St Edward's Roman Catholic/Church of England School, Poole
phone: 01202 740950
headteacher: Mrs Pola Bevan
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 #
- 0.1 miles Franklyn House School BH153NW
- 0.1 miles The New School BH153NN
- 0.5 miles Canford Heath Infant School BH178PJ (359 pupils)
- 0.6 miles Canford Heath Junior School BH178PJ (453 pupils)
- 0.7 miles Sylvan Infant School BH123DT (320 pupils)
- 0.7 miles Branksome Heath Junior School BH123DX (427 pupils)
- 0.7 miles Haymoor Junior School BH178WG (328 pupils)
- 0.7 miles Longspee School BH178PJ
- 0.7 miles Longspee School BH178PJ (43 pupils)
- 0.8 miles Oakdale County Middle School BH153DL
- 0.8 miles Ad Astra Infant School BH178AP (266 pupils)
- 0.8 miles St Mary's Catholic Primary School, Poole BH153QQ (420 pupils)
- 0.8 miles Ashdown Technology College BH178RE
- 0.8 miles Magna Academy BH178RE (625 pupils)
- 0.8 miles Fourways Junior School
- 0.8 miles St Mary's Catholic Primary School, Poole BH153QQ
- 0.9 miles Eagle House School BH140PA
- 0.9 miles The Bournemouth and Poole College BH140LS
- 1 mile Trinidad First School BH124HY
- 1 mile Stanley Green Infant School BH153AA
- 1 mile St Peter's CofE (VC) Middle School BH140JY
- 1 mile Stanley Green Infant Academy BH153AA (261 pupils)
- 1.1 mile Longfleet Church of England Voluntary Controlled Primary School BH152HF (507 pupils)
- 1.1 mile Buckholme Towers School BH140JW (110 pupils)
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|
|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
- 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.
|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|
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|
|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
|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 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|
|Unique reference number||113893|
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|
|Date of previous school inspection||27–28 May 2010|
|Telephone number||01202 740950|
|Fax number||01202 733702|