School etc

New Line Learning Academy

New Line Learning Academy
Boughton Lane

phone: 01622 743286

head of academy: Mr David Elliott


school holidays: via Kent council

587 pupils aged 11—16y mixed gender
1050 pupils capacity: 56% full

315 boys 54%


270 girls 46%


Last updated: June 20, 2014

Secondary — Academy Sponsor Led

Education phase
Establishment type
Academy Sponsor Led
Establishment #
Open date
Sept. 3, 2007
Reason open
New Provision
OSGB coordinates
Easting: 576813, Northing: 153053
GPS coordinates
Latitude: 51.249, Longitude: 0.53211
Accepting pupils
11—18 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Feb. 7, 2013
Region › Const. › Ward
South East › Maidstone and The Weald › South
Urban > 10k - less sparse
Admissions policy
Sixth form
Has a sixth form
Free school meals %
Trust school
Is supported by a Trust
Learning provider ref #

rooms to rent in Maidstone

Schools nearby

  1. Oldborough Manor Community School ME159QL
  2. Five Acre Wood School ME159QL (218 pupils)
  3. Tiger Primary School ME159QL (140 pupils)
  4. 0.3 miles Oak Trees Community School ME159AX
  5. 0.3 miles Oaks Academy ME159AX (153 pupils)
  6. 0.6 miles Loose Junior School ME159UW (367 pupils)
  7. 0.6 miles Molehill Copse Primary School ME157ND
  8. 0.6 miles Loose Infant School ME159UW (270 pupils)
  9. 0.6 miles Molehill Copse Primary School ME157ND (286 pupils)
  10. 0.6 miles Loose Primary School ME159UW
  11. 0.7 miles Senacre Technology College ME159DT
  12. 0.8 miles Park Way Primary School ME157AH (296 pupils)
  13. 0.9 miles Shepway Junior School ME158DD
  14. 0.9 miles Shepway Infant School ME158DF
  15. 0.9 miles Greenfields Community Primary School ME158DF (356 pupils)
  16. 1 mile South Borough Primary School ME156TL (239 pupils)
  17. 1 mile Bell Wood Infant and Nursery School ME159JR
  18. 1.1 mile Bell Wood Community School ME159EZ
  19. 1.1 mile Senacre Wood Primary School ME158QQ (204 pupils)
  20. 1.1 mile Maidstone Grammar School ME157BT (1237 pupils)
  21. 1.1 mile Bell Wood Community Primary School ME159EZ
  22. 1.1 mile Tree Tops Academy ME159EZ (234 pupils)
  23. 1.3 mile Holy Family RC Primary School ME159PS (178 pupils)
  24. 1.3 mile St Philip's CofE Infant School ME157UT

List of schools in Maidstone

15 June 2015
David Elliot
New Line Learning Academy
Boughton Lane
ME15 9QL
Dear Mr Elliot

Requires improvement: monitoring inspection visit to New Line Learning

Following my visit to your school on 12 June 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 February 2015. 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 and trustees are taking effective action to tackle the
areas requiring improvement identified at the recent section 5 inspection. Leaders
should take further action to:

 strengthen the approach to improving the accuracy and presentation of

students’ writing, by ensuring that all teachers incorporate sufficient

time in their plans to address this routinely through their teaching.


During the inspection, I met with you, other senior leaders and a trustee to discuss
the actions taken since the last inspection. I evaluated the school improvement plan
and looked at other documentation, including your current achievement data and a

‘precision teachers’ folder (PTF); a version of which exists for each member of the

teaching staff employed at every level, detailing minimum expectations of teachers,
leaders and managers. You escorted me on a tour of the academy enabling me to
observe students and teachers at their work. I also spoke on the telephone with the
Chair of the Governing body and the Chief Executive of the trust.

Kings Orchard,
One Queen Street,
T 0300 123 1231
Text Phone: 0161 6188524
reveal email: enqu…
Direct T 01173115323
Direct F 01173150430

Main findings

Since the previous inspection you have wasted no time in returning rapidly to your

improvement agenda. The inspection outcomes were not a surprise to you or

members of your governing body. You accept fully that although you had already
identified the key areas for improvement noted within the report as urgent priorities,
strategies already implemented had not yielded sufficient gains. Since the inspection
you have focused sensibly on strengthening leadership and management and
improving the quality of teaching. You have revised appropriately the school
improvement plan to ensure that it incorporates fully the weaknesses identified
within the inspection report. The plan is comprehensive and identifies a range of
necessary and well-judged actions. However, the plan needs to be adjusted so that
timescales can be identified and governors can be clearer about how and when
success will be measured. The identification of a named lead for each aspect of the
plan will also ensure that governors can identify who will be accountable for
implementing the agreed actions within deadline so that an appreciable difference to

students’ learning and achievement takes place.

In order to improve the effectiveness of leadership at a senior level, you have re-
revised job descriptions and re-structured the senior team. New appointments to the
senior team are now linked to each of the main curriculum areas of English,
mathematics, science and humanities. Although these strategies auger well, it is too
soon to judge their effectiveness. Members of the interim academic board which
consists of the chief executive, trustees and the Chair of the Governing body,
continue to meet with you on a fortnightly basis. During these meetings, governors
and trustees rightly focus on requiring you to evidence how you know if students’

are learning well. Students’ current achievement data is scrutinised and where

students are lagging behind, governors expect you to account for how you intend to
address this effectively. The scrutiny of teaching observations, students’ work and
their current achievement data are now standard agenda items for this fortnightly
meeting, alongside revisiting the improvement plan targets.
To clarify expectations of staff at all levels, including line-managers, you have
developed a guide, the PTF, which makes clear exactly what activities are expected
of those at classroom level and those with leadership accountabilities. This helpful
file, ensures that there are no grey areas. In particular you and your leaders monitor
teaching assiduously. You also meet each week with leaders of mathematics and
English to track students’ progress and ensure that your predictions for the 2016
GCSE examination hold true.
To improve teaching you have revised the guidelines on marking and have made
clear your expectations to staff. To ensure consistency you are checking teachers’
implementation routinely through random scrutiny of students’ work. Although you
have implemented some successful intervention strategies to improve students’

reading and literacy skills, you acknowledge that improving the accuracy of students’

writing will require a shift in emphasis and planning for all teachers across all
Over a period of time you have critically evaluated ways in which the curriculum can
be accessed by students more effectively. This has already led to successful re-
scheduling of where certain subjects are taught, such as mathematics. This sensible
process continues apace. For example, you express valid concerns in relation to the

impact of the large ‘plaza’ learning areas on students’ progress in certain subjects

where noise interference is recognised as a barrier to learning. As a result, you and
your governors are now in the process of considering further changes to ensure that
more effective subject delivery and improved learning can take place across all
The newly adopted senior team structure has been designed to support improved
delivery of the curriculum and enable leaders to monitor effectively the quality of

students’ learning. An unequivocal requirement for strong subject knowledge and

expertise has been a guiding principle behind governors’ recruitment policy.
Furthermore, throughout this term, while in the process of recruiting you have
ensured that students have been able to benefit from high quality learning by
drawing on strong practitioners from elsewhere within the trust, particularly in areas
such as science. Leaders’ strong focus on building teachers’ skills to use assessment
information more effectively to inform and improve the quality of lesson planning, is
ensuring that teachers are well-supported to help students make the necessary gains
in their learning. Levels of commitment are high. Staff that have been unwilling or
unable to improve the quality of their work have left.
Homework is the subject of greater scrutiny than in the past. Leaders are sampling

homework at regular intervals and evaluating its impact on students’ learning. In
particular, you have responded to parental concerns by establishing a parents’ focus

groups populated by those who expressed initial concerns. This group has already
met and feedback from those who were unhappy with the consistency of homework
set is now much more positive.

Ofsted may carry out further monitoring inspections and, where necessary, provide
further support and challenge to the school until its next section 5 inspection.

External support

New Line Learning Academy is one of two secondary schools within the Future
Schools multi-academy trust. Since the inspection which took place in February
leaders have continued to draw on the expertise of best practioners within the trust
to support improvements to specific curriculum areas, such as science. Some of the
staff newly appointed to the academy this term have been drawn from within the
trust. Leaders have also continued to draw on support from Kent local authority
advisers where necessary. Over time, this targeted support has helped secure

improvements in students’ progress in mathematics and English but has yet to

impact on other lower performing areas such as science.

I am copying this letter to the Chair of the Governing Body, the Director of Children’s
Services for Kent.

Yours sincerely
Lesley Farmer

Her Majesty’s Inspector

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