communication technology (ICT) now features strongly
in the curriculum for all students and has led to improved standards. The curriculum
pathways provided in Years 10 and 11 are impressive. Some students focus solely on
GCSE examinations with high numbers opting for one or more modern foreign or
community languages and double science. Other students choose from a blend of
GCSE and vocational courses with the latter proving their worth in including and
motivating students with complex learning and emotional needs. The impact of arts
college status is reflected in the growing numbers opting for arts courses at GCSE.
There is also a very strong focus on equipping students with life and citizenship skills,
gained for example through the Duke of Edinburgh's Award scheme. A wealth of
enrichment activities, particularly in the arts, are extremely popular with students.
Care, guidance and support
Care, support and guidance are good. An extremely effective team works closely with
outside agencies to safeguard students and responds immediately to any student at
risk. Students say, 'We all have someone we can turn to if we feel in danger or cannot
cope'. Health and safety issues and child protection procedures are robust. New
students quickly settle into school life supported by effective induction procedures
and helped by an extremely able team of older students who act as mentors and
'learning coaches'. Academic guidance is good. Vulnerable students and others who
need well targeted support are provided with very effective programmes of teaching
and well chosen course options. All students have a clear idea of their national
4Inspection Report: Brampton Manor School, 31 January 1 February 2007
curriculum levels and discuss with their teachers what they need to do to achieve their
targets. However, not all subject areas make the best use of the high quality and
accessible information on students' progress to boost students' achievement.
Leadership and management
The outstanding leadership of the headteacher has ensured that the school has
continued to make very good progress since the last inspection. He has established a
very clear direction for the school. All the issues raised by that inspection have been
addressed and there has been particularly good progress in and ICT. The headteacher
has an acute understanding of the strengths and weaknesses of the school. He has
been unafraid to challenge the elements of weaker practice, but has at the same time
built a deep sense of security and self-confidence in both students and staff. The core
values of openness and trust are really at the heart of the school. This has enabled
staff to feel liberated to take the risks that have really benefited students.
The headteacher now has an outstanding team of hard working senior and middle
leaders, as he is the first to acknowledge. Some of these were in the school when it
was placed in serious weaknesses and have now developed into effective leaders. They
monitor and evaluate the impact of the work in an intelligent way which ensures that
the school continues to move forward on all fronts. The impact of their work can be
seen in both the outstanding curriculum and the exemplary personal development of
students. The consistently good academic achievement of the past three years is
further testament to their work. They know that more needs to be done to ensure
that students' progress is consistently tracked across all departments and that the
achievement of more able students could be even better. There are good plans in place
to address both of these areas.
The governing body is effective as it ensures that all statutory requirements are met
and that the school's finances are well managed. They have offered robust challenge
to the senior leadership on particular issues. There is more to be done to ensure that
they have the necessary knowledge and skills to improve the challenge that they can
offer the senior leadership on students' achievement.
5Inspection Report: Brampton Manor School, 31 January 1 February 2007
Any complaints about the inspection or the report should be made following the procedures
set out in the guidance 'Complaints about school inspection', which is available from Ofsted’s
6Inspection Report: Brampton Manor School, 31 January 1 February 2007
Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4
How effective, efficient and inclusive is the provision of education, integrated
care and any extended services in meeting the needs of learners?
How well does the school work in partnership with others to promote learners'
2The effectiveness of the school's self-evaluation
1The capacity to make any necessary improvements
Effective steps have been taken to promote improvement since the last
Achievement and standards
2How well do learners achieve?
reached by learners
How well learners make progress, taking account of any significant variations between
groups of learners
2How well learners with learning difficulties and disabilities make progress
Personal development and well-being
How good is the overall personal development and well-being of the
1The extent of learners' spiritual, moral, social and cultural development
2The behaviour of learners
1The attendance of learners
2How well learners enjoy their education
1The extent to which learners adopt safe practices
2The extent to which learners adopt healthy lifestyles
1The extent to which learners make a positive contribution to the community
How well learners develop workplace and other skills that will contribute to
their future economic well-being
The quality of provision
How effective are teaching and learning in meeting the full range of the
How well do the curriculum and other activities meet the range of needs
and interests of learners?
2How well are learners cared for, guided and supported?
Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly
below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low.
7Inspection Report: Brampton Manor School, 31 January 1 February 2007
Leadership and management
How effective are leadership and management in raising achievement
and supporting all learners?
How effectively leaders and managers at all levels set clear direction leading
to improvement and promote high quality of care and education
How effectively performance is monitored, evaluated and improved to meet
How well equality of opportunity is promoted and discrimination tackled so
that all learners achieve as well as they can
How effectively and efficiently resources, including staff, are deployed to
achieve value for money
The extent to which governors and other supervisory boards discharge their
Do procedures for safeguarding learners meet current government
NoDoes this school require special measures?
NoDoes this school require a notice to improve?
8Inspection Report: Brampton Manor School, 31 January 1 February 2007
Text from letter to pupils explaining the findings of the inspection
As you know we recently inspected your school. I am writing to let you know what we found
and to thank you for your contribution. If you want to read the complete report you can
download it from www.ofsted.gov.uk.
It was a great pleasure for us to visit your school and to meet many of you. We judged your
school to be good with some outstanding aspects. You have played a full part in helping
Brampton Manor move forward so well since the last inspection. We were impressed by the
way you develop into such secure, confident young adults. You told us that you really enjoy
school and we could see it from your good behaviour both in and outside classrooms. We saw
how much your teachers care for you and how hard they work. Your response has been superb.
Of course there is always more to be done to ensure that the school keeps on improving. We
have asked the school to work on:
- increasing the achievement of the more able students, particularly boys
- tracking your progress so that you achieve even more.
I am absolutely confident that you will continue to do your full part in working with your
teachers to ensure that this happens.
Michael Lynes, HMI
9Inspection Report: Brampton Manor School, 31 January 1 February 2007