School etc

Chace Community School

Chace Community School
Churchbury Lane

phone: 020 83637321

headteacher: Ms S Warrington

reveal email: swar…

school holidays: via Enfield council

1308 pupils aged 11—19y mixed gender
1365 pupils capacity: 96% full

660 boys 50%


645 girls 49%


Last updated: June 18, 2014

Secondary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 533134, Northing: 197520
GPS coordinates
Latitude: 51.661, Longitude: -0.07659
Accepting pupils
11—18 years old
Census date
Jan. 16, 2014
Ofsted last inspection
June 13, 2013
Region › Const. › Ward
London › Enfield North › Town
Urban > 10k - less sparse
Admissions policy
Main specialism
Technology (Operational)
SEN priorities
MLD - Moderate Learning Difficulty
Special classes
Has Special Classes
Investor in People
Committed IiP Status
Sixth form
Has a sixth form
Free school meals %
Learning provider ref #

rooms to rent in Enfield

Schools nearby

  1. 0.2 miles St Andrew's CofE Primary School EN13UL (474 pupils)
  2. 0.2 miles St George's RC Primary School EN20QA (649 pupils)
  3. 0.3 miles Lavender Primary School EN20SX (546 pupils)
  4. 0.5 miles St Michael's CofE Primary School EN20NB (358 pupils)
  5. 0.5 miles Enfield County School EN26QG (1143 pupils)
  6. 0.6 miles Orchard Centre EN26NS
  7. 0.6 miles Chase Side Primary School EN26NS (470 pupils)
  8. 0.6 miles Enfield Grammar School EN26LN
  9. 0.6 miles Primary Outreach and Offsite Behaviour Support Team EN26NS
  10. 0.6 miles Enfield Grammar School EN26LN (1117 pupils)
  11. 0.7 miles George Spicer Primary School EN11YF (568 pupils)
  12. 0.7 miles Worcesters Primary School EN14UF (533 pupils)
  13. 0.8 miles Holy Family Covent RC School EN26EN
  14. 0.9 miles Carterhatch Junior School EN14JY (415 pupils)
  15. 0.9 miles Carterhatch Infant School EN14JY (335 pupils)
  16. 0.9 miles Suffolks Primary School EN13PU (395 pupils)
  17. 0.9 miles Kingsmead School EN11YQ
  18. 0.9 miles Russet House School EN14JA (95 pupils)
  19. 0.9 miles Kingsmead School EN11YQ (1452 pupils)
  20. 1 mile Forty Hill CofE Primary School EN29EY (237 pupils)
  21. 1 mile Bishop Stopford's School EN13PU (873 pupils)
  22. 1.2 mile Bush Hill Park Primary School EN11DS (664 pupils)
  23. 1.2 mile St John's CofE Primary School EN29BD (97 pupils)
  24. 1.2 mile St Ignatius College EN14NP (1074 pupils)

List of schools in Enfield

School report

Chace Community School

Churchbury Lane, Enfield, EN1 3HQ

Inspection dates 13−14 June 2013
Overall effectiveness This inspection: Good 2
Previous inspection: Good 2
Achievement of pupils Good 2
Quality of teaching Good 2
Behaviour and safety of pupils Outstanding 1
Leadership and management Good 2

Summary of key findings for parents and pupils

This is a good school.
It is not yet an outstanding school because

Students make good progress from their
School leaders at all levels are ambitious for
The focus on improving the quality of
Students behave very well around the school
starting points and achieve well. Achievement
in English is especially good, and it is also
improving strongly in mathematics.
their students and have been extremely
successful in sharing this vision with all the
staff. As a result, staff morale is very high
and the school continues to improve strongly.
teaching has had a positive impact on
students’ achievements. Teaching is nearly
always good, with outstanding practice in
some areas.
and in lessons. They feel very safe and are
confident that the occasional case of bullying
is dealt with effectively.
There are effective systems to check students’
Excellent provision for spiritual, moral, social
Attendance is good, and improved provision for
The sixth form is led and managed well.
The governing body plays a strong role in
progress and quickly identify potential
and cultural development promotes students’
self-esteem and confidence successfully. This is
reflected in students’ good and improving
achievement, and in their conduct.
students at risk of being barred from school
means that there are now few exclusions.
Courses meet students’ needs effectively and
standards are rising.
supporting the school and its staff. But it also
holds school leaders to account for the quality
of teaching and students’ achievement.
Not all teachers give students clear written
Some teachers do not ask questions that
feedback about their work to help them
understand what they need to do to improve.
stretch students’ thinking enough. As a result,
some students do not make sufficient
Sometimes, the same work is given to
Not enough of the teaching is outstanding and
everyone in the class and this does not enable
all students to move forward at a fast enough
some students do not make as much progress
as they should.
Inspection report: Chace Community School 13-14 June 2013 2 of 9

Information about this inspection

  • Inspectors observed 51 lessons taught by 51 teachers. Two were joint observations with
    members of the school leadership team. Inspectors also made a number of short visits to
    lessons and observed form time which included literacy sessions.
  • Meetings were held with three groups of students, the headteacher, the deputy headteachers,
    school leaders, a representative of the local authority, and the Chair and two members of the
    Governing Body.
  • Inspectors took account of 60 responses to the online questionnaire (Parent View) and one letter
    in planning the inspection.
  • School documents were examined, including the school’s own data on students’ current
    progress, the school’s self-evaluation, the governing body minutes and records relating to
    behaviour, attendance and safeguarding.
  • Inspectors took account of 89 responses to the staff questionnaire.

Inspection team

Brian Oppenheim, Lead inspector Additional Inspector
Liz Bull Additional Inspector
Babrul Matin Additional Inspector
Sharon Wallin Additional Inspector
Heather Ward Additional Inspector
Inspection report: Chace Community School 13-14 June 2013 3 of 9

Full report

Information about this school

  • This is a much larger than average-sized secondary school.
  • Around one in three students is eligible for pupil premium. This is above the national average.
    The pupil premium is additional government funding allocated to the school for pupils known to
    be eligible for free school meals, those looked after by the local authority, or the children of
    service families.
  • A little over half of the students are of White British heritage, with others from a range of ethnic
    groups including those from Other White, Mixed, African and Caribbean backgrounds.
  • The proportion of students supported through school action is above the national average. The
    proportion of students supported at school action plus or with a statement of special educational
    needs is also above the national average.
  • About one in five Year 7 students is eligible for the Year 7 catch-up premium, which is provided
    by the government to support those students who have not previously reached the expected
    levels in English and mathematics.
  • The school meets the government’s current floor standards, which set the minimum expectations
    for students’ attainment and progress.
  • A small number of students follow courses provided by local colleges of further education.
  • The school has recently had its Artsmark Gold hallmark renewed for another three years.

What does the school need to do to improve further?

  • Increase the proportion of outstanding teaching so that all students make rapid and sustained
    progress by:
    providing students with detailed written feedback about their work so that they understand
    what steps they need to take to improve it
    setting work that is matched suitably to the different needs and abilities of all students
    asking more open-ended questions that challenge students’ thinking.
Inspection report: Chace Community School 13-14 June 2013 4 of 9

Inspection judgements

The achievement of pupils is good
  • Students join the school in Year 7 with levels of attainment that are mostly below average for
    their age group. In 2012, GCSE standards, based on the proportion of students that gained at
    least five A* to C grades including English and mathematics, were below average. However,
    students, including those from Other White, Mixed, African and Caribbean backgrounds, are
    making good progress from their starting points. They achieve particularly well in English, where
    results in 2012 were above average. These are set to rise further this year.
  • In mathematics, standards in 2012 were below average. Entering students for GCSE
    mathematics in November and January of Year 11 limited the achievement of some students,
    especially the most able. However, more students now take their mathematics GCSE
    examinations at the end of Year 11. This is leading to greatly improved achievement and results
    are set to rise. The same is true for science, and a wide range of other subjects, where students
    are on track to achieve well in this year’s GCSE examinations.
  • Not all groups of students in 2012 gained the highest grades. Girls outperformed boys
    significantly in English, and despite the rise in achievement this year, the gap between girls’ and
    boys’ achievement remains. In mathematics, boys and girls perform at almost exactly the same
  • Students in the sixth form make good progress and the school’s data show that examination
    results will rise this year. Students achieve well in a range of advanced level courses, enabling
    them to move to the next stage of their careers. The number of students who finish their
    courses has increased considerably over the past year.
  • In English, the attainment of students supported by the pupil premium was below that of other
    students in the school by about two thirds of a GCSE grade, but broadly in line with all students
    nationally. In mathematics, the grades gained by these students were about three quarters of a
    GCSE grade lower than other students in the school and nearly one grade lower for all students
    nationally. However, the school is using the additional pupil premium money effectively to
    monitor the progress of students eligible for this funding, increase staff awareness to ensure
    learning is better matched to students’ needs, and to create a learning base for vocational
    courses. In English, these students continue to make good progress, while in mathematics,
    progress has improved and now is also good.
  • Disabled students and those with special educational needs make good or better progress from
    their starting points. This is because teachers and teaching assistants know their pupils well and
    manage their learning effectively.
  • The school ensures that the small number of students who go to the local further education
    colleges follow courses that are matched to their needs. As a result, these students achieve well.
  • Over the past few years, the school has pushed hard to improve students’ literacy skills, to good
    effect, and continues to develop their enjoyment and love of reading. In form time across Years
    7, 8 and 9, for example, there are some outstanding examples of teachers developing students’
    reading skills through the ‘Community Reading’ programme. This focus on literacy has paid off:
    students make very good progress in English and use a range of strategies to understand
    meaning and interpret the author’s purpose
The quality of teaching is good
  • Teachers have very good relationships with their students, and high expectations of their
    behaviour and personal development. This creates a positive climate in classrooms, where
    students are typically very well behaved and have excellent attitudes to their learning.
  • In most cases, these high expectations extend to the work they set students, and teachers plan
    a variety of activities that take account of prior learning. As a result, teaching stretches all
    students regardless of their ability so that they all make at least good progress. For example, in
    an outstanding Year 10 English lesson, the teacher supported individuals skilfully to challenge
    students’ thinking and extend their language.
Inspection report: Chace Community School, 13−14 June 2013 5 of 9
  • When teaching is at its best, lessons are well structured and organised, ensuring that students
    are engaged and involved fully from the start. These lessons provide excellent opportunities for
    discussion. Teachers check students’ understanding at key points during the lesson to ensure
    that everyone is learning and making the progress expected. For example, in an outstanding
    Year 7 mathematics lesson, skilled questioning by the teacher enabled him to adapt the lesson
    so that gaps in understanding could be filled.
  • Occasionally, teachers set work that is too easy for some or does not enable all students to
    move forward at a fast enough pace. This is because they give the same work to everyone in
    the class. Sometimes, teachers do not ask students searching enough questions or give them
    enough detailed written feedback and guidance. This delays their understanding of what they
    are doing well and what would make their work even better.
  • In the sixth form, teaching is characterised by well-planned lessons, teachers’ good knowledge
    of their subject and effective questioning that extends students’ learning. As a result, students
    develop their independence and the maturity to overcome problems for themselves. Students
    are very positive about their experiences in the sixth form and the rich opportunities they are
    given for learning.
  • Students make good progress in English because there is a strong emphasis on developing their
    literacy skills. A structured programme across the school of staff training, including some
    teachers choosing literacy as their subject for a Masters qualification, has helped the
    improvement in the English GCSE results. A scheme to help students improve their reading by
    sounding out words has had a marked impact, and testing shows that, on average, reading ages
    in Year 10 have improved by seven months. The programme is currently being rolled out with
    Year 7. ‘Google’ the dog through the ‘Bark and Read’ scheme has been especially successful in
    motivating boys to read and write.
  • Disabled students and those with special educational needs are catered for well. Specialist
    teachers and teaching assistants know the students well because they track them carefully from
    primary school into Year 7. As a result, these students make good progress from their starting
The behaviour and safety of pupils are outstanding
  • Behaviour in classrooms and around the school is typically excellent. Students say they enjoy
    school and particularly appreciate the way all staff value them as individuals. Inspectors found
    an ethos that every student is valued by the school and encouraged to do as well as they can.
    As a result, students are highly motivated and extremely keen to do well.
  • Students are courteous and very respectful of others. They take part willingly in the range of
    activities provided by the school and, for example, some 523, or about 40%, attended the wide
    range of after-school activities last term. Occasionally, the behaviour of a few pupils can be
    challenging, but the school manages them very well and has reduced exclusions significantly
    over recent years. Overall, parents and carers agree that behaviour is very good, and staff are
    also extremely positive.
  • Students feel very safe at school. They say that bullying happens infrequently but that it is dealt
    with very effectively by staff who act promptly to resolve problems. Students are very
    knowledgeable about the different forms that bullying can take, including cyber- and prejudice-
    based bullying, and understand fully how to keep themselves safe.
  • The school has been successful in improving students’ attendance and punctuality to lessons.
    Attendance is now above the national average overall.
  • The school provides a wide range of opportunities for students to take on responsibilities around
    the school. Students act as ‘ambassadors’ for visiting Year 6 pupils and go on to mentor them
    when they join the school in Year 7, taking particular pride in their responsibilities.
Inspection report: Chace Community School, 13−14 June 2013 6 of 9
The leadership and management are good
  • The school is led with compassion and the determination to ensure that all students are
    successful and leave with the ability to take a full role in society. The headteacher, school
    leadership team and middle leaders are all resolute in their commitment to improving the life
    chances of their students through better teaching and high-quality care. This illustrates the
    school’s strong capacity for further improvement.
  • Systems to check students’ progress and identify any underachievement are robust. As a result,
    the school is able to provide additional support where needed. This has led to more students,
    including those eligible for pupil premium funding, making good progress. Together with the
    good relationships between students from different backgrounds, this shows the school’s success
    in promoting equality of opportunity.
  • The school’s programme of lesson observations, coupled with supportive but robust feedback
    and the ‘Moving to Good’ scheme, ensures that teaching continues to improve. The strength of
    the school’s systems is the use of good-quality professional development to support the
    management of staff performance. The result is rigour in holding staff to account and a
    community in which everyone is valued. Staff are unanimous in their view that the support they
    get from their leaders is excellent.
  • School leaders keep the range of subjects under review and have successfully refined the
    curriculum to ensure that it meets the needs and interests of all students, including those in the
    sixth form. Where subjects have not been performing well, they are adjusted or replaced with
    new courses. Alongside improvements in teaching, this explains the rise in achievement this
  • Partnerships are a strength. This is one of the reasons why students are cared for so well and
    why many stay on into the sixth form. Students are very appreciative of the support they get
    from their teachers.
  • The school provides many and varied opportunities for students to reflect on moral and social
    issues, learn about different cultures and traditions, and take part in creative activities. For
    example, all students study drama in Years 7 to 9 and art and design provision is excellent. This
    promotes students’ confidence and self-esteem very effectively, illustrating the school’s
    significant strength in promoting their spiritual, moral, social and cultural development.
  • The governance of the school:
    Governors know the school well. They visit the school regularly, receive informative reports
    from school leaders and carry out regular training. As a result, the governing body has a well-
    informed understanding of the school’s strengths and weaknesses, the standards of
    achievement of students and how good the teaching is, and the main priorities for
    improvement. Governors have sufficient detailed information to challenge and support the
    school in equal measure and know how the pupil premium and Year 7 catch-up funding is
    used to raise standards. They increasingly hold the school to account for the way the pupil
    premium funding is used to improve students’ achievements. Governors are involved in the
    management of performance and are working to link this to teachers’ salaries. Safeguarding
    policies and procedures are robust so that requirements are met in full.
Inspection report: Chace Community School 13-14 June 2013 7 of 9

What inspection judgements mean


Grade Judgement Description
Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
Grade 2 Good A good school is effective in delivering outcomes that provide well
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
Grade 3 Requires
A school that requires improvement is not yet a good school, but it
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
Grade 4 Inadequate A school that requires special measures is one where the school is
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.

A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.

Inspection report: Chace Community School 13-14 June 2013 8 of 9

School details

Unique reference number 102049
Local authority London Borough of Enfield
Inspection number 412841

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Comprehensive
School category Community
Age range of pupils 11–18
Gender of pupils Mixed
Gender of pupils in the sixth form Mixed
Number of pupils on the school roll 1,297
Of which, number on roll in sixth form 245
Appropriate authority The governing body
Chair Revd. Martin Legg
Headteacher Sue Warrington
Date of previous school inspection 17−18 March 2010
Telephone number 020 8363 7321
Fax number 020 8342 1241
Email address reveal email: cha…


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