Chace Community School
phone: 020 83637321
headteacher: Ms S Warrington
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 #
- 0.2 miles St Andrew's CofE Primary School EN13UL (474 pupils)
- 0.2 miles St George's RC Primary School EN20QA (649 pupils)
- 0.3 miles Lavender Primary School EN20SX (546 pupils)
- 0.5 miles St Michael's CofE Primary School EN20NB (358 pupils)
- 0.5 miles Enfield County School EN26QG (1143 pupils)
- 0.6 miles Orchard Centre EN26NS
- 0.6 miles Chase Side Primary School EN26NS (470 pupils)
- 0.6 miles Enfield Grammar School EN26LN
- 0.6 miles Primary Outreach and Offsite Behaviour Support Team EN26NS
- 0.6 miles Enfield Grammar School EN26LN (1117 pupils)
- 0.7 miles George Spicer Primary School EN11YF (568 pupils)
- 0.7 miles Worcesters Primary School EN14UF (533 pupils)
- 0.8 miles Holy Family Covent RC School EN26EN
- 0.9 miles Carterhatch Junior School EN14JY (415 pupils)
- 0.9 miles Carterhatch Infant School EN14JY (335 pupils)
- 0.9 miles Suffolks Primary School EN13PU (395 pupils)
- 0.9 miles Kingsmead School EN11YQ
- 0.9 miles Russet House School EN14JA (95 pupils)
- 0.9 miles Kingsmead School EN11YQ (1452 pupils)
- 1 mile Forty Hill CofE Primary School EN29EY (237 pupils)
- 1 mile Bishop Stopford's School EN13PU (873 pupils)
- 1.2 mile Bush Hill Park Primary School EN11DS (664 pupils)
- 1.2 mile St John's CofE Primary School EN29BD (97 pupils)
- 1.2 mile St Ignatius College EN14NP (1074 pupils)
Chace Community School
Churchbury Lane, Enfield, EN1 3HQ
|Inspection dates||13−14 June 2013|
|Overall effectiveness||This 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
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
- 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.
|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|
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
- 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
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|
|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 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|
|Unique reference number||102049|
|Local authority||London Borough of Enfield|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Comprehensive|
|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|
|Date of previous school inspection||17−18 March 2010|
|Telephone number||020 8363 7321|
|Fax number||020 8342 1241|