School etc

St Edward's Roman Catholic/Church of England School, Poole

St Edward's Roman Catholic/Church of England School, Poole
Dale Valley Road

phone: 01202 740950

headteacher: Mrs Pola Bevan


school holidays: via Poole council

1083 pupils aged 11—18y mixed gender
752 pupils capacity: 144% full

535 boys 49%


545 girls 50%


Last updated: June 19, 2014

Secondary — Voluntary Aided School

Education phase
Religious character
Church of England/Roman Catholic
Establishment type
Voluntary Aided School
Establishment #
OSGB coordinates
Easting: 402913, Northing: 93185
GPS coordinates
Latitude: 50.738, Longitude: -1.9601
Accepting pupils
11—18 years old
Census date
Jan. 16, 2014
Ofsted last inspection
April 30, 2013
Diocese of Salisbury
Region › Const. › Ward
South West › Poole › Oakdale
Urban > 10k - less sparse
Admissions policy
Main specialism
Humanities (Operational)
Sixth form
Has a sixth form
Free school meals %
Learning provider ref #

rooms to rent in Poole

Schools nearby

  1. 0.1 miles Franklyn House School BH153NW
  2. 0.1 miles The New School BH153NN
  3. 0.5 miles Canford Heath Infant School BH178PJ (359 pupils)
  4. 0.6 miles Canford Heath Junior School BH178PJ (453 pupils)
  5. 0.7 miles Sylvan Infant School BH123DT (320 pupils)
  6. 0.7 miles Branksome Heath Junior School BH123DX (427 pupils)
  7. 0.7 miles Haymoor Junior School BH178WG (328 pupils)
  8. 0.7 miles Longspee School BH178PJ
  9. 0.7 miles Longspee School BH178PJ (43 pupils)
  10. 0.8 miles Oakdale County Middle School BH153DL
  11. 0.8 miles Ad Astra Infant School BH178AP (266 pupils)
  12. 0.8 miles St Mary's Catholic Primary School, Poole BH153QQ (420 pupils)
  13. 0.8 miles Ashdown Technology College BH178RE
  14. 0.8 miles Magna Academy BH178RE (625 pupils)
  15. 0.8 miles Fourways Junior School
  16. 0.8 miles St Mary's Catholic Primary School, Poole BH153QQ
  17. 0.9 miles Eagle House School BH140PA
  18. 0.9 miles The Bournemouth and Poole College BH140LS
  19. 1 mile Trinidad First School BH124HY
  20. 1 mile Stanley Green Infant School BH153AA
  21. 1 mile St Peter's CofE (VC) Middle School BH140JY
  22. 1 mile Stanley Green Infant Academy BH153AA (261 pupils)
  23. 1.1 mile Longfleet Church of England Voluntary Controlled Primary School BH152HF (507 pupils)
  24. 1.1 mile Buckholme Towers School BH140JW (110 pupils)

List of schools in Poole

School report

St Edward's Roman

Catholic/Church of England VA


Dale Valley Road, Oakdale, Poole, Dorset, BH15 3HY

Inspection dates 30 April – 1 May 2013
Overall effectiveness This inspection: Good 2
Previous inspection: Good 2
Achievement of pupils Good 2
Quality of teaching Good 2
Behaviour and safety of pupils Good 2
Leadership and management Good 2

Summary of key findings for parents and pupils

This is a good school.
It is not yet an outstanding school because:

Students achieve well at school because
Teaching is good overall. Teachers use their
The sixth form is good. It is improving
improvements in teaching have led to a sharp
upturn in progress. Strong support for those
who need help makes sure that progress is
consistent for all groups of students.
strong subject knowledge to promote
effective learning, asking relevant questions
and keeping up a brisk pace. A positive
learning atmosphere is typical as students
strive to meet the teachers’ expectations.
because the quality of teaching is rising,
leading to higher attainment and good
Behaviour is good. Students are mature and
The strengthened leadership and management
The governing body checks most aspects of
get along well with their teachers and one
another, often working collaboratively. The
school is calm and orderly. Bullying of all types
is unusual and students say that staff deal with
any incidents very well.
team provides a clear sense of direction and
members work well together. With subject
leaders, they regularly check up on staff and
students, acting swiftly to address concerns.
the school thoroughly and has an
understanding that helps it to provide a
suitable level of challenge.
Some teaching offers too few opportunities
for students to learn independently and does
not challenge them fully. Marking is
inconsistent, so guidance to students on how
to raise their standards varies in quality.
Leaders, managers and members of the
governing body do not check up on the
allocation of additional government funding or
the progress of the students who are eligible
for this money in enough depth.
Inspection report: St Edward’s Roman Catholic/Church of England VA School, 30 April – 1 May 2013 2 of 9

Information about this inspection

  • Inspectors visited 34 lessons taught by 32 teachers and undertook nine joint observations with
    senior staff.
  • Inspectors held discussions with students, teachers, the headteacher and senior managers,
    representatives of the governing body and a local authority officer.
  • Inspectors examined numerous school documents including policies, assessment information,
    planning documents and records of all kinds.
  • The views of 85 parents and carers were analysed through the Parent View website.

Inspection team

John Carnaghan, Lead inspector Additional Inspector
Patricia Goodhead Additional Inspector
Colin Money Additional Inspector
Peter Clifton Additional Inspector
Inspection report: St Edward’s Roman Catholic/Church of England VA School, 30 April – 1 May 2013 3 of 9

Full report

Information about this school

  • St Edward's Roman Catholic/Church of England VA School is an average-sized secondary
    school. Almost all pupils are White British.
  • The proportion of pupils eligible for the pupil premium (additional funding for looked-after
    children, pupils known to be eligible for free school meals and those from service families) is
    below the national average.
  • The proportion of disabled pupils and those who have special educational needs supported
    through school action is below average. The proportion of pupils supported at school action
    plus or with a statement of special educational needs is above average.
  • A small group of students use alternative provision in a local school and college.
  • No students are entered early for GCSE examinations.
  • The school meets the current government floor standards, which set the minimum
    expectations for pupils’ attainment and progress.
  • The school currently has an extensive building programme as part of its expansion plans;
    Year 7 students will be admitted for the first time in September 2013.

What does the school need to do to improve further?

  • Improve teaching so a higher proportion is outstanding by:
    planning and delivering lessons that offer the correct degree of challenge and support to all
    groups of students
    providing more opportunities for students to think and work independently by reducing the
    time that teachers talk and encouraging students to learn for themselves
    making sure all marking of students’ work offers them helpful advice on the quality of their
    work and precise guidance on what needs to be done to improve.
  • Plan for and analyse the impact of pupil premium spending with greater rigour, to establish
    whether it provides good value for money.
Inspection report: St Edward’s Roman Catholic/Church of England VA School, 30 April – 1 May 2013 4 of 9

Inspection judgements

The achievement of pupils is good
  • Students’ progress is rapidly improving because teaching is increasingly effective and lessons are
    more strongly focused on promoting learning. This is having a positive effect on attainment
    across the school, which is also rising.
  • Students’ attainment at the end of Year 11 is above average in GCSE subjects and close to
    average when other subjects are taken into account. This pattern is indicative of good
    achievement overall. Students’ achievement is above average in English and mathematics,
    including that of the most able.
  • Recent developments to develop and increase the quality of additional help offered to students
    have been effective in evening out previous variations in progress between different groups.
    Skilled, often specialist, teaching assistants provide regular, effective support to individuals. In
    consequence, the achievement of students who are disabled and those with special educational
    needs is similar and sometimes better than that of their peers.
  • Learning and support programmes that are closely tailored to individual students’ needs are
    proving most effective, for example Year 11 students’ progress is benefiting from the school’s
    well-organised mentoring programme.
  • The attention to detail the school provides in helping all groups of students ensures that it offers
    equality of opportunity for all and that no student is the subject of discrimination.
  • The small group of students receiving alternative provision benefit from doing work that is
    carefully selected to meet their needs and regularly checked on. In consequence, their academic
    and personal development is similar to their peers.
  • The progress of students in receipt of the pupil premium is similar to that of the others in the
    school. Their attainment, as measured in national assessments, is below that of other students
    in the school but the additional support they receive means that the gap, including at GCSE in
    English and mathematics, is slowly closing. Improvement is not as rapid as it should be because
    this expenditure does not always go where it is most needed.
  • Achievement in the sixth form is good. The recent stronger focus on developing teachers’ skills
    has started to quickly improve progress and raise attainment. Above average results at AS level
    in 2012 are feeding through to higher attainment in Year 13.
The quality of teaching is good
  • Teaching is typically good. It is not better because there are some inconsistencies and not
    enough lessons promote outstanding learning. Students in the sixth form rightly feel that their
    teaching is good, saying that staff ‘go above and beyond’ what is expected to support their
  • When provided with opportunities for discussion in small groups or pairs, including during
    practical work, students enthusiastically explore their different ideas. This promotes good
    learning. Teachers foster good relationships; they manage students well and this builds
    confidence and self-esteem.
  • Students’ understanding is usually well developed because teachers ask the right questions.
    Students are confident that their views and ideas are valued. However, there are times in
    lessons when too few students volunteer to answer questions. When this happens, teachers do
    not always think of ways to help them participate more actively.
  • Teachers demonstrate good subject knowledge, sometimes helping students develop their basic
    literacy and numeracy skills. There are examples in mathematics where these skills are used, for
    example in changing the subject of an equation, and this helps with students’ work in science.
    However, occasionally students who are disabled or have special educational needs do not have
    enough support to help them understand technical vocabulary.
Inspection report: St Edward's Roman Catholic/Church of England VA School, 30 April – 1 May 2013 5 of 9
  • Leaders have improved the way work is marked and assessed to promote better learning. This
    includes the use of self-assessment sheets by the students and information to help them
    understand different National Curriculum levels. Nevertheless, while there is some effective
    marking, this is inconsistent. Some books are poorly marked so students do not understand the
    quality of their work or how to improve it.
  • Planning generally meets the range of students’ needs. Teachers have good information about
    students’ attainment and regularly check progress in lessons. However, in some lessons,
    opportunities are missed to challenge effectively all the different groups within classes and
    students say they sometimes find work too easy or difficult.
  • Lessons typically move at a brisk pace and build ideas and understanding systematically.
    Teachers explain ideas well and this promotes good learning.
  • In some lessons teachers talk to the whole class for too long, which sometimes stifles students’
    learning and independence. For example, in a mathematics lesson too many sums were required
    to be completed before students had the opportunity to apply their understanding to solve more
    challenging problems.
The behaviour and safety of pupils are good
  • Students enjoy school life and report they feel safe in this caring environment. Students, staff
    and parents and carers have very few concerns about behaviour. They are right to be confident
    because staff manage behaviour very well. Behaviour and safety at the off-site provision are also
  • There is a calmness about the school, both in lessons and around the site at lesson changeover
    times or during break and lunchtime. Almost all students behave with maturity and get along
    with one another very well. Where teaching is less interesting, students sometimes become
    talkative and lose concentration. However, when reminded, they soon refocus on their tasks.
  • The respect students show to one another and to staff contributes to a good environment for
    learning that is typical of almost all lessons. Students arrive punctually and ready to take part.
    They are good listeners and show an appetite for learning, responding enthusiastically to
    teachers’ requests and challenges.
  • The school has effective strategies to deal with the few students who exhibit disruptive
    behaviour. Exclusions have steadily fallen over the last three years and are below the national
    average; there were no permanent exclusions last year.
  • Students are well briefed about bullying in its various forms, including through texting on mobile
    phones. They recognise that bullying can occasionally start up but are fully confident that staff
    quickly move in to nip any such incidents in the bud.
  • The well-organised personal, social and health education programme provides valuable
    information to students about how to stay safe in their everyday lives, so they are well aware of
    how to avoid risks whether it is on the internet or on the busy local roads.
The leadership and management are good
  • Leaders and managers have had to face the challenge of planning for an additional year group
    joining the school in September 2013, including having to oversee an extensive building
    programme. However, despite these difficulties, the school identified areas where improvement
    was required and the development plan has been fully implemented, quickly boosting students’
    achievement. The school continues to benefit from good support from the local authority.
  • Relatively recent changes to senior and middle management have improved opportunities for
    students by ensuring better teaching and increased levels of support for those falling behind.
    This has quickly had a positive impact on students’ achievement. The school demonstrates the
    capacity for continuing improvement.
Inspection report: St Edward's Roman Catholic/Church of England VA School, 30 April – 1 May 2013 6 of 9
  • Regular checks on teaching throughout the school have raised expectations and are closely
    linked to relevant training opportunities for staff. The school’s records of the quality of teaching
    closely match the quality observed during the inspection.
  • The school has good systems to check on attainment and progress. It feeds this information into
    a readily accessible tracking system so that all staff are aware of students’ progress. This has
    two important benefits: first, records enable teachers to identify variations in students’ progress
    and take appropriate action such as providing one-to-one help; second, it enables leaders and
    managers to hold staff closely to account for students’ achievement. This linking of students’
    progress data to teachers’ pay progression is also driving up standards.
  • The mixture of subjects offered provides good balance and largely meets students’ needs.
    Increased vocational courses and alternative provision help students who need to balance
    academic study with more practical learning. For example, students can take the employability
    award and BTEC courses in science and physical education. The school plans systematically to
    promote literacy and numeracy across all subjects and this is starting to be seen in lessons.
  • Staff provide very helpful advice to students as they transfer into and out of Key Stage 4. There
    is great flexibility in the options they choose at the end of Year 9, so most can study the subjects
    they want. External and internal guidance helps students understand what is available locally
    post-16 and make informed choices about their courses. This promotes a very high rate of
    completion of sixth form courses, which was almost 100% in 2011/12.
  • Students’ good spiritual, moral, social and cultural development is evident in many areas of the
    school, particularly in the calm, considerate and positive ethos. There are good opportunities for
    students to reflect on their beliefs and those of others, particularly in assemblies. However, there
    is some inconsistency in the way each of the four areas is developed, because there is no
    systematic planning to promote them across all subjects.
  • The governance of the school:
    Governors are well informed about the school’s performance because they have a good grasp
    of students’ achievement data, particularly in examinations, and how it compares nationally.
    Close links to subjects and other aspects keep governors up to date with school life and the
    quality of teaching; they understand the connection between teachers’ performance and their
    pay progression and how the school rewards good teachers and tackles underperformance.
    Members of the governing body use their understanding to both challenge and support the
    school leadership as required and have taken a rigorous approach to most aspects of the
    school budget. Their competencies are regularly upgraded through undertaking training.
    Awareness of students’ safety is strong and governors’ contributions ensure that safeguarding
    requirements are fully met. Governors are unclear whether pupil premium resources are
    allocated appropriately and if this expenditure is having positive benefits for the identified
    students. The school also acknowledges that while students eligible for the pupil premium are
    identified on its checking systems, there has been too little analysis of how well this group is
    doing, so leaders and managers are unsure if the allocation of resources to this group provides
    good value for money.
Inspection report: St Edward’s Roman Catholic/Church of England VA School, 30 April – 1 May 2013 7 of 9

What inspection judgements mean


Grade Judgement Description
Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
Grade 2 Good A good school is effective in delivering outcomes that provide well
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
Grade 3 Requires
A school that requires improvement is not yet a good school, but it
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
Grade 4 Inadequate A school that requires special measures is one where the school is
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.

A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.

Inspection report: St Edward’s Roman Catholic/Church of England VA School, 30 April – 1 May 2013 8 of 9

School details

Unique reference number 113893
Local authority Poole
Inspection number 412834

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

Type of school Comprehensive
School category Voluntary aided
Age range of pupils 12–18
Gender of pupils Mixed
Gender of pupils in the sixth form Mixed
Number of pupils on the school roll 906
Of which, number on roll in sixth form 159
Appropriate authority The governing body
Chair Janet Morris
Headteacher Pola Bevan
Date of previous school inspection 27–28 May 2010
Telephone number 01202 740950
Fax number 01202 733702
Email address reveal email: adm…


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