School etc

St Edmund's Church of England Girls' School and Sports College Closed - academy converter Jan. 31, 2012

see new St Edmund's Girls' School

St Edmund's Church of England Girls' School and Sports College
Church Road

phone: 01722 *** ***

headteacher: Mrs Jacqui Goodall Ba Ma Ed


school holidays: via Wiltshire council

Secondary — Voluntary Controlled School

Education phase
Religious character
Church of England
Establishment type
Voluntary Controlled School
Establishment #
Close date
Jan. 31, 2012
Reason closed
Academy Converter
OSGB coordinates
Easting: 416112, Northing: 131232
GPS coordinates
Latitude: 51.08, Longitude: -1.7714
Accepting pupils
11—16 years old
Ofsted last inspection
Jan. 12, 2011
Diocese of Salisbury
Region › Const. › Ward
South West › Salisbury › Laverstock, Ford and Old Sarum
Urban > 10k - less sparse
Admissions policy
Main specialism
Sports (Operational)
Maths and Computing second specialism
SEN priorities
SpLD - Specific Learning Difficulty
Investor in People
Committed IiP Status
Learning provider ref #

rooms to rent in Salisbury

Schools nearby

  1. Wyvern College SP11RE
  2. Wyvern College SP11RE (333 pupils)
  3. St Edmund's Girls' School SP11RD (831 pupils)
  4. 0.1 miles St Andrew's Church of England Voluntary Aided Primary School, Laverstock SP11QX (184 pupils)
  5. 0.1 miles St Joseph's Catholic School SP11QY (460 pupils)
  6. 0.7 miles Chafyn Grove School SP11LR (301 pupils)
  7. 0.8 miles Wyndham Park Infants' School SP13BL (267 pupils)
  8. 0.8 miles St Mark's CofE Junior School, Salisbury SP13BL (326 pupils)
  9. 0.8 miles Leehurst Swan SP13BQ (326 pupils)
  10. 0.8 miles Exeter House Special School SP13BL (101 pupils)
  11. 0.8 miles Greentrees Primary School SP13GZ (236 pupils)
  12. 0.9 miles Godolphin Preparatory School SP12RB
  13. 1 mile St Martin's Church of England Voluntary Aided Primary School SP12RG
  14. 1 mile St Martin's CofE Voluntary Aided Primary School SP12RG (163 pupils)
  15. 1 mile The Godolphin School SP12RA (425 pupils)
  16. 1 mile Swan School for Boys SP11JW
  17. 1.1 mile Belmont School SP13YA
  18. 1.1 mile The Farringdon Centre SP13YA (5 pupils)
  19. 1.2 mile South Wilts Grammar School for Girls SP13JJ
  20. 1.2 mile Brookdale Education Centre SP13LU
  21. 1.2 mile South Wilts Grammar School for Girls SP13JJ (1015 pupils)
  22. 1.3 mile Salisbury College SP12LW
  23. 1.3 mile Salisbury College of Technology SP12LW
  24. 1.3 mile Salisbury Sixth Form College SP12LW

List of schools in Salisbury

St Edmund's Church of England Girls'

School and Sports College

Inspection report

Unique Reference Number 126468
Local Authority Wiltshire
Inspect ion number 364008
Inspect ion dates 12–13 January 2011
Report ing inspector Andrew Harrett HMI

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

Type of school Modern (non-selective)
School category Voluntary controlled
Age range of pupils 11–16
Gender of pupils Mixed
Nu mber of pupils on the school roll 778
Appropriate authority The governing body
Chair Rev David Linaker
Headteacher Mrs Jacqui Goodall
Date of prev ious school inspection 4 October 2007
School address Church Road
Wiltshire SP1 1RD
Telephone number 01722 328565
Fax number 01722 421391
Email address reveal email: off…
Age group 11–16
Inspect ion dates 12–13 January 2011
Inspect ion number 364008


This inspection was carried out by one of Her Majesty's Inspectors and three additional
inspectors. They observed 30 lessons taught by 29 teachers. Meetings were held with
groups of students, representatives of the governing body and school staff. Inspectors
observed the school's work and looked at documentation relating to safeguarding, school
development planning and assessment and tracking data. They analysed returned
questionnaires from staff, students and 338 parents and carers.
The inspection team reviewed many aspects of the school's work. It looked in detail at a
number of key areas.

  • Whether there is variation in achievement between subjects and between groups of
    students, particularly those of middle and lower ability and those known to be
    eligible for free school meals.
  • The consistency of the quality of teaching and learning in different subjects.
  • The quality of leadership and management at all levels of the school.

Information about the school

The school is smaller than average. The proportion of students known to be eligible for
free schools is lower than average. The proportion of students from minority ethnic groups
and the proportion whose first language is believed not to be English are lower than
average. The proportion of students with special educational needs and/or disabilities is
lower than average. The school has specialist status in sports and has Healthy School

Inspect ion grades: 1 is outstanding, 2 is good, 3 is satisfactory, 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

In this good school, the students' achievement is good and their personal development
outstanding. The school's Christian ethos underpins the excellent quality of care, guidance
and support. Consequently, the students' behaviour and attitudes to work are superb.
Their spiritual, moral, social and cultural development is excellent. They make an excellent
contribution to the school and local community, feel safe in school and develop an
exceptional maturity for their age.
Students enter the school with attainment that is broadly average, though with fewer
students than average at the highest levels, reflecting the selective system in which the
school operates. By the end of Year 11, attainment is above average. Students make good
progress in all year groups, reflecting the consistently good quality of teaching and of
assessment, both of which have strengthened since the last inspection. Nevertheless,
there is as yet insufficient excellent teaching to enable the school to achieve its aim of
becoming outstanding, although examples of such excellence are evident in the school.
The range of assessment methods enables the students to have a clear understanding of
their strengths and what they need to do to improve, but the information is not used
sufficiently to focus the planning of activities to meet all their particular needs.
Consequently, although progress is good, those at the top and bottom of the ability range
are not always sufficiently challenged in their work to reach their full potential. Teachers
are also sometimes too cautious in their planning, not devising more challenging activities
to promote independent learning and raise the students' expectations. Although there is
some evidence of more adventurous approaches emerging in the flexible arrangements
recently introduced into the curriculum, these are as yet not filtering substantially into the
routines of classroom teaching.
Many aspects of the curriculum are outstanding, particularly the superb range of
opportunities to participate in activities which develop the students' independence,
personal skills and interests. Specialist status in sports permeates the work of the school,
having an excellent impact on the students' achievement and participation in the
community, and providing many opportunities to take on responsibilities and lead others,
for example in partnership with other schools.
The high quality of partnerships through the specialism is typical of the determination of
leaders and managers to work with others in constantly finding ways to improve the
opportunities for the students. Self-evaluation is rigorous and accurate. Strategic planning
is characterised by a judicious blend of planning over time to introduce changes gradually
so that they become well embedded, and acting swiftly to rectify any emerging problems.
For example, the school is introducing changes to the pastoral structures of the school in a
measured way over time but has acted swiftly to rectify some disappointing results in the
GCSE examinations in 2010 so that attainment and progress have quickly recovered. This

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

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

careful planning has ensured that achievement has remained good over time and the
excellent quality of many aspects of personal development has been sustained.
Consequently, the capacity for further improvement is good.

What does the school need to do to improve further?

  • Increase the proportion of outstanding teaching and learning in the school by:
    using assessment information to devise activities tailored for students of different
    abilities, particularly the more able and those less able who do not have special
    needs, which challenge their expectations and promote higher achievement
    ensuring that the range of teaching techniques and learning activities in subjects
    promote independent learning.
Outcomes for individuals and groups of pupils 1

Students make good progress in their learning, particularly in English and mathematics.
However, results dipped in the GCSE examinations in 2010; progress was lower than in
previous years and the variation between subjects was more accentuated. Careful analysis
of the results and rigorous monitoring of the current progress of the students have
ensured that the school has now redressed the balance. Attainment for the current Year
11 is above average and the school has convincing assessment data to show that progress
is again securely good. This was corroborated by lesson observations during the
inspection. There has also been a narrowing of the gap between subjects with
improvements noted in many areas, although modern foreign languages has yet to do so
at the same rate as other subject areas. Students enjoy their learning and behave
exceptionally well in lessons and around the school. Those with special educational needs
and/or disabilities and those known to be eligible for free school meals made similar
progress to their peers in the lessons observed during the inspection. When students are
given the opportunity for independent work they apply themselves very well and
demonstrate a good ability to reflect and question. In contrast, in some lessons, pace of
learning dropped when teachers tended to dominate activities rather than facilitating
Students' enjoyment of school and their commitment to learning are reflected in their
excellent attendance and punctuality. Incidents of bullying are rare and students report
that they are dealt with effectively. They particularly value the 'Green Room' as a safe
haven where they are well supported in resolving their problems and worries. The well-
planned programme for personal, social and health education places a strong emphasis on
the awareness of keeping safe and healthy in their present lives and in the adult world
which, coupled with sports status, ensures that students understand how to live healthily.
There is a strong emphasis on the safe use of the internet and the school is active in
promoting its responsible use. The students are well prepared for their future economic
well-being, with many opportunities to develop useful skills and take on responsibilities
throughout the school, including active participation in charity work.

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

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

These are the grades for pupils' outcomes

Pupils' achievement and the extent to which they enjoy their learning 2
Taking into account:
Pupils' attainment¹
The quality of pupils' learning and their progress 2
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 1
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 wor kplace and other skills that will contribute to
their future economic well-being
Taking into account:
Pupils' attendance¹
The extent of pupils' spiritual, moral, social and cultural development 1


The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4

is low

How effective is the provision?

Teachers have good subject knowledge and have excellent relationships with students in
lessons. Excellent use of resources and clear linking of tasks to precise learning outcomes
ensure that students have high levels of concentration. In the best examples, lessons
proceed at a brisk and purposeful pace with plenty of opportunities for students to reflect
on their learning. In these lessons, teachers use a wide range of questioning techniques to
probe and extend students' understanding, which was noted particularly during the
inspection in lessons observed in religious education, music and English. However, in some
lessons which were planned for the whole class, the full range of ability was not always
catered for, leading to higher- and some lower-ability students making less progress than
they could. Pupils with specific special educational needs are supported well in most
lessons so they can access the learning.
The curriculum outstandingly promotes personal development. The extensive range of
activities, in which the sport specialism is to the fore, is carefully organised so that all
groups of students, whatever their needs and background, participate well. Sports
partnerships with other schools have enabled students to take on leadership roles at St
Edmund's and elsewhere. The school ensures that there is a wide range of courses
available and students report that they are excellently advised when choosing their
options. Collaboration with the two other secondary schools that share the Laverstock
campus has widened choice significantly in the last couple of years. These curriculum

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

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

opportunities help students to be well prepared for their future but are not yet sufficiently
embedded to improve the achievement of students from good to outstanding. The recent
introduction of the flexible learning day once a fortnight on Thursdays has had a mixed
reception from students and parents and carers. The school's monitoring systems have
enabled it rightly to identify some issues of content and organisation that it plans to
modify. However, the programme is enthusiastically embraced by most of the younger
students, who develop useful skills in enjoyable activities. The older students appreciate
the opportunity to use the day to carry out assessment tasks, undertake revision sessions
and go on appropriate trips, such as to London to improve their understanding of the
history of medicine, without an adverse impact on their routine learning.
Superb care, guidance and support ensure that all students, including those whose
circumstances may make them vulnerable, make the best of their time at school. Students
are introduced to the school well and given excellent guidance when leaving, so that the
vast majority continue their education, and the proportion not in employment, education
or training is very small. Linked to the strong ethos of Christian compassion and support,
the school has identified many striking examples of success in supporting vulnerable
students so that they continue to do well in their personal and academic education. All
students benefit from the exceptional way that the school has helped them to develop
resilience in the face of traumatic events that have affected them all.

These are the grades for the quality of provision

The quality of teaching 2
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 demonstrates excellent leadership skills and has the respect and
confidence of the whole school community. She is ably supported by a highly effective
senior team. Monitoring is rigorous, evaluation is accurate and planning is well focused on
improvement. Since the last inspection, leaders and managers have developed more
rigorous systems for monitoring and improving the quality of teaching and learning,
involving middle leaders more extensively in the process. This has been part of a strategic
plan to involve middle leaders more in deciding the future direction of the school, involving
them productively in discussions and planning, improving their ability to monitor the work
in their areas and to take responsibility for planning for improvement. This has had a
positive impact on their effectiveness and sense of their role, although some
inconsistencies in the quality of their evaluation and planning persist. The governing body
provides the school with good challenge and support, ensuring that it preserves its
traditions and ethos while playing a full part in taking it forward in a changing world. It
ensures the school adopts good practice in child protection and risk assessments and
trains staff well in safeguarding. Community cohesion is promoted well in the school as a

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

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

result of a careful audit of the school's current provision, extensive plans for further
improvement and clear procedures for evaluating impact. Leaders and managers make a
fine-tuned analysis of assessment information and participation rates in activities to ensure
that all groups of students make the most of the opportunities the school provides and
that their long-term achievement does not slip below that of their peers. Consequently, all
students feel valued and there is no significant variation between groups.

These are the grades for leadership and management

The effectiveness of leadership and management in embedding ambit ion and driving
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 tackle d decis ively and statutory responsibilities met
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 equality of opportunity and tackles
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 money 1

Views of parents and carers

Those parents and carers who responded to the questionnaire expressed high levels of
satisfaction with the way that the school is run and the education that the students
receive. There were few negative responses to the questions. In their comments, several
parents and carers felt that the school taught their children well but did not always push
them to achieve their very best. Inspectors found that all groups of students achieved well
but that expectations could be even higher in some lessons. A few parents and carers
were unsure about the worth of the newly introduced flexible arrangements in the
curriculum every other Thursday. School leaders are committed to reviewing these
arrangements, although they are very popular with Key Stage 3 students and students in
Key Stage 4 thought that many of the activities were helping them in their studies.

Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at St Edmund's Church of England
Girls' School and Sports College 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 338 completed questionnaires by the end of the on-site inspection. In total,
there are 778 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 Strongly
Total % Total % Total % Total %
My child enjoys school 133 39 194 57 10 3 0 0
The school keeps my child
138 41 191 57 4 1 0 0
My school informs me about
my child's progress
138 41 184 54 13 4 2 1
My child is making enough
progress at this school
131 39 186 55 13 4 1 0
The teaching is good at this
122 36 196 58 11 3 0 0
The school helps me to
support my child's learning
93 28 206 61 30 9 2 1
The school helps my child to
have a healthy lifestyle
103 30 208 62 19 6 1 0
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
103 30 193 57 5 1 3 1
The school meets my child's
particular needs
115 34 204 60 16 5 0 0
The school deals effectively
with unacceptable behaviour
90 27 201 59 29 9 0 0
The school takes account of
my suggestions and concerns
74 22 222 66 16 5 0 0
The school is led and
managed effectively
156 46 170 50 9 3 0 0
Overall, I am happy with my
child's experience at this
167 49 160 47 8 2 0 0


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 59 35 3 3
Primary schools 9 44 39 7
Secondary schools 13 36 41 11
Sixth forms 15 39 43 3
Special schools 35 43 17 5
Pupil referral units 21 42 29 9
All schools 13 43 37 8

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 2009 to 31 August 2010 and are consistent with
the latest published official statistics about maintained school inspection outcomes (see

The sample of schools inspected during 2009/10 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 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. 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 pupils.
The quality of teaching.
The extent to which the curriculum meets
The effectiveness of care, guidance and
pupils' needs, including, where relevant,
through partnerships.
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.

14 January 2011
Dear Students

Inspection of St Edmund's Church of England Girls' School and Sports College,
Salisbury SP1 1RD

Thank you for the warm welcome that you gave the inspection team when we visited your
school. We judged St Edmund's to be a good school in which you achieve well in your
subjects and in which you make excellent progress in your personal development. These
are the main things that we thought about St Edmund's.

  • Your behaviour and attitudes to learning are exceptionally good. We were very
    impressed by your maturity, politeness, thoughtfulness and care for one another.
  • You told us you really appreciate the way in which the school cares for you so
    excellently, keeping you safe and helping you to make the right decisions in your life
    and in your learning.
  • You are taught well and the assessment of your work helps you to understand how
    to improve your attainment.
  • The good curriculum provides you with exciting opportunities to take part in
    activities and helps you to do well in your work.
  • St Edmund's is a strong community which is well led by the senior leaders.

Even in good schools like yours, there are things which could be improved. We have told
the school that to make the next step towards becoming really outstanding they need to
make the teaching and learning even better by making sure that they provide you with
plenty of challenge and with activities that inspire you to develop as independent learners.
We are sure that with your exceptional maturity and superb behaviour, you will be able to
help the school by giving your views of how these improvements can be made and by
having the confidence to know that you can do even better than the good progress that
you already make.
Yours sincerely

Andrew Harrett
Her Majesty's Inspector


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