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Royal Latin School Closed - academy converter Aug. 31, 2011

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Royal Latin School
Chandos Road

phone: 01280 *** ***

headteacher: Mr David Hudson


school holidays: via Buckinghamshire council

Secondary — Voluntary Controlled School

Education phase
Religious character
Establishment type
Voluntary Controlled School
Establishment #
Close date
Aug. 31, 2011
Reason closed
Academy Converter
OSGB coordinates
Easting: 469709, Northing: 233267
GPS coordinates
Latitude: 51.993, Longitude: -0.98616
Accepting pupils
11—18 years old
Ofsted last inspection
May 6, 2009
Region › Const. › Ward
South East › Buckingham › Buckingham South
Urban > 10k - less sparse
Admissions policy
Main specialism
Science (Operational)
Investor in People
Committed IiP Status
Sixth form
Has a sixth form
Learning provider ref #

rooms to rent in Buckingham

Schools nearby

  1. Royal Latin School MK181AX (1274 pupils)
  2. 0.1 miles Grenville Combined School MK181AP (107 pupils)
  3. 0.1 miles Buckingham School MK181AT (1047 pupils)
  4. 0.1 miles Grenville Combined School MK181AP
  5. 0.2 miles Chandos County Middle School MK181AP
  6. 0.3 miles University of Buckingham MK181EG
  7. 0.4 miles Buckingham County First School MK181EN
  8. 0.4 miles New Provision Buckinghamshire 17
  9. 0.7 miles Bourton Meadow School MK187HX
  10. 0.7 miles Bourton Meadow Academy MK187HX (662 pupils)
  11. 0.9 miles Buckingham Primary School MK181TT (584 pupils)
  12. 1 mile Page Hill Infant School MK181PN
  13. 1.3 mile Roundwood Primary School MK184HY (169 pupils)
  14. 1.3 mile Maids Moreton Church of England School MK181QA (61 pupils)
  15. 1.7 mile St James and St John CofE Primary School MK185JE (131 pupils)
  16. 2.3 miles Padbury Church of England School MK182AP (49 pupils)
  17. 2.4 miles The Woodlands Education Trust Tutorial Centre MK184WE
  18. 2.6 miles Tingewick Infant School MK184NL
  19. 2.7 miles Akeley Wood Senior School MK185AE (647 pupils)
  20. 2.9 miles Thornborough Infant School MK182DF (37 pupils)
  21. 2.9 miles Saint James Church of England School, Akeley MK185HP
  22. 2.9 miles Stowe School MK185EH (759 pupils)
  23. 3.7 miles Finmere Church of England Primary School MK184AR (37 pupils)
  24. 3.7 miles Charmandean School MK185AN

List of schools in Buckingham

Age group 11–18
Inspection date(s) 6–7 May 2009
Inspection number 325163

Royal Latin School

Inspection report

Unique Reference Number 110512
Local Authority Buckinghamshire
Inspection number 325163
Inspection dates 6–7 May 2009
Reporting inspector Paul Scott (HMI)

This inspection was carried out under section 8

of the Education Act 2005 under pilot arrangements; it

was also deemed a section 5 inspection under the same Act.

Type of school Grammar (Selective)
School category Voluntary Controlled
Age range of pupils 11–18
Gender of pupils Mixed

Number on roll

School (total) 1252

Sixth form 386

Appropriate authority The governing body
Chair Mr Andrew Mulholland


Mr A Robert Cooper

Date of previous school inspection 24 May 2006
School address Chandos Road

MK18 1AX

Telephone number 01280 813065
Fax number 01280 813064
Email address reveal email: Off…

This document may be reproduced in whole or in part for non-commercial educational purposes,
provided that the information quoted is reproduced without adaptation and the source and date of
publication are stated.
Further copies of this report are obtainable from the school. Under the Education Act 2005, the school
must provide a copy of this report free of charge to certain categories of people. A charge not
exceeding the full cost of reproduction may be made for any other copies supplied.


This pilot inspection was carried out by one of Her Majesty’s Inspectors and four
Additional Inspectors. The inspectors visited 36 lessons, observed practice in other
lessons, and held meetings with governors, staff and groups of students. They
observed the school’s work and looked at school development plans, minutes from
governors’ meetings, curriculum plans and a range of other documentation provided
by the school.
The inspection team reviewed many aspects of the school’s work. It looked in detail
at the following:

  • the progress students are currently making and whether there are significant
    variations between groups of students
  • how effectively teaching and assessment help students to make progress
  • the impact of the school’s leadership on improving the school.

Information about the school

Royal Latin School is a selective grammar school that draws students from among
the top one third of the ability range in the local authority eleven-plus tests. The
school is larger than average and has a large sixth form. It has specialist college
status for science and a second specialism as a training school. The proportion of
students from minority ethnic backgrounds is below average. The proportion of
students whose first language is believed not to be English is also below average.
There are very few students with a statement of special educational need; these
include individuals with visual impairment or a physical disability, or with behavioural,
social and emotional difficulties.

Inspection judgements

Grades: 1 is outstanding, 2 is good, 3 is satisfactory and 4 is inadequate

Overall effectiveness 1

Capacity for sustained improvement 1

Main findings

Royal Latin School is providing students with an outstanding education. Students
demonstrate extremely mature attitudes and thoughtful behaviour. They make
outstanding progress and attain very high standards in GCSE and GCE A-level
examinations. These outcomes are underpinned by good teaching, an extremely
effective curriculum and exceptionally high levels of care, guidance and support.
Moreover, students are highly motivated, have clear aspirations for the future and
enjoy their learning greatly. They are exceptionally well prepared for their next steps
in learning and the world of work.
There is a large proportion of good and outstanding teaching. Overall, teaching is
good. The quality of lessons is, however, inconsistent across the school in relation to
the pace of learning, the level of challenge provided to students and the advice
students are given about how to improve their work. While the school has taken
some effective action to improve teaching, a significant proportion of teaching is still
only satisfactory.
This high-performing school shows no complacency. Leadership and management
are outstanding and have secured improvements over the last three years. Leaders
are aiming to raise standards still further. They have set challenging targets both for
departments and for students, and track progress against these assiduously.
Rigorous analysis of the school’s performance is undertaken, leading to high-quality
planning for improvement in good consultation with all stakeholders. Governors hold
the school to account very effectively. They challenge areas of relative weakness and
use a wide range of strategies to ensure they are well informed about the school’s
effectiveness in order to identify future development needs. The school has an
outstanding capacity for sustained improvement. The vast majority of parents are
happy with their child’s experience at this school.

What does the school need to do to improve further?

In order to raise standards further, leaders should ensure that teachers where

  • make greater use of assessment for learning to provide appropriately high
    levels of challenge in all lessons
  • increase the pace of learning in lessons
  • provide students with clear advice about how to improve their work.

Outcomes for individuals and groups of pupils


Students enjoy being at this school enormously. The school sets high expectations of
students’ academic and personal achievements, as do the students themselves who
do their best to rise to them. Virtually all students gain five or more GCSE A* to C
grades, including English and mathematics, and many gain far more than five. The
proportion of students gaining A* or A grades is exceptionally high. A-level results
are similarly outstanding. There are no significant differences in outcomes for any
groups within the school.
Students are eager and highly motivated learners and make good use of every
opportunity presented to them. They make at least good progress in most lessons
and this, coupled with their excellent attitudes to work and learning, results in their
outstanding achievements. Students respond best when challenged by absorbing
tasks and given the freedom and encouragement to make decisions and investigate
independently or in groups. In some lessons, however, learning is rather passive or
lacking in pace. When teachers’ questioning is thought-provoking, students’
engagement in their work is increased and they explore and learn with relish.
Students’ behaviour and attendance are outstanding. Students cooperate
exceptionally well with each other and with teachers, and show considerable respect
for all members of the school community and for visitors. They make an outstanding
contribution to the school and wider community through their involvement in a wide
range of activities, such as a peer listening service, acting as subject mentors,
working in the promotion of healthy lifestyles in partner schools and providing an
annual programme of sport, music and science for students in a local special school.
Students also host members of the British Legion and other veterans at the school’s
remembrance service and take part in the town’s events such as the annual
Christmas parade in support of charities.
Students develop their literacy, numeracy, and information and communication
technology skills extremely well. These skills contribute greatly to their future
economic well-being. Students develop a very clear understanding of their moral and
social responsibilities. Their spiritual and cultural development is excellent. Students’
understanding of how to lead safe and healthy lives is outstanding. They readily take
advantage of the wide range of healthy meals provided and of the extensive range of
sports and leisure activities offered by the school.

These are the grades for pupils’ outcomes

Pupils’ attainment



The quality of pupils’ learning and their progress 1


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

and 4 is low

The quality of learning for pupils with learning difficulties and/or disabilities and their


How well do pupils achieve and enjoy their learning? 1
To what extent do pupils feel safe? 1
How well do pupils behave? 1
To what extent do pupils adopt healthy lifestyles? 1
To what extent do pupils contribute to the school and wider community? 1

Pupils’ attendance



How well do pupils develop workplace and other skills that will contribute to
their future economic well-being?


What is the extent of pupils’ spiritual, moral, social and cultural development? 1

How effective is the provision?

Educational provision is of high quality. Teaching is good overall. The curriculum,
care, guidance and support have many exemplary features.
In outstanding and good lessons, students work in close partnership with their
teachers to explore well-presented ideas, often studying topics to levels beyond
those required in the examination syllabus. Excellent planning and questioning by
teachers promotes students’ curiosity. In contrast, some lessons are only
satisfactory. In these, although students’ progress is adequate, the pace is relatively
slow, teachers’ use of data about students’ attainment is not used well to provide
challenging tasks, and guidance to students about how to improve their work is
limited. Throughout the school, teachers’ subject knowledge is strong, as is their
ability to make accurate evaluations of students’ attainment in terms of National
Curriculum levels or examination grades. Teachers help students to understand their
targets and, in the better lessons, also to be entirely clear about the incremental
steps in learning that are required to reach these targets.
The curriculum meets the needs of students extremely well. It is being constantly
developed in the light of reviews and evaluations in order to raise standards further.
Students’ and parents’ views are taken account of to a great extent in designing the
curriculum. The majority of students follow GCSE courses in three separate sciences.
This fact and the positive impact of the science specialism have resulted in a
significantly increased take-up of science in the sixth form.
Students who require additional academic support are very well provided for, with
additional resources, learning support assistants and adjustments to the curriculum
to ensure that they can achieve as well as others in the school.
Students receive extremely good personal support because great attention is given to
understanding each one’s individual needs. Students are helped to settle in quickly.
They report that they are well informed and guided about option choices. Advice and
guidance regarding careers and applications for university entrance are highly valued
by students.

These are the grades for the quality of provision

The quality of teaching 2

The use of assessment to support learning 2

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 wider leadership team have created a very positive ethos in the
school, with a clear vision to raise achievement further. Leaders at all levels have
raised expectations of students’ achievements and secured the commitment of staff
to bring about improvements across all outcomes for students. The school is not
complacent about its outstanding record of high attainment. It has implemented an
effective programme of changes, particularly in relation to teaching, to ensure that
even greater progress is made by all students. Its work as a training school impacts
positively on not only its own students but also other local partner schools. There
remains a significant proportion of satisfactory teaching and learning, but this is
being challenged and the quality improved through effective monitoring and support
strategies. Leaders are confident in their use of data about students’ performance to
track progress and trigger interventions to support students at risk of falling behind.
Leaders and managers at all levels, including governors, are clear about the
strengths and the areas needing improvement in the school. They ensure accurate
checks take place through departmental reviews and whole-school self-evaluation.
They are working hard to engage with parents and carers and to take account of
their views in decision making, welcoming their comments and responding well to
their concerns. The school has undertaken a range of consultations with stakeholders
and recognises this as an area that it wants to develop further.
The school is involved in a wide range of community activities, including links with
international schools in Brazil, France and Zambia. A clear strategy has been
developed to promote community cohesion. This is being implemented effectively
and is having an increasing impact on students.
The school promotes equality very positively. All students feel valued and respected.
The school has clear and effective systems and policies to deal with the small
number of bullying incidents. Students work well together and feel that this is an
inclusive and welcoming school, with harmonious relationships between all members
of the community.
The school meets current government legislation regarding safeguarding and has
demonstrated a systematic approach to ensuring that students have a strong
understanding of how to keep themselves safe. The school works well with the local
authority in relation to safeguarding students.
The outstanding outcomes for students and the effective deployment of resources
demonstrate that the school provides outstanding value for money.

These are the grades for leadership and management

The effectiveness of leadership and management in communicating ambition
and driving improvement


The effectiveness with which the school promotes equality of opportunity and
tackles discrimination


The effectiveness of safeguarding procedures 2
The effectiveness of the governing body in challenging and supporting 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 1
The effectiveness with which the school promotes community cohesion 2
The effectiveness with which the school deploys resources to achieve value for


Sixth form

In this outstanding sixth form, students achieve extremely well and are proud to be a
part of the school and contribute greatly to it. As in the main school, standards are
exceptionally high. Students achieve outstanding A-level examination results and
gain access to a wide range of degree-level courses. They have an excellent
understanding of career opportunities because of the outstanding guidance they
receive in this and other respects. For example, the school offers high-quality tailored
provision for students with particular career aspirations such as medicine, dentistry
and law. The students who join the sixth form in Year 12 from other schools feel that
the support they receive on joining the school is highly effective and that it is easy to
settle in. The sixth form shares the characteristics of the school as a whole in that
teaching is good, the curriculum excellent and leadership and management

Outcomes for students in the sixth form 1
The quality of provision in the sixth form 1
Leadership and management of the sixth form 1
Overall effectiveness of the sixth form 1

Views of parents and carers

The vast majority of parents express a range of strong and positive views about the
school and the nature of the provision. A small minority of parents express concerns
about inconsistencies in teaching. There were a small number of comments from
parents about changes, such as those in the timing of the school day and in the
curriculum. The school showed evidence that it had considered these and other
views carefully and responded appropriately to the parents either collectively or on
an individual basis.
Ofsted invited all the registered parents and carers of students registered at Royal
Latin School to complete a questionnaire about their views of the school. If a parent
has more than one child at the school, they are asked to record an answer to all the
questions for each of their children.
The inspection team received 343 completed questionnaires. In total, there are 2,005
parents and carers registered at the school.


Most of the

Occasionally Never

Overall, I am happy with
my child’s experience at
this school

234 100 8 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.
In 2007/08, 15% of schools were judged to be

Grade 2 Good These are very positive features of a school. A school

that is good is serving its pupils well. In 2007/08, 49% of
schools were judged good.

Grade 3 Satisfactory These features are of reasonable quality. A satisfactory

school is providing adequately for its pupils. In 2007/08,
32% of schools were judged satisfactory.

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. In 2007/08, 5% of schools were judged

Common terminology used by inspectors

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

examination results and in lessons.

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.

Achievement: the progress and success of a pupil in their

learning, training or development. This may refer
to the acquisition of skills, knowledge,
understanding or desired attributes. Attributes
include qualities or personal competencies which
are important to the development of the pupil; for
example personal, social, cultural, emotional or

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

21 May 2009
Dear Students

Inspection of Royal Latin School, Buckingham, MK18 1AX

I would like to thank you for the warm and friendly welcome you gave me and the
team of inspectors on our recent visit to your school. We were very impressed with
your exceptionally positive attitudes towards work and commitment to school life.
You respond very well to the challenges set by teachers in many lessons. You make
outstanding progress. This is clear from the exceptionally high standards you reach
in GCSE and GCE A-level examinations.
Your school is outstanding. It provides you with an excellent curriculum, comprising a
wide range of opportunities which support your academic and personal development
extremely well. Moreover, the school’s systems of support, care and guidance are
highly effective and also contribute to the excellent outcomes which you achieve.
They enable you to have a highly developed understanding of how to lead safe and
healthy lives. There is much good and outstanding teaching at Royal Latin but also
some that is only satisfactory. Your school is extremely well led. The headteacher
and leadership team are taking steps to ensure that high standards are not only
maintained but rise further. We have asked the school to ensure that all teaching is
good or better by making sure that:

  • teachers make even greater use of information about what you can
    already do in order to provide tasks and activities that challenge you fully
  • you work with good pace in all lessons
  • you are given consistently good guidance about how to improve your work
    and are clear about the short-term targets to work towards.

You already take an active part in school life and readily take on many
responsibilities in the school, contributing greatly to it and to the local and wider
community. We hope that you keep on demanding the best from the school through
your active participation in school life.
I wish you all the very best for the future.
Yours faithfully
Paul Scott
Her Majesty’s Inspector

Any complaints about the inspection or the report should be made following the
procedures set out in the guidance 'Complaining about inspections', which is available
from Ofsted’s website:

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