Hamble Community Sports College
phone: 023 80452105
principal: Mrs Geraldine Halley-Gordon
1152 pupils capacity: 82% full
495 boys 52%
455 girls 48%
Last updated: Sept. 1, 2014
Secondary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 447471, Northing: 108416
- GPS coordinates
- Latitude: 50.873, Longitude: -1.3267
- Accepting pupils
- 11—16 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Dec. 5, 2012
- Region › Const. › Ward
- South East › Eastleigh › Hamble-le-Rice and Butlocks Heath
- Village - less sparse
- Admissions policy
- Main specialism
- Sports (Operational)
- Applied Learning second specialism
- Free school meals %
- Learning provider ref #
- 0.5 miles Hamble Primary School SO314ND (311 pupils)
- 1 mile Netley Abbey Junior School SO315EL (275 pupils)
- 1 mile Netley Abbey Infant School SO315EL (232 pupils)
- 1 mile Bursledon Church of England Infant School SO318BZ (203 pupils)
- 1.1 mile Bursledon Junior School SO318BZ (211 pupils)
- 1.6 mile Chamberlayne College for the Arts SO199QP (478 pupils)
- 1.6 mile Grove Park Business and Enterprise College SO199LX
- 1.6 mile Oasis Academy Mayfield SO199NA (650 pupils)
- 1.7 mile Heathfield Junior School SO190EQ
- 1.7 mile Heathfield Infant School SO190EQ
- 1.7 mile Bursledon Hospital School SO311AA
- 1.8 mile Sarisbury Infant School SO317BJ (269 pupils)
- 1.8 mile Weston Shore Infant School SO199JQ (92 pupils)
- 1.8 mile Sarisbury Church of England Junior School SO317AP (361 pupils)
- 1.8 mile Valentine Primary School SO190EQ (589 pupils)
- 1.9 mile Weston Park Junior School SO199HL
- 1.9 mile Weston Park Primary School SO199HX (522 pupils)
- 1.9 mile Surrey House Infant School SO190SG
- 1.9 mile Brookfield Community School and Language College SO317DU (1647 pupils)
- 2.1 miles Hightown Primary School SO196AA
- 2.1 miles Hook-with-Warsash Church of England Primary School SO319GF
- 2.1 miles Swanwick Lodge SO317HD
- 2.1 miles Hook-with-Warsash Church of England Primary School SO319GF (417 pupils)
- 2.1 miles Hightown Primary School SO196AA (204 pupils)
24 April 2015
Ms L Croke
Hamble Community Sports College
Dear Ms Croke
Requires improvement: monitoring inspection visit to Hamble Community
Following my visit to your school on 27 April 2015, I write on behalf of Her Majesty’s
Chief Inspector of Education, Children’s Services and Skills to report the inspection
findings. Thank you for the help you gave me and for the time you made available to
discuss the actions you are taking to improve the school since the most recent
section 5 inspection.
The visit was the first monitoring inspection since the school was judged to require
improvement following the section 5 inspection in December 2014. It was carried out
under section 8 of the Education Act 2005. At its previous section 5 inspection the
school was also judged to require improvement.
Senior leaders and governors are taking effective action to tackle the areas requiring
improvement identified at the recent section 5 inspection. The school should take
further action to:
make sure the good strategies in the action plans make a real
difference by frequently checking that changes are happening in
classrooms, and monitoring the difference they are making
align the work of governors with the oversight provided by the new
local authority strategy group
extend the action plan to address the legacy of underperformance in
Year 11, to Year 10 students.
One Queen Street,
|T 0300 123 1231 |
Text Phone: 0161 6188524
|Direct T 01173115246 |
Direct F 01173150430
During the inspection, meetings were held with you and other senior leaders, the
Chair of the Governing Body and another governor, and a representative of the local
authority to discuss the actions taken since the last inspection. The school’s
improvement planning was evaluated.
The previous headteacher left the school around the time of the previous inspection.
The local authority appointed an experienced local headteacher to work with the
senior team to oversee the school in the spring term. You were appointed as the
new substantial headteacher and took up post this term.
Despite having been in post only two weeks, you demonstrate a keen understanding
of the issues to be addressed, and you have already played a significant part in
establishing a detailed strategy to improve all aspects of the school’s work. You have
an obvious commitment to Hamble Community Sports College becoming a good
school, and you have begun work energetically and with a strong sense of purpose.
I was particularly impressed by the detailed evaluation document you presented to
governors in your first week here. In order to obtain such a good knowledge of the
school in such a short time, you have already worked well with the senior team,
capitalised on your previous successful experience as a headteacher, and used what
you learned during the days you spent in the school last term.
Development planning is detailed and focused on the correct issues, and plans
contain useful information about deadlines and how progress will be measured.
However, there is a risk of the key priorities being lost in the wealth of detail they
contain. You are aware of this and have plans to develop a set of short statements
which pin your vision down, and enable all members of the school community to
obtain a clear sense of ‘how things are done at Hamble’ from now on.
You and senior staff are in no doubt that the students whose achievements need to
improve most are those from disadvantaged backgrounds. The extent of the
difference between their and other students’ examination results in 2014 took the
school by surprise. You and your senior team have already put in place a raft of
measures to address this urgent need, and there are more responses planned for
this term. These include making some key appointments and reassigning current
responsibilities to focus on driving up the achievement of disadvantaged students.
These responses are based on the outcomes of the review of the use of the Pupil
Premium grant, already undertaken, and on advice from the local authority. We
agreed that the best way to ensure the impact of all of this work, and plans to
improve literacy and numeracy across the school, is to convey clear messages to
staff, and then to check that the agreed strategies are being carried out by
monitoring lessons and scrutinising students’ work frequently.
Changes to the curriculum for September 2015 are being implemented. They have
the capacity to strengthen achievement in the core subjects of English, mathematics
and science. Ensuring that there is a better match between individual students’ skills
and interests and their Key Stage 4 option choices should also serve to ensure that
more students enjoy and benefit from their examination courses.
Plans to make more personalised responses to individual students’ slower progress
are innovative and interesting. The school’s recent work with a consultant attached
to a local special school is beginning to broaden the range of strategies teachers use
to address underperformance and behaviour problems.
The school made rapid and effective responses in the spring term to the need to
improve training for teachers and plans are based appropriately on the
recommendations in the previous inspection report. Local authority support for this
work has already been arranged.
The school’s systems to track the achievement of students in each subject have
been improved. A new system has been introduced and some training undertaken
already. I agree with your sense that further improvements are necessary in the way
that performance data are used with staff, so that teachers use the information
more effectively to plan their teaching, as well as be held to account. Senior staff
have recognised the need to accelerate the achievement of students currently in
Year 11 in the lead-up to their examinations and there are plans to extend special
provision to students in Year 10 to ensure that they achieve well in 2016.
Governors are well aware of the significance of the school being judged as requiring
improvement a second time. They are keen to move quickly and to support you and
your senior staff to make rapid improvements. Governors have strengthened the
quality of their challenge to the school, and have undertaken a skills audit and
undertaking a change to their structure. They have plans to work with an
experienced governor from another school, and a national leader in governance. It is
unclear how governors’ work will mesh with the new regular strategy group
meetings organised by the local authority and some clarity is needed about this.
Ofsted may carry out further monitoring inspections and, where necessary, provide
further support and challenge to the school until its next section 5 inspection.
The school continues to receive very good support from the local authority. The
school improvement manager (who is also your leading learning partner) provides
excellent advice and guidance for you and your senior team. In the period between
the previous headteacher leaving and your taking up post, the local authority
brokered oversight from an experienced headteacher from a local school for part of
each week. She worked well with your senior team, and between them they helped
the school to respond to the need to accelerate improvements, but maintain stability
in its day-to-day work.
The local authority has agreed subject-specific support in English, mathematics,
science, history, geography and religious education. There will also be further
training for governors. This is a substantial package of assistance. The impact of this
provision, and all aspects of the school’s improvement work, will be overseen by the
new strategy group put in place by the local authority’s area manager. This is a
group with a usefully wide range of experience and expertise.
In addition, you have organised specialist financial support for five days over this
term to refine budgeting procedures, assist with planning the 2015/6 budget and
help with the appointment of a new bursar. You have also organised a national lead
governor to support the work of governors.
I am copying this letter to the Chair of the Governing Body and the Director of
Children’s Services for Hampshire.
Her Majesty’s Inspector