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Lawrence Sheriff School Closed - academy converter Aug. 31, 2014

see new Lawrence Sheriff School

Lawrence Sheriff School
Clifton Road

phone: 01788 *** ***

headteacher: Dr Peter Kent


school holidays: via Warwickshire council

885 pupils aged 11—18y boys gender
926 pupils capacity: 96% full

885 boys 100%


Last updated: Aug. 31, 2014

Secondary — Voluntary Aided School

Education phase
Establishment type
Voluntary Aided School
Establishment #
Close date
Aug. 31, 2014
Reason closed
Academy Converter
OSGB coordinates
Easting: 450809, Northing: 275064
GPS coordinates
Latitude: 52.371, Longitude: -1.2551
Accepting pupils
11—18 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Nov. 9, 2007
Region › Const. › Ward
West Midlands › Rugby › Eastlands
Urban > 10k - less sparse
Admissions policy
Main specialism
Maths and Computing (Operational)
High performing leading options
Raising Achievement Partnership Programme (RAPP)
Investor in People
Committed IiP Status
Sixth form
Has a sixth form
Free school meals %
Learning provider ref #

rooms to rent in Rugby

Schools nearby

  1. Lawrence Sheriff School CV213AG
  2. 0.3 miles Rugby School CV225EH (804 pupils)
  3. 0.4 miles Northlands Primary School CV212SS (227 pupils)
  4. 0.4 miles St Andrew's Benn CofE (Aided) First School CV213LU
  5. 0.4 miles Bishop Wulstan Catholic School CV225EA
  6. 0.5 miles Eastern Area Pupil Referral Unit CV213TU
  7. 0.5 miles St Marie's Nursery and Catholic Infant School CV226AQ
  8. 0.5 miles Rugby College of Further Education CV213QS
  9. 0.6 miles St Matthew's CofE First School CV212AU
  10. 0.6 miles St Andrew's CofE Middle School CV212NN
  11. 0.6 miles St Marie's Catholic Junior School CV227AF
  12. 0.6 miles St Andrew's Benn CofE (Voluntary Aided) Primary School CV213NX (305 pupils)
  13. 0.6 miles St Marie's Catholic Primary School and Nursery CV227AF (424 pupils)
  14. 0.7 miles Eastlands Primary School CV213RY (213 pupils)
  15. 0.7 miles Oakfield Primary School CV226AU
  16. 0.7 miles Oakfield Primary Academy CV226AU (253 pupils)
  17. 0.8 miles Bloxam Middle School CV227AU
  18. 0.8 miles Rokeby Infant School CV225PE
  19. 0.8 miles St Matthew's Bloxam CofE Primary School CV227AU (252 pupils)
  20. 0.8 miles Rokeby Primary School CV225PE (253 pupils)
  21. 0.9 miles Rokeby Junior School CV225PE
  22. 0.9 miles Harris School CV226EA
  23. 0.9 miles Harris CofE Academy CV226EA (839 pupils)
  24. 1.1 mile Paddox First School CV225HR

List of schools in Rugby

27 June 2013

Dr P Kent
Lawrence Sheriff School
Clifton Road
CV21 3AG
Dear Dr Kent

No formal designation monitoring inspection of Lawrence Sheriff School

Following my visit with Marilyn Mottram, Her Majesty’s Inspector, to your school on
27 June 2013, I write on behalf of Her Majesty’s Chief Inspector of Education,

Children’s Services and Skills to confirm the inspection findings.

The inspection was a monitoring inspection carried out in accordance with no formal
designation procedures and conducted under section 8 of the Education Act 2005.
The inspection was carried out because the Chief Inspector was concerned about the
effectiveness of safeguarding arrangements at the school. We sought to establish:

  • whether safeguarding procedures are adequate
  • how effectively the school prevents and tackles bullying
  • whether supervision is appropriate to keep students safe in lessons and at
    break times during the school day
  • whether students interact appropriately with each other during unstructured
    times of the day
  • whether there is thorough recording and follow up action to any incidents
    that occur, and appropriate communication with parents
  • whether staff are suitably trained and able to seek advice and support when
  • the effectiveness of leaders and the governing body in monitoring and
    evaluating the policy and practice for behaviour management and
    safeguarding within the school.
Serco Inspections
20 Colmore Circus Queensway
B4 6AT
T 0300 123 1231
Text Phone: 0161 6188524
reveal email: enqu…
Direct T: 01216 799164
Direct email: reveal email: tim.…


No Year 11 students were in school during the day of the inspection because they
have completed their public examinations. Year 12 students were present for the
first part of the day, during which time I met with a group of them. They spent the
rest of the day visiting Aston University. A small group of students were taking part
in a Duke of Edinburgh expedition away from the school site.


My colleague and I scrutinised the single central record and other documents
relating to safeguarding and child protection arrangements, behaviour and bullying.
We looked at curriculum documents to explore how well the school teaches students
about diversity and discussed these with staff. We met with you and other senior
leaders, a group of eight staff, and four groups of students from Years 7 to10 and
Year 12. During break and lunchtime we spoke to many students informally, and
observed the playground, field and dining room. We visited parts of seven lessons. A
member of the governing body came into school to talk to us and I had a phone
conversation with a representative of the local authority.
Having considered all the evidence I am of the opinion that at this time the school’s
safeguarding arrangements meet requirements.

Behaviour and safety of pupils

You, your senior team and your staff place a strong emphasis on the importance of
students behaving respectfully towards each other. Students understand this
expectation well and are very clear about what it means in their day-to-day school
life. They try hard to reach the standards of behaviour that you and your colleagues
expect from them. The students we spoke to during the day gave a positive account
of what behaviour in school is typically like. They were adamant that racism is totally
unacceptable and that neither racist acts nor racist language happen in school.
Students were also very clear that any kind of teasing, bullying or discrimination on
the basis of individual difference is unacceptable. They believe that any homophobic
language is always challenged by staff in lessons, although is sometimes heard at
unstructured times. Older students felt that the way in which staff speak to students
helps them to develop a mature attitude to their studies and to each other.
During the inspection, students behaved calmly, considerately and sensibly at all
times. They were responsible and independent and had positive attitudes towards
each other. In the lessons observed, students listened well to staff and worked very

co-operatively with each other. In several lessons, students were working in groups

or pairs, which they did maturely and with a good level of focus on their work. In
one lesson, a large class of Year 9 students were asked to move into groups, which
they did instantly. In all the lessons observed students were well-focused on their
Behaviour at unstructured times was equally positive. At breaktime, seven different
football or rugby games were taking place on the field, and students showed a good
awareness of the need to give each other enough space to play. Other students
stood or sat and chatted with each other at various places around the school. At
lunchtime, the picture was very similar. Quiet spaces are available indoors for
students who want to study or be away from others. The dining room was also
orderly – students queued and chatted together. As students changed lessons they
moved sensibly. A few who spoke to us said that occasionally they feel jostled by
older students but that generally this is not a problem. Unstructured times were well
supervised by staff.
All students were able to explain what they would do if they were being bullied.
They had a wide range of staff to whom they could turn, and it is a strength of the

school’s work that they would not all choose to talk to the same person – some

would choose a subject teacher, others a pastoral leader, others would speak to you
directly. Several students gave examples of where they had experienced an incident
that had upset them. Almost all of them had sought help from staff so that the
incident was resolved. Students emphasised that the pastoral leadership is
particularly effective at dealing with bullying. One noted, ‘I know that pastoral staff
deal with these scenarios well and often put time and thought into solving such


The vertical tutor group system is popular with the students. Many younger students
said that it makes them feel safer and more included in school, because they know
older students and can ask them for help if they need to.
Fixed-term exclusion is hardly ever used. There have been no permanent exclusions
from the school for many years. You strongly believe that students are with you ‘for

the journey.’ Attendance is high and very few students are persistently absent.

The quality of leadership in and management of the school

The values on which all of the school’s work is based are very clear. You believe that

students should be happy at the school, which in turn will help them to be
academically successful, and you convey this to parents and to students from the
outset. As a result of this philosophy and all the policies and practices that are linked
to it, the school is a harmonious community where students with different needs can
thrive, achieve highly in their academic work and enjoy a wide range of enrichment

The school’s procedures to safeguard students are very strong. Robust checks are

made on new staff at all levels. Safeguarding training is wide-ranging and senior
leaders ensure that all staff complete it. The school deals rigorously with any child
protection issues that do arise and involves the local authority and social services for
advice as appropriate. Clear records are kept of incidents and follow-up actions.
The school takes a considered and responsive approach to preventing and dealing
with bullying and more minor undesirable behaviours. Incidents are dealt with on an
individual basis. Senior leaders may involve parents or carers, help the students to
resolve an incident between them, issue a punishment, or a combination of any of
these. The recent survey carried out by one of the senior leaders has helpfully
highlighted the incidents that occur most frequently and have helped students to
reflect on incidents that may seem minor to one person and upsetting to another.
This forms a firm basis for further work on this important aspect of school life. Clear
records are kept of any bullying incidents, and the actions taken are clearly logged
and followed up, although the follow-up actions are not noted on the overview log.
The quality of the written bullying and behaviour management policies does not fully
reflect the school’s very strong work in these areas.
The school is very aware that although all their students are academically able, they
all have different social and emotional needs. Support for students who find it more
difficult to settle into the school, or to socialise, is well-tailored to their individual

The governor who leads on this area of work is well informed, and governors discuss
safeguarding, bullying and relevant actions in their meetings as a matter of course.
Other governors use their professional skills and knowledge to advise the school on
any issues that arise. The governing body would benefit from receiving the school’s
detailed information about bullying incidents.

External support

The local authority has a good knowledge of the school and its strengths in relation
to safeguarding and students’ behaviour. They have provided responsive and
appropriate support when the school has needed to seek help about specific child
protection issues.

Priorities for further improvement

 Consider revising the behaviour and bullying policies so that they reflect

the school’s very clear, positive values, and convey these in writing both

to students and to parents and carers.

 Record on the overview log the follow-up to actions taken as a result of

any bullying incidents, and share the overview with governors.

 Maintain the good work that you have already done to enable students to

recognise differences between banter and play and actions that hurt or
offend, so that this is always in the forefront of students’ minds.

I am copying this letter to the Director of Children’s Services for Warwickshire, the
Chair of the Governing Body and the Secretary of State for Education. This letter will
be published on the Ofsted website.
Yours sincerely
Sue Morris-King

Her Majesty’s Inspector

cc Chair of the Governing Body

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