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John Mason School Closed - academy converter Jan. 31, 2014

16-19 Abingdon Sixth Form Centre Link
see new John Mason School

John Mason School
Wootton Road

phone: 01235 *** ***

headteacher: Ms D Mashiter

reveal email: offi…


school holidays: via Oxfordshire council

894 pupils aged 11—18y mixed gender
1042 pupils capacity: 86% full

435 boys 49%


460 girls 51%


Last updated: June 20, 2014

Secondary — Community School

Education phase
Establishment type
Community School
Establishment #
Close date
Jan. 31, 2014
Reason closed
Academy Converter
OSGB coordinates
Easting: 449304, Northing: 197785
GPS coordinates
Latitude: 51.677, Longitude: -1.2884
Accepting pupils
11—18 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Nov. 16, 2011
Region › Const. › Ward
South East › Oxford West and Abingdon › Abingdon Fitzharris
Urban > 10k - less sparse
Admissions policy
Main specialism
Arts (Operational)
Investor in People
Committed IiP Status
Sixth form
Has a sixth form
Free school meals %
Learning provider ref #

rooms to rent in Abingdon

Schools nearby

  1. John Mason School OX141JB
  2. 0.1 miles Orchard Pupil Referral Unit OX141BH
  3. 0.2 miles St Nicolas Church of England Primary School, Abingdon OX141HB (424 pupils)
  4. 0.3 miles Abingdon School OX141DE (1200 pupils)
  5. 0.3 miles Abingdon and Witney College OX141GG
  6. 0.4 miles Carswell Community Primary School OX141DP (230 pupils)
  7. 0.4 miles Fitzharrys School OX141NP (598 pupils)
  8. 0.4 miles St Helen and St Katharine OX141BE (697 pupils)
  9. 0.5 miles Dunmore Junior School OX141NR
  10. 0.5 miles Dunmore Infants' School OX141NR
  11. 0.5 miles Larkmead School OX141RF (865 pupils)
  12. 0.5 miles Our Lady's Abingdon OX143PS (528 pupils)
  13. 0.5 miles Our Lady's Convent Junior School OX142HB
  14. 0.5 miles Dunmore Primary School OX141NR (485 pupils)
  15. 0.6 miles The Manor Preparatory School OX136LN (367 pupils)
  16. 0.6 miles The Unicorn School OX141AA (61 pupils)
  17. 0.7 miles St Edmund's Catholic Primary School OX143PP (276 pupils)
  18. 0.8 miles Rush Common School OX142AW
  19. 0.8 miles Tesdale School OX145HE
  20. 0.8 miles Caldecott County Infant School OX145HD
  21. 0.8 miles Rush Common School OX142AW (409 pupils)
  22. 0.9 miles Thomas Reade Primary School OX143RR (228 pupils)
  23. 0.9 miles Long Furlong Primary School OX141XP (237 pupils)
  24. 0.9 miles Caldecott Primary School OX145HB (364 pupils)

List of schools in Abingdon

Age group 11–18
Inspection date(s) 16–17 November 2011
Inspection number 380630

John Mason School

Inspection report

Unique Reference Number 123256
Local Authority Oxfordshire
Inspect ion number 380630
Inspect ion dates 16–17 November 2011
Report ing inspector James Sage HMI

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
Nu mber of pupils on the school roll 831
Of which, number on roll in the sixth form 128
Appropriate authority The governing body
Chair Paul Brooks
Headteacher Di Mashiter
Date of prev ious school inspection 29 January 2009
School address Wootton Road
OX14 1JB
Telephone number 01235 524664
Fax number 01235 520711
Email address


This inspection was carried out by one of Her Majesty’s Inspectors and four
additional inspectors. Inspectors observed 47 lessons taught by 39 teachers; 14 of
these were joint observations undertaken with members of the school’s senior
leadership team. Meetings were held with four groups of students, some individual

students, a wide range of staff and three members of the school’s governing body.

Inspectors observed the school’s work and looked at the school’s self-evaluation and
improvement plans, policy documents, analysis of the quality of teaching and data

about students’ attainment and progress. Inspectors also took account of the

questionnaires completed by 173 parents and carers, 140 students and 39 staff.

The inspection team reviewed many aspects of the school’s work. It looked in detail

at a number of key areas.

  • How well all groups of students achieve, including those in the sixth form.
  • The improvements made in the care, guidance and support, provided by the
    school, to ensure that those students with low levels of literacy and those who
    face behavioural, social and emotional difficulties make at least good progress.
  • The quality of the monitoring of students’ progress and the effectiveness of the
    use made of these data at all levels.
  • Improvements made in the quality of teaching and the use of assessment since
    the previous inspection.
  • The capacity of senior and middle leaders and the school’s governing body to
    secure and sustain the improvements required.

Information about the school

John Mason School is smaller than the average secondary school. It serves a
community which is mixed, both socially and economically. The school is a specialist
visual and performing arts college, specialising in creativity through art and design,
design and technology (particularly in graphics) and music. The school population
reflects the local area and students are overwhelmingly from White British
backgrounds. The proportion of students known to be eligible for free school meals is
below average. The proportion of students who have special educational needs
and/or disabilities is below average, but rising; their main needs are low literacy skills
and behavioural, emotional and social difficulties.
Sixth form provision is through the Abingdon Consortium, a partnership with two
other local secondary schools and a general further education college. The
Consortium is also used to broaden the curriculum available for a small number of
students in Key Stage 4.
The school is registered as an Arts Award Centre, is a Partnership Development
School, a FA Charter Standard College and has awards for Investor in People and
Healthy Schools.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

Inspection judgements

Overall effectiveness: how good is the school? 2
The school’s capacity for sustained improvement 2

Main findings

John Mason is a good and improving school which cares for its students exceptionally
well. The school has an extremely positive ethos which permeates all aspects of its

work. This is considerably enhanced by students’ outstanding contribution to the life

of the school and to the local community. The impact of this ethos is clear in the
extent to which students feel safe in the school and by their extremely positive
attitudes; the overwhelming majority enjoy coming to school. Teaching and other
staff are proud to be part of the school. The school has made significant
improvements over the last three years as a result of the hard work of the
headteacher, other senior leaders and the governing body, and the support of other
Students enter the school with attainment that is in line with the national average.
They make good progress throughout the school so that their attainment at the end
of Year 11 is above average. Similarly, students in the sixth form make good

progress overall. Students’ achievement has improved significantly since the last

inspection. In particular, the progress made by students with special educational
needs and/or disabilities is significantly better than at the time of the last inspection.
The achievement of boys has also improved significantly to be in line with that of
girls. Achievement is good in the main school and in the sixth form because the large
majority of teaching is at least good and the school provides a curriculum that meets

students’ needs and aspirations well. The progress made by students in a small

minority of lessons, however, is no more than satisfactory. In these lessons, teachers
do not monitor the progress of students well enough to ensure that the pace and
level of challenge of the work match the pace of learning. While the school has given

a great deal of attention to developing students’ skills in literacy and independence

across the curriculum, these skills are not developed well in all lessons.

Improvements in students’ achievement in a small number of subjects lag behind

those in many, especially the good progress evident in English, mathematics and

The school provides outstanding care, guidance and support, which contribute

significantly to the improvements in students’ achievements, attendance and

punctuality, the extent to which they feel safe and their enjoyment of school. The
care and support for the most vulnerable students and those at risk of
underachieving is exceptional and contribute to the marked improvements in their
achievements. The school makes excellent use of partnerships and external agencies
to support those students who face challenging circumstances.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

The school makes excellent use of its specialism and the partnerships it has
developed in the visual arts. Art and design is very strong and the quality of

students’ work is exceptional. The high quality leadership and teaching in art are now

being used very well to develop music and design and technology, particularly in
graphics, further. In addition, developing creativity and the use of visual learning
permeates much of the work of the school and contributes to improvements in

students’ achievements.

The school has rigorous procedures for monitoring students’ progress and the quality
of teaching across the school. The outcomes are used well to inform self-evaluation
which is accurate and highly evaluative and analytical. Senior leaders and the
governing body are clear about the priorities for further improvement and the actions
required. Middle leaders are held to account well and good practice is widespread,
although there are still some curriculum areas where further improvement is
required. The governing body is very well informed and holds the headteacher and
senior leaders, and more recently middle leaders, to account well. As a result, the

school’s capacity to make further improvement is good.

What does the school need to do to improve further?

  • Increase the proportion of lessons where students’ learning and progress are
    consistently at least good, including in the sixth form, to 80% by the end of the
    current school year, 2011/12, through:
    ensuring that teachers monitor students’ progress in lessons better
    using this monitoring to intervene to ensure that the progress of
    individuals and groups of students is at least good, to match the pace of
    teaching to the pace of learning and to change the approach used when
    making more effective use of questioning to help with this monitoring and
    to deepen students’ understanding
    ensuring that the high quality of most lesson planning is used more
    effectively to meet the needs of individual students
    making full use of all opportunities to develop students’ skills in literacy
    and to help them to become more independent learners.
  • Raise students’ achievement, both in the main school and the sixth form, in the
    subjects where it lags behind, through targeting support to improve the quality
    of teaching and the use of assessment in these subjects.
    Attainment is above average in all key areas. Attainment on entry to the school is in
    line with the national average, so progress overall is good, as is students’
    achievement. The proportions of students making at least the progress expected are
    high in English, mathematics and science. The school undertakes a very careful
    Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate
    Please turn to the glossary for a description of the grades and inspection terms
    analysis of the progress of individuals and different groups of students, and gaps in
    achievement have narrowed greatly. The analysis of the school’s current tracking
    data indicates that achievement is improving across all subjects as a result of the
    interventions made by senior and middle leaders. However, the pace of improvement
    is slower in some, such as in modern foreign languages. Students’ learning and
    progress in language lessons are not as good as in many other subjects.
    In lessons, the large majority of students, including all groups, make at least good
    progress and their attainment is mostly in line with their targets. The progress made
    in about one in 10 lessons is outstanding. The progress made by boys and by
    students with special educational needs and/or disabilities is much improved since
    the previous inspection and is good. Students are clear about their targets and the
    next steps in their learning and about what they need to do to improve. They are
    keen to do well and maintain good standards of behaviour in lessons, except in a
    small number of cases where there is some low-level disruption because the teaching
    is not good enough.
    All aspects of students’ personal development and well-being are at least good. The
    extent to which they feel safe, adopt safe working practices and their contributions
    to the school and wider community are outstanding. Behaviour is at least good, and
    often better than this around the school. The proportion of students who say they
    enjoy coming to school is exceptionally high, backed up by the views of their parents
    and carers. As a result of extensive work by the school, attendance has improved to
    be above average, punctuality to school and to lessons is good and persistent
    absence has fallen significantly. The extent of students’ spiritual, moral, social and
    cultural development has improved and is good in all aspects; students have a good
    understanding of diversity and of their place in the wider world.
Outcomes for individuals and groups of pupils 2

These are the grades for pupils’ outcomes

Pupils’ achievement and the extent to which they enjoy their learning
Taking into account:
Pupils’ attainment
The quality of pupils’ learning and their progress
The quality of learning for pupils with special educational needs and/or disabilities
and their progress



The extent to which pupils feel safe 1
Pupils’ behaviour 2
The extent to which pupils adopt healthy lifestyles 2
The extent to which pupils contribute to the school and wider community 1
The extent to which pupils develop workplace and other skills that will 2


The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average;

and 4 is low

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

contribute to their future economic well-being
Taking into account:
Pupils’ attendance
The extent of pupils’ spiritual, moral, social and cultural development 2

How effective is the provision?

Teaching is good overall and outstanding in around one in 10 lessons. In these good
and better lessons, the steps in learning are clear and developed well. Lessons have
good pace to ensure productive learning, to provide good levels of challenge and to
maintain the interest of students. Teachers are enthusiastic about their subject and
use their subject knowledge well to provide a variety of creative approaches and

interesting activities. Students’ progress is monitored carefully to ensure that the

work matches the pace of learning. High-level skills in questioning are used well to

develop students’ understanding and to monitor their learning. Where teaching is

satisfactory, this careful monitoring of learning does not take place as effectively and
questioning is often at a low level. Teachers have access to detailed information

about students’ targets and current achievement, and this is clear in their planning.

The profiles for each student with a specific need are excellent. However, this good
planning is not used well in satisfactory lessons to meet the needs of individual
students. High-level teaching assistants are used very effectively in English and
mathematics to support good learning. In satisfactory lessons, teaching assistants
are often underused or not deployed effectively.

The curriculum meets students’ needs and aspirations well. The move from ‘schemes
of work’ to ‘schemes of learning’ has contributed to improvements in teaching. The

school correctly identified that the weaker achievement of some students, including
many boys, was because the curriculum did not meet their needs well; this has
improved greatly, for example, by now providing a much more appropriate
curriculum in design and technology. Developments across the curriculum have also

led to improvements in students’ spiritual, moral, social and cultural understanding.
Considerable effort has been given to developing students’ skills in literacy, with

significant impact. However, in some satisfactory lessons, opportunities to develop
their literacy skills and to help them become more independent learners are missed.
These teachers are unaware of the levels of literacy of the students they teach, or
the levels required for the tasks they set. This means that teachers do not develop
the skills required through their subject teaching. The school provides a good range
of enrichment activities. However, the number of students participating, other than in

those relating to the school’s specialist subjects, is sometimes low; for example, in

the proportion of students involved in activities relating to keeping fit and healthy,
although the school is justifiably proud of the achievements of the sports teams
representing the school.
The impact of the outstanding care and support given to all students on raising
achievement, improving attendance and on other outcomes is clear. Students are
provided with high-quality advice and guidance to support their personal and

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

academic development. The role of heads of year as ‘achievement leaders’ and the
use of ‘raising achievement panels’ for each year group support the progress of many

students very well. The support for students whose circumstances may make them
vulnerable is especially strong, with excellent use made of external agencies when
required. The quality and impact of this support are very closely monitored. The

school’s ‘4REAL centre’ is an extremely supportive haven of tranquillity for those who

need this most. Students, and their parents and carers, are full of praise for the
quality of the arrangements for the transition from primary school.

These are the grades for the quality of provision

The quality of teaching
Taking into account:
The use of assessment to support learning


The extent to which the curriculum meets pupils’ needs, including, where
relevant, through partnerships
The effectiveness of care, guidance and support 1

How effective are leadership and management?

The headteacher and other senior leaders have good capacity to secure and sustain
the further improvements the school requires; this is clear from the significant
improvements already achieved and from the strong, continuing trend of
improvement. They form a strong and cohesive team, with an excellent balance of
skills and expertise. They are supported well by the governing body, which provides
a good balance of support and challenge to hold the senior leaders to account. Very
good use is made of detailed data about the progress of individuals and different
groups of students to monitor the effectiveness of the provision and to target
interventions to support students. This is combined well with rigorous monitoring of
the quality of teaching to target the support and professional development of

teachers where it is most needed. The accuracy of senior leaders’ evaluations of the

quality of teaching was confirmed by the joint observations undertaken with
inspectors. Their monitoring is enhanced well by the use of student ‘learning

detectives’. Students are involved well in decision-making in the school, not least

through the school council.
The ability of middle leaders to hold teachers in their department fully to account is
much improved and has contributed to raising achievement. The strongest middle
leaders are used very effectively to support others and to take on wider leadership
roles where necessary. While there is widespread good practice, this high quality is
not yet fully embedded across all curriculum areas. The more recent involvement of
the governing body with middle leaders is already having a positive impact.
The ability of senior leaders to promote equality of opportunity is best illustrated by

the significant narrowing of gaps in students’ achievements and the impact of the

improved curriculum. The creation of the extremely positive ethos in the school

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

means that there are no reported incidents of discrimination. Safeguarding
procedures, including the role of the governing body, are good; risk assessments are
thorough and students feel extremely safe and are guided well to adopt safe working
practices. The promotion of community cohesion is good. The school is clear about
those areas of the curriculum that make contributions and the action plan for further

development is clear. The resulting improvements have contributed to students’

better understanding of spiritual, moral, social and cultural issues. The school and
the governing body make good and largely successful attempts to fully involve
parents and carers in the life of the school. A very high proportion of parents and
carers say that they are informed well of the progress of their children.

These are the grades for leadership and management

The effectiveness of leadership and management in embedding ambit ion and
driv ing improve ment
Taking into account:
The leadership and management of teaching and learning


The effectiveness of the governing body in challenging and support ing the
school so that weaknesses are tackled decisively and statutory responsibilities
The effectiveness of the school’s engagement with parents and carers 2
The effectiveness of partnerships in promoting learning and well-being 2
The effectiveness with which the school promotes equality of opportunity and
tackles discrimination
The effectiveness of safeguarding procedures 2
The effectiveness with which the school promotes community cohesion 2
The effectiveness with which the school deploys resources to achieve value for

Sixth form

Students enter the sixth form with attainment broadly in line with the national
average, although the effects of higher attainment at the end of Year 11 are
beginning to work through. As a result of mainly good teaching, students make good
progress in the large majority of subjects and achieve well overall. However,

students’ learning, progress and achievement vary across subjects, although this is

not consistent from year to year. All other outcomes for sixth form students are in
line with those in the main school. Sixth form students play a significant role in the
life of the school and the local community; for example, through providing support
for younger students in lessons and the 20 hours of voluntary work in the community
they undertake each year.
The school uses its place within the Abingdon Consortium to provide a curriculum
which meets the needs and aspirations of students well. Students are provided with
high-quality guidance about sixth form courses and progression beyond the sixth

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

form. The school’s depth of understanding of each student is used extremely well to

ensure that their overall personal development is supported fully and that they have
a good chance of success.
Leaders have a good understanding of the strengths in the sixth form and of the
improvements required to raise achievement further and to tackle the variations
across subjects. They provide clear leadership and liaise well with curriculum leaders

to monitor and support students’ achievement.

These are the grades for the sixth form

Overall effectiveness of the sixth form
Taking into account:
Outcomes for students in the sixth form
The quality of provision in the sixth form
Leadership and management of the sixth form



Views of parents and carers

The response rate to the inspection questionnaire was broadly average. Parents and
carers are extremely positive about the school with an exceptionally high proportion
saying how much their children enjoy coming to school and how safe they feel.
Parents and carers are pleased with the quality of teaching and with the feedback
they receive on how well their children are doing. They feel that the school is led well
and they fully acknowledge the improvements that have been made. A very small
number are critical of the way the school encourages their children to adopt healthy
lifestyles; some of these have been addressed through the new arrangements for
catering. A very small proportion also comment that unacceptable behaviour is not
dealt with effectively. Analysis of the school’s own frequent surveys of the views of
parents and carers indicates that much of this relates to what happened in the past
and that the views of parents about behaviour are now much more positive; a view
that is supported by evidence from the inspection.

Responses from parents and carers to Ofsted’s questionnaire

Ofsted invited all the registered parents and carers of pupils registered at John Mason School to
complete a questionnaire about their views of the school.
In the questionnaire, parents and carers were asked to record how strongly they agreed with 13
statements about the school.
The inspection team received 173 completed questionnaires by the end of the on-site inspection. In
total, there are 831 pupils registered at the school.
The table above summarises the responses that parents and carers made to each statement. The
percentages indicate the proportion of parents and carers giving that response out of the total number
of completed questionnaires. Where one or more parents and carers chose not to answer a particular
question, the percentages will not add up to 100%.

Statements Strongly
Agree Disagree disagree
Total % Total % Total % Total %
My child enjoys school 81 47 88 51 1 1 2 1
The school keeps my child
73 42 94 54 2 1 2 1
The school informs me about
my child’s progress
67 39 92 53 4 2 0 0
My child is making enough
progress at this school
61 35 96 55 5 3 2 1
The teaching is good at this
52 30 109 63 3 2 1 1
The school helps me to
support my child’s learning
35 20 115 66 10 6 2 1
The school helps my child to
have a healthy lifestyle
27 16 118 68 13 8 2 1
The school makes sure that
my child is well prepared for
the future (for example
changing year group,
changing school, and for
children who are finishing
school, entering further or
higher education, or entering
61 35 94 54 1 1 2 1
The school meets my child’s
particular needs
53 31 104 60 3 2 2 1
The school deals effectively
with unacceptable behaviour
51 29 89 51 14 8 2 1
The school takes account of
my suggestions and
37 21 100 58 10 6 2 1
The school is led and
managed effectively
65 38 84 49 5 3 0 0
Overall, I am happy with my
child’s experience at this
89 51 71 41 4 2 2 1


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

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)
Type of school Outstanding Good Satisfactory Inadequate
Nursery schools 43 47 10 0
Primary schools 6 46 42 6
14 36 41 9
Sixth forms 15 42 41 3
Special schools 30 48 19 3
Pupil referral
14 50 31 5
All schools 10 44 39 6

New school inspection arrangements were introduced on 1 September 2009. This means that
inspectors now make some additional judgements that were not made previously.
The data in the table above are for the period 1 September 2010 to 08 April 2011 and are consistent
with the latest published official statistics about maintained school inspection outcomes (see

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.
Percentages are rounded and do not always add exactly to 100.
Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in

secondary schools, special schools and pupil referral units.

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their

learning, development or training.

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

examination results and in lessons.

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

improving. Inspectors base this judgement on what
the school has accomplished so far and on the
quality of its systems to maintain improvement.

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

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

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. The following judgements,
in particular, influence what the overall
effectiveness judgement will be.

  • The school’s capacity for sustained
  • Outcomes for individuals and groups of
  • The quality of teaching.
  • The extent to which the curriculum meets
    pupils’ needs, including, where relevant,
    through partnerships.
  • The effectiveness of care, guidance and

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.

18 November 2011
Dear Students

Inspection of John Mason School, Abingdon OX14 1JB

Following our visit to your school, I should like to thank you for your extremely
friendly welcome. You told us that you really enjoy being at school and that you feel
extremely safe. We were impressed by your very positive attitudes, your politeness
and how willingly you talked to us. We judge the school, including the sixth form, to
be good overall and improving. These are the strengths in the school.

  • The school has an extremely positive ethos which supports your excellent
    approach to all aspects of school life; you make an outstanding contribution to
    the life of the school and the local community.
  • Teachers and other adults care exceptionally well for all of you.
  • You make good progress and your achievement is good.
  • The school carries out frequent checks on your progress and keeps you well
  • The good curriculum in Key Stage 4 and in the sixth form meets your needs
    and aspirations well.

Much teaching in the school is at least good, but a small minority is satisfactory and
you make less progress in these lessons. We have asked the school to make even
more of your lessons at least good. We have asked that they do this by ensuring that
teachers monitor carefully how well you are learning and make sure that all of you
have work that is challenging and helps you to make as much progress as you can.
You can help by asking for help whenever you are unsure about what you need to

do. We have asked the school’s senior leaders to make sure that the progress you

make in all subjects is as good as the best.
The leaders in your school have a clear understanding of what needs to be done to
continue to improve; they clearly have your best interests at heart. They are working
very hard to make the school an even better place for you to learn.
We wish you every success in the future.
Yours sincerely
James Sage
Her Majesty's Inspector


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