School etc

Haygrove School

Haygrove School
Durleigh Road
Bridgwater
Somerset
TA67HW

phone: 01278 455531

headteacher: Mrs Karen Canham

school holidays: via Somerset council


1047 pupils aged 11—15y mixed gender
1070 pupils capacity: 98% full

525 boys 50%

11y10712y9513y10814y11015y105

520 girls 50%

11y9412y10313y10714y10615y112

Last updated: June 24, 2014


Secondary — Academy Converter

URN
136917
Education phase
Secondary
Establishment type
Academy Converter
Establishment #
4309
Open date
July 1, 2011
Reason open
Academy Converter
OSGB coordinates
Easting: 328538, Northing: 136468
GPS coordinates
Latitude: 51.123, Longitude: -3.0225
Accepting pupils
11—16 years old
Census date
Jan. 16, 2014
Ofsted last inspection
June 27, 2012
Region › Const. › Ward
South West › Bridgwater and West Somerset › Bridgwater Wyndham
Area
Urban > 10k - less sparse
Admissions policy
Comprehensive
Main specialism
Language (Operational)
Extra
SEN communication and interaction second specialism
Investor in People
Committed IiP Status
Free school meals %
7.60
Trust school
Is supported by a Trust
Trust
Bridgwater Education Trust
Learning provider ref #
10034179

Rooms & flats to rent in Bridgwater

Schools nearby

  1. Haygrove School TA67HW
  2. 0.2 miles St Mary's Voluntary Controlled Church of England Primary School TA67LX (338 pupils)
  3. 0.3 miles St Joseph's Catholic Primary School, Bridgwater TA67EE (256 pupils)
  4. 0.5 miles Westover Green Community School TA67HB (391 pupils)
  5. 0.5 miles Penrose School TA67ET (53 pupils)
  6. 0.6 miles Bridgwater Key Stage 3 Centre TA63RG
  7. 0.6 miles Bridgwater Centre TA63RG
  8. 0.6 miles Bridgwater Centre TA63RG
  9. 0.7 miles Wembdon St George's Church of England Primary School TA67PS (353 pupils)
  10. 0.7 miles St George's Junior School TA67PS
  11. 0.7 miles Key Stage 2 Pupil Referral Unit TA63RD
  12. 0.8 miles Hamp Community Junior School TA66JB
  13. 0.8 miles Hamp Nursery and Infants' School TA66JB (286 pupils)
  14. 0.8 miles Robert Blake Science College TA66AW (687 pupils)
  15. 0.8 miles Elmwood School TA66AP (60 pupils)
  16. 0.8 miles Hamp Academy TA66JB (230 pupils)
  17. 0.9 miles Wembdon County Infant School TA67RR
  18. 1.2 mile Sedgemoor Centre TA65HT
  19. 1.2 mile The Monmouth Centre TA65EQ
  20. 1.3 mile Somerset Bridge Primary School TA66AH (361 pupils)
  21. 1.4 mile Eastover Community Primary School TA65EX (414 pupils)
  22. 1.4 mile Chilton Trinity TA63JA (938 pupils)
  23. 1.6 mile Bridgwater College TA64PZ
  24. 1.9 mile Sedgemoor Manor Community Junior School TA64QX

List of schools in Bridgwater


Age group 11–16
Inspection date(s) 27–28 June 2012
Inspection number 397489

Haygrove School

Inspection report

Unique reference number 136917
Local authority N/A
Inspection number 397489
Inspection dates 27–28 June 2012
Lead inspector Andrew Redpath HMI

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

Type of school Academy converter
School category Non-maintained
Age range of pupils 11–16
Gender of pupils Mixed
Nu mber of pupils on the school roll 1,106
Appropriate authority The governing body
Chair Ms Tina Stoel-Walker
Headteacher Mrs Karen Canham
Date of prev ious school inspection 5 February 2009
School address Durleigh Road
Bridgwater
Somerset
TA6 7HW
Telephone number 01278 455531
Fax number 01278 427972
Email address reveal email: off…@haygrove.somerset.sch.uk

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look for the link on the main Ofsted website: www.ofsted.gov.uk

Introduction

Inspection team

Andrew Redpath Her Majesty’s Inspector
Richard Barnard Additional inspector
Mireille Drayton Additional inspector
Helen Matthews Additional inspector
Phil Taylor Additional inspector

This inspection was carried out with two days’ notice. Inspectors observed 35 lessons
taught by 31 teachers and made brief visits to several additional lessons to check on

students’ behaviour. They also visited several small group sessions provided to help

students improve their numeracy and literacy skills. Discussions were held with
senior and middle leaders, staff, members of the governing body and groups of
students. They observed the academy’s work, and looked at a range of evidence,

including data on students’ progress, students’ work, teachers’ planning, curriculum

documents, improvement plans and minutes of meetings. They attended an
assembly and observed break and lunchtime activities. The responses in
questionnaires of 275 parents and carers, 135 students and 36 staff were also
analysed.

Information about the school

Haygrove School is larger than the average-sized secondary school. It converted to
an academy in July 2011. Almost all students are of White British heritage and speak
English as their home language. The proportion of students known to be eligible for
free school meals is much lower than the national average. The proportion of
students supported by school action plus or who have a statement of special
educational needs is below the national average. The academy holds modern
languages specialist status and has gained several awards, including the
International Schools’ Award, Sportsmark, Artsmark and the Award of the

Geographical Association. The academy meets the government’s current floor
standard, which sets minimum expectations for students’ attainment and progress.

Inspection judgements

Overall effectiveness 2
Achievement of pupils 2
Quality of teaching 2
Behaviour and safety of pupils 2
Leadership and management 2

Key findings

  • This is a good academy where students achieve well. It is improving rapidly, but
    it is not yet outstanding because the proportion of outstanding teaching is too
    low and, in a few subjects, not enough students achieve the very highest
    grades, given their above average starting points.
  • The academy’s high expectations and broad range of examination courses
    underpin students’ good achievement. Most groups achieve well, especially in
    English. The academy has taken action to raise the attainment of students who
    enter the academy with lower than expected levels of numeracy and literacy
    and to provide greater challenge for higher attaining students. Early evidence
    suggests these initiatives are demonstrating success, particularly in
    mathematics, where achievement has been weaker.
  • Teaching is good overall and some is outstanding. Teachers have good subject
    knowledge and plan lessons which promote the development of students’
    independent learning. Senior leaders have focused successfully on improving
    the consistency of teaching and learning across the academy, although features
    of the very best teaching are not established fully in all subjects.
  • Attendance is good. Students are proud of their academy and display positive
    attitudes to learning. Both students and parents and carers recognise how the
    academy provides a safe and caring environment. Students’ spiritual, moral,
    social and cultural development is supported effectively through the academy’s
    arrangements for recognising success, the cultural links established through its
    modern languages specialism and the extensive range of extra-curricular clubs
    and activities.
  • The inclusive approach of the headteacher and senior leaders underpins the
    academy’s positive ethos. The drive for improvement is enhanced by the
    involvement of staff at all levels. Senior leaders use performance management
    well to raise the quality of teaching. They are adept at harnessing the expertise
    of staff within the academy to improve the performance of colleagues.

What does the school need to do to improve further?

  • Improve achievement further by:
    measuring the impact of recently introduced initiatives to improve the
    achievement of more capable students and of those who have below
    expected levels of numeracy and literacy.
  • Strengthen the quality of teaching by:
    identifying more clearly the features of very best practice, sharing them
    across subjects and thereby ensuring that a greater proportion of teaching
    overall is outstanding
    ensuring planning in all subjects takes close account of students’ different
    abilities and gives all the right level of challenge
    enabling students to have more opportunities to give extended answers to
    questions and to develop their own ideas.

Main report

Achievement of pupils

Students are enthusiastic learners, display good independent study skills and work

well with each other. Success in examinations and students’ learning and

performance observed by inspectors confirm that students make good progress and
that their attainment is above average by the time they leave. The proportion of
students gaining five or more GCSE passes at grades A* to C including English and
mathematics is significantly above the national average. Attainment is particularly

strong in English which reflects the academy’s success in promoting speaking and

listening, reading and writing skills across the curriculum. Attainment is also high in
science, where a large proportion of students study individual science subjects. It has
been weaker in mathematics and the academy has taken decisive action to raise the
profile of mathematics across the school. An intensive programme of support has
been introduced for students who have weak numeracy skills, which is accelerating
their progress.
Higher attaining students do not gain the highest GCSE A*/A grade of which they are
capable in some subjects. Inspection evidence and the most recent data suggest
improvements to the quality of teaching and the use of challenging targets are
raising the performance of this group. Students value the academic stimulation of the
critical thinking course taken at a local college which leads to several gaining an AS-
level pass.

Girls’ attainment is higher than that of boys, although this is not significantly different

from the national picture and the gap is beginning to close. The foundation learning
course introduced in Years 10 and 11 is raising the attainment of students who are
vulnerable and at risk of disengaging from learning. The quality of learning of
disabled students and those with special educational needs is good. A thorough

assessment of students’ learning on entry to the academy ensures those in need of

additional support are identified at an early stage. Individual tuition and work in
small groups are generally used to good effect to raise achievement. Some of these
initiatives have been introduced recently and an evaluation of their overall impact
has yet to take place.
The very large majority of parents and carers recognise that their children make
good progress.

Quality of teaching

Classroom routines are well established and students settle quickly to their work.
Lessons are generally planned to include a good variety of activities that capture

students’ interest. Lessons typically move at a brisk pace and teachers question

students skilfully to check their understanding. Occasionally, students are given
insufficient time to respond with more detailed answers and to develop their own

ideas fully. In a few lessons, students’ attention wanes and the pace of learning

slows when the teacher spends too much time speaking to the class. Teaching

successfully promotes students’ independent learning and their social development.

Good examples were seen during the inspection when students worked in groups to
analyse historical evidence and then shared their ideas with the rest of the class, and
in a religious education lesson when they discussed moral issues. Students work

together well and listen attentively to each other’s views. The use of assessment

information is developing well across subjects, although in some lessons activities are

‘pitched at the middle’ and do not give enough challenge, particularly for some more
capable students. Students’ work is marked consistently although the detail of

feedback does vary between subjects. In many lessons, students are encouraged to

reflect on their own learning and are involved in assessing each other’s work.

The teaching of disabled students and those with special educational needs is good
and includes a suitable combination of individual and small group sessions and
inclusion in the larger class. It is supported by the effective deployment of skilled
teaching assistants. The large majority of parents and carers agree that teaching is
good.

Behaviour and safety of pupils

Students display courteous and mature behaviour around the academy and report
that they feel safe. They are respectful of equipment and the accommodation.

Students of all ages are enthusiastic about the ‘Achiever Award’ system and many

proudly display their badges which are awarded for effort and achievement.
Rigorous systems are in place to record and monitor any incidents of inappropriate
behaviour or bullying. Incidents of all types of bullying, including cyber-bullying and
racism, are low. The academy has received an e-safety award in recognition of its
procedures for tackling cyber-bullying. Students particularly appreciate the way they
can express any concerns anonymously online and they report that there is a quick
and effective response from the designated senior member of staff. Topics on racism
and bullying are discussed during assemblies and tutor times. A powerful assembly
was observed during the inspection in which students used drama to explore
emotional issues and to show how to get help.

Students’ behaviour and attendance have improved markedly since the introduction

of a wider range of courses in Years 10 and 11, the mentoring of vulnerable students
and the sharper systems for managing inappropriate behaviour. Attendance is above
average and shows a trend of improvement, while exclusions have fallen dramatically
and are now at a low level. The very large majority of parents and carers feel that
their child is safe at the academy and that the standard of behaviour is good.
However, a small minority of parents and carers who returned inspection
questionnaires felt learning is disrupted in some lessons by poor behaviour. Senior
leaders are aware that there have been difficulties in a few classes due to the use of
temporary staff but report the issue is being resolved. Inspectors made behaviour in
lessons a focus of the inspection and found that behaviour was generally good and
sometimes outstanding. Occasionally, behaviour was only satisfactory when a lesson

failed to capture students’ interest.

Leadership and management

The ambition of the headteacher and senior leaders is at the heart of the academy’s

culture of high expectations. The performance management and professional
development of staff are closely linked to raising achievement. Regular monitoring of
teaching takes place in a climate of openness. Staff are keen to collaborate and to
share best practice, both within the academy and through the academy’s partnership

with other schools. For example, the academy’s strong performance in English has

been used to good effect to aid the development of less successful subjects. Senior
leaders have been particularly successful in raising the quality of teaching to good
overall, although feedback on the quality of teaching is not sufficiently precise in
identifying the very best features and using the information to raise more teaching to
the level of outstanding. Senior and middle leaders have a good understanding of the
strengths and areas for development based on the thorough review of each subject.
Data are used well to track the progress of groups and individual students, although
this information has not yet been analysed to check the full impact of some recent
initiatives. Decisive action has been taken to reduce the number of exclusions and to
extend the curriculum in Years 10 and 11, and particularly to help students who
struggle with basic numeracy and literacy to catch up. These developments
demonstrate that the academy responds decisively to new challenges and has a good
capacity for further improvement.
The governing body and leaders and managers at all levels have a strong
commitment to promoting equality of opportunity and tackling discrimination. The
curriculum is broad and balanced and caters for the aptitudes and interests of all
students. Strong links exist with local colleges and business, which support
effectively the vocational courses. The academic rigour provided by the curriculum is
borne out by the much higher than average proportion of students who study a
modern foreign language and the individual science subjects of biology, chemistry
and physics. International links, trips to foreign countries and projects in art and

humanities are effective in promoting students’ spiritual, moral, social and cultural

development. Procedures for safeguarding are thorough and meet all the
requirements. Any concerns about individual students are followed up quickly and
effectively. The governing body gives a good level of support and challenge to the
school, particularly through its achievement and standards committee. Resources are
deployed efficiently and very good use is made of the available accommodation.

Glossary

What inspection judgements mean

Grade Judgement Description
Grade 1 Outstanding These features are highly effective. An outstanding
school provides exceptionally well for all its pupils’ needs.
Grade 2 Good These are very positive features of a school. A school
that is good is serving its pupils well.
Grade 3 Satisfactory These features are of reasonable quality. A satisfactory
school is providing adequately for its pupils.
Grade 4 Inadequate These features are not of an acceptable standard. An
inadequate school needs to make significant
improvement in order to meet the needs of its pupils.
Ofsted inspectors will make further visits until it
improves.

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)
Type of school Outstanding Good Satisfactory Inadequate
Nursery schools 54 42 2 2
Primary schools 14 49 32 6
Secondary
schools
20 39 34 7
Special schools 33 45 20 3
Pupil referral
units
9 55 28 8
All schools 16 47 31 6

New school inspection arrangements have been introduced from 1 January 2012. This means that
inspectors make judgements that were not made previously.
The data in the table above are for the period 1 September to 31 December 2011 and represent
judgements that were made under the school inspection arrangements that were introduced on 1
September 2009. These data are consistent with the latest published official statistics about
maintained school inspection outcomes (see www.ofsted.gov.uk).
The sample of schools inspected during 2010/11 was not representative of all schools nationally, as
weaker schools are inspected more frequently than good or outstanding schools.
Primary schools include primary academy converters. Secondary schools include secondary academy
converters, sponsor-led academies and city technology colleges. Special schools include special
academy converters and non-maintained special schools.

Percentages are rounded and do not always add exactly to 100.

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their

learning and development taking account of their
attainment.

Attainment: the standard of the pupils’ work shown by test and

examination results and in lessons.

Attendance: the regular attendance of pupils at school and in

lessons, taking into account the school’s efforts to
encourage good attendance.

Behaviour: how well pupils behave in lessons, with emphasis

on their attitude to learning. Pupils’ punctuality to

lessons and their conduct around the school.

Capacity to improve: the proven ability of the school to continue

improving based on its self-evaluation and what
the school has accomplished so far and on the
quality of its systems to maintain improvement.

Floor standards: the national minimum expectation of attainment

and progression measures.

Leadership and management: the contribution of all the staff with responsibilities,

not just the governors and headteacher, to
identifying priorities, directing and motivating staff
and running the school.

Learning: how well pupils acquire knowledge, develop their

understanding, learn and practise skills and are
developing their competence as learners.

Overall effectiveness: inspectors form a judgement on a school’s overall

effectiveness based on the findings from their
inspection of the school.

Progress: the rate at which pupils are learning in lessons and

over longer periods of time. It is often measured

by comparing the pupils’ attainment at the end of a

key stage with their attainment when they started.

Safety: how safe pupils are in school, including in lessons;

and their understanding of risks. Pupils’ freedom

from bullying and harassment. How well the school
promotes safety, for example e-learning.

29 June 2012
Dear Students

Inspection of Haygrove School, Bridgwater TA6 7HW

As you know, your academy was inspected recently and I am writing to let you know
what the inspection team thought about the quality of education you receive. Thanks
to those of you who took time to talk to us about your work and life at the academy.
We also talked to your teachers and other adults connected with the academy,
visited lessons, looked at your work and took account of the views of your parents
and carers to find out how the academy is doing. The full report is available from the
school or on the Ofsted website.
Here are the main points.

  • Your academy provides a good education and due to the strong leadership and
    hard work of staff it is continuing to improve.
  • You are proud of your academy, enjoy learning and display good behaviour.
  • You achieve well and make good progress because the academy has high
    expectations and provides a broad range of challenging courses.
  • Many of you take part in the extensive after-school clubs, trips and visits.
  • Teaching is good and helps you to become good independent learners.
  • You told us that you feel safe in the academy and that staff listen to, and deal
    with, any concerns you might have.
  • You like the way the academy recognises your effort and achievement through
    the ‘Achiever Award’ system.

I have asked the school to do a few things to help it improve.

  • Check more closely that some of the changes brought in to improve your
    learning are working, particularly for those of you who are more capable and
    for those of you who struggle with numeracy and literacy.
  • Share some of the things that make teaching and learning really good more
    widely among staff.
  • Make sure teachers ensure you all receive the right level of challenge and give
    greater opportunities for you to explain in more detail your ideas in lessons.

You can help by discussing your work and progress with teachers.
Yours sincerely
Andrew Redpath
Her Majesty’s Inspector

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