St Martin's School Brentwood
Headteacher: Mr Mike O'sullivan
reveal email address
School holidays for St Martin's School Brentwood via Essex council
1722 pupils capacity: 102% full
910 boys 52%
850 girls 48%
Last updated: June 24, 2014
Secondary — Academy Converter
- Education phase
- Establishment type
- Academy Converter
- Establishment #
- Open date
- July 1, 2011
- Reason open
- Academy Converter
- OSGB coordinates
- Easting: 562412, Northing: 194110
- GPS coordinates
- Latitude: 51.622, Longitude: 0.34477
- Accepting pupils
- 11—18 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- May 16, 2013
- Region › Const. › Ward
- East of England › Brentwood and Ongar › Hutton Central
- Urban > 10k - less sparse
- Admissions policy
- Main specialism
- Technology (Operational)
- Humanities second specialism
- Language second specialism
- Investor in People
- Committed IiP Status
- Sixth form
- Has a sixth form
- Free school meals %
- Trust school
- Is supported by a Trust
- Learning provider ref #
- St Martin's School CM132HG
- 0.7 miles Willowbrook Primary School CM132TU (204 pupils)
- 0.7 miles St Joseph the Worker Catholic Primary School CM131BJ (210 pupils)
- 0.8 miles Herington House School CM132NS (136 pupils)
- 0.9 miles Hutton All Saints' Church of England Primary School CM131JW
- 0.9 miles Hutton All Saints' Church of England Primary School CM131JW (231 pupils)
- 1 mile Long Ridings Primary School CM131DU (419 pupils)
- 1.1 mile Woodlands School at Hutton Manor CM131SD (174 pupils)
- 1.2 mile Hogarth Primary School CM158BG (222 pupils)
- 1.2 mile The Endeavour School CM158BE (115 pupils)
- 1.3 mile St Mary's Church of England Voluntary Aided Primary School, Shenfield CM159AL
- 1.3 mile Shenfield High School CM158RY
- 1.3 mile Hogarth Tutorial Centre CM158BG
- 1.3 mile Shenfield High School CM158RY (1271 pupils)
- 1.3 mile St Mary's Church of England Voluntary Aided Primary School, Shenfield CM159AL (387 pupils)
- 1.5 mile Ingrave Johnstone Church of England Voluntary Aided Primary School CM133NU (212 pupils)
- 1.6 mile Brentwood County High School CM144JF (1330 pupils)
- 1.6 mile Brentwood School CM158AS (1477 pupils)
- 1.6 mile Brentwood County High School CM144JF
- 1.7 mile St Thomas of Canterbury Church of England Aided Junior School, Brentwood CM159BX (310 pupils)
- 1.7 mile St Thomas of Canterbury Church of England Aided Infant School CM159BX (224 pupils)
- 1.8 mile St Helen's Catholic Junior School CM159BY
- 1.8 mile St Helen's Catholic Infant School CM159BY (268 pupils)
- 1.8 mile Brentwood Ursuline Convent High School CM144EX
St Martin's School Brentwood
Hanging Hill Lane, Hutton, Brentwood, CM13 2HG
|Inspection dates||16–17 May 2013|
|Overall effectiveness||This inspection:||Outstanding||1|
|Previous inspection:||Not previously inspected|
|Achievement of pupils||Outstanding||1|
|Quality of teaching||Outstanding||1|
|Behaviour and safety of pupils||Outstanding||1|
|Leadership and management||Outstanding||1|
Summary of key findings for parents and pupils
This is an outstanding school.
| Attainment has been high for several years |
Students make outstanding progress in most
The school makes sure that disabled students
Achievement in English is outstanding overall
The sixth form is good and improving rapidly
Teaching in all key stages is very rarely less
and continues to improve. The proportion of
students gaining five good GCSE grades
including English and mathematics at the end
of Year 11 is consistently well above the
of their subjects including English,
mathematics, design technology and science.
and those who have special educational
needs achieve as well as their peers. Gaps in
attainment between disadvantaged students
and others are closing.
although there are some small variations
across year groups.
as a result of some excellent teaching and
one-to-one support that encourages all
students to succeed.
than good and is often outstanding. Teachers
take account of students’ previous learning in
planning challenging and inspiring activities.
| Teachers are particularly skilled in shaping |
Marking is thorough, frequent and rigorous.
There are very effective systems in place to
Students’ attitudes to learning are excellent.
Students feel safe at the school and actively
The headteacher, supported by the governors
questions that probe and deepen students’
Students routinely respond to teachers’
check students’ progress and to identify any
underachievement. Swift actions are taken to
help students catch up.
They come to school ready to learn and take a
full and active role in the life of the school.
prevent bullying through the peer mentoring
and prefect systems.
and an able and talented senior team, offers
strong leadership that has ensured high
standards have been maintained and the
progress students make has improved.
|Inspection report:||St Martin's School Brentwood, 16 – 17 May 2013||2 of 10|
Information about this inspection
- Inspectors observed 52 lessons, of which 10 were joint observations with senior leaders. In
addition, the inspection team made a number of short visits to lessons as part of themed
- Meetings were held with four groups of students, a member of the Governing Body and school
staff, including middle and senior leaders.
- Inspectors took account of the 175 responses to Parent View.
- The inspectors observed the work of the school and looked at a number of documents, including
minutes of governors’ meetings, the managing of staff performance, records relating to
attendance, behaviour and checks on the quality of teaching and documents relating to
|Simon Blackburn, Lead inspector||Additional Inspector|
|Concetta Caruana||Additional Inspector|
|Gay Tattersall||Additional Inspector|
|Jane Ladner||Additional Inspector|
|Matthew Portal||Additional Inspector|
|Inspection report:||St Martin's School Brentwood, 16 – 17 May 2013||3 of 10|
Information about this school
- This is a larger-than-average sized secondary school.
- About a tenth of students are from minority ethnic groups and the proportion of students who
speak English as an additional language is below the national average.
- The proportion of students known to be eligible for support through the pupil premium,
additional government funding for students known to be eligible for free school meals, looked-
after children and those from service families, is well below average.
- The proportion of disabled students and those with special educational needs supported through
school action is well below average and the proportion supported at school action plus or who
have a statement of special educational needs is below average.
- The school uses Havering College and other vocational providers to provide some work-related
learning opportunities to support its students.
- The school meets the government’s current floor standards, which set the minimum expectations
for students’ attainment and progress.
- St Martin’s School converted to become an academy school on 1 July 2011. When its
predecessor school, of the same name, was last inspected by Ofsted, it was judged to be good.
What does the school need to do to improve further?
- Continue to improve achievement in the sixth form so that it matches that of the rest of the
school by ensuring the highest level of challenge for the most able students.
- Sharpen the impact of teachers’ good marking by making sure they:
always provide clear and specific guidance on how students can improve their work
always pay sufficient attention to improving students’ spelling, punctuation and grammar in
|Inspection report:||St Martin's School Brentwood, 16 – 17 May 2013||4 of 10|
|The achievement of pupils||is outstanding|
- Students join the school with starting points that are well-above average in English and
mathematics. The standards they reach at GCSE are significantly higher than those found
nationally, with more than three quarters of students attaining five good GCSE grades including
English and mathematics every year and a much higher than average proportion of pupils taking
GCSEs gain the highest grades in a wide variety of subjects.
- The progress students make in a variety of subjects is outstanding. This includes in English and
mathematics. When compared to other schools nationally, the proportions of students making
better-than-expected progress from their starting points is high. In 2012, the progress of
students in geography and some science subjects was below average but robust actions taken
by senior leaders to improve teaching has resulted in significant gains in achievement. The
school does not enter students early for GCSE examinations.
- Progress across year groups is also outstanding in most subjects. The school’s own records of
current progress show that progress in Key Stage 3 is particularly strong in both English and
mathematics and that while students’ progress across both key stages is outstanding in English,
the progress of students currently in Year 10 is good rather than outstanding.
- Students make good, rather than outstanding progress in the sixth form. The achievement of
students in AS level subjects has been on an upward trend for a number of years and their
progress is above average. The progress of students currently studying A level courses is better
than in previous years as a result of good academic mentoring and rapidly improving teaching.
- Students make consistently good and outstanding progress in most of their lessons as a result of
outstanding teaching that takes students’ previous learning into account when planning
challenging activities for them. Questioning that demands thought and deepens understanding is
a particular strength of the school.
- The small number of students in each year group eligible for support through the pupil premium
are making similar progress to other students. In 2012, there were significant gaps in their
attainment but the school has worked hard to ensure that targeted support is having the impact
that is intended and eligible students currently in Year 11 are set to achieve GCSE results that
are less than half a grade below other students. This compares favourably with the national
- Disabled students and those who have special educational needs also achieve very well as a
result of high quality teaching and very effective and well-coordinated support, the impact of
which is closely monitored. In mathematics, their progress is more variable than in English but
they make better progress than their peers in Years 10 and 11.
- Students from minority ethnic backgrounds make similarly outstanding progress to their peers
across all subjects and year groups and there is no difference in the rates of progress of girls
- Students who follow courses at Havering College and other vocational providers for part of the
week make good progress and their behaviour and attendance is carefully monitored by the
|Inspection report:||St Martin's School Brentwood, 16–17 May 2013||5 of 10|
- The Year 7 catch-up premium is being used to fund a dedicated teacher who keeps a careful
check on the progress of the small number of eligible students and ensures they receive the
additional support they require.
- The school places a great deal of importance on literacy development and the ‘DEAR’ project
(Drop Everything And Read) is promoting reading for all students. Some Year 7 students have
made outstanding progress in their reading as a result of this and other initiatives and the library
lending rates have increased, with students borrowing an average of 10 books per student per
year. The school library is a vibrant hub of the school with a wealth of resources that makes an
outstanding contribution to literacy development across the school.
|The quality of teaching||is outstanding|
- Teaching in all key stages is very rarely less than good and it is often outstanding. Teachers
have very high expectations of all students and they respond well to the challenges posed. In
the best lessons, they make excellent contributions to their own and to each other’s learning.
- There is a great deal of consistency in the approach taken to lesson planning across all subjects.
Teachers have access to a wealth of data and information about students’ progress that they use
very effectively to plan activities that are demanding for all the students in the group. The
planning does not always detail specific strategies to meet individuals’ needs but inspectors saw
a range of methods used to make sure that they made the fastest possible progress.
- Teachers’ use of questions was a strength of teaching seen during the inspection. Teachers ask
thought-provoking questions that challenge students to consider alternative ideas and to make
links with previous learning. In a sixth form economics lesson, the teacher skilfully turned an
intelligent question form a student back to the theory they were studying and the student was
able to work out how this explained the latest evidence.
- Teachers set challenging targets for individual lessons that have clear success criteria so that
students know what they are aiming for. In the large majority of lessons, they set a very rapid
pace and consistently check the progress students are making, successfully adjusting the lesson
when they find there is a lack of understanding or that a group of students is falling behind.
- Marking of work is thorough, rigorous and frequent. Where students mark their own or each
other’s work, the teacher often checks that the targets have been met. There is a routine of
students responding to teachers’ marking that ensures that students are using the comments
teachers make to improve their work. In a few lessons, the comments teachers write are not
specific enough and occasionally, opportunities to improve spelling, punctuation and grammar
- Teaching in sixth form lessons is good. Students appreciate the smaller class sizes and the more
relaxed relationships with teachers and they feel that teachers give a lot of their own time to
making sure students understand the work they are given. In some sixth form lessons, the most
able students are not being stretched by work that really challenges them and as a result they
are not reaching the very highest grades.
|The behaviour and safety of pupils||are outstanding|
- Students have excellent attitudes to learning. They come to school ready to learn and to succeed
and have high expectations of themselves and the school. A Year 7 ‘honours’ assembly
exemplified the attitudes students have towards their learning. All students were very keen for
their class to be awarded prizes for attendance and house points for a range of learning
|Inspection report:||St Martin's School Brentwood, 16–17 May 2013||6 of 10|
- Students’ behaviour in lessons is calm, considerate and courteous. The school is spread across a
large site and movements between lessons are purposeful and positive so that punctuality to
lessons is never less than very good.
- A small number of concerns raised by parents relating to behaviour were considered by
inspectors during the inspection who found that the school responded appropriately and in a
timely manner. Students report that behaviour is good in the school and that it has improved
significantly over the last two years. This corresponds to the introduction of the ‘Discipline with
Dignity’ programme that is used consistently and effectively to support the very highest
expectations of behaviour.
- Attendance is above the national average and improving. The number of fixed-term exclusions
has been higher than the national average but is now reducing. The school has had a ‘zero
tolerance’ policy towards poor behaviour that has had a clear impact on students’ expectations
of behaviour. Any excluded student is monitored carefully, provided with relevant work and
receives full support on their return to school.
- Students report that bullying of any kind is extremely rare because the school takes it very
seriously and it is dealt with very effectively. Students are aware of the different forms of
bullying, including cyber-bullying, and they know how to keep themselves safe. Students are
active in preventing all kinds of bullying through the peer mentoring and ‘Prefects in Peer
Support’ (PiPS) programmes which train the students with the best attitudes to learning to
support other students.
|The leadership and management||are outstanding|
- The headteacher provides very strong leadership and is supported by a talented and committed
senior leadership team. Together, they have brought about significant improvements in
behaviour, maintained high standards of attainment and improved the progress of students
across the school.
- Students are set challenging targets and their progress towards them is carefully tracked. Any
potential underachievement is identified early and a range of actions are taken, including
support funded by the pupil premium for eligible pupils. The achievement of all groups of
students is carefully checked to ensure that students have equality of opportunity and that any
discrimination is tackled.
- Where weaknesses in teaching or leadership are identified, for example in science or geography,
action is quickly taken to support the staff concerned and to improve the quality of the learning
experience for students. As a result, teaching has improved in these two subjects and they are
projected to have much improved GCSE examination results in 2013.
- There are rigorous and effective procedures for managing teachers’ performance. Teachers are
held closely to account for the progress of students in their classes through targets that are
linked to the Teaching Standards and their progression on pay scales is dependent on their
reaching these targets.
|Inspection report:||St Martin's School Brentwood, 16–17 May 2013||7 of 10|
- The leadership of learning is excellent. The senior leaders have a very strong determination to
secure improvement in teaching as quickly as possible which is shared by ambitious and able
subject leaders across the school. Professional development is used imaginatively to ensure
teachers learn from each other’s good practice.
- The range of subjects available is wide and is constantly reviewed to make sure that it fits the
needs of students. Together with numerous opportunities to participate in extra-curricular
activities including sports clubs, musical experiences and drama productions, the school offers
rich learning opportunities. Students’ spiritual, moral, social and cultural development is further
enhanced by strong partnerships with schools in other countries, encouragement to undertake
positions of responsibility and highly successful artistic opportunities.
- The governance of the school:
– Governors have a very clear understanding of how well the school is doing because they take
the time to visit the school and monitor the progress the school is making towards achieving
its main objectives. Governors have a good understanding of the quality of teaching and the
achievement of students. They have a good grasp of the performance data that the school
presents and ask challenging questions that hold school leaders to account. They understand
how the performance management procedures are used to improve teaching and the impact
of initiatives they have supported in targeted subjects. They know what the school is doing
to reward good teaching and tackle any underperformance. Governors monitor the school’s
budget carefully, including pupil-premium funding, and make sure that the school provides
excellent value for money. Governors make sure that arrangements to safeguard students
meet statutory requirements and are effective.
|Inspection report:||St Martin's School Brentwood, 16 – 17 May 2013||8 of 10|
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 Martin's School Brentwood, 16 – 17 May 2013||9 of 10|
|Unique reference number||136875|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Secondary|
|Age range of pupils||11–19|
|Gender of pupils||Mixed|
|Gender of pupils in the sixth form||Mixed|
|Number of pupils on the school roll||1732|
|Of which, number on roll in sixth form||372|
|Appropriate authority||The governing body|
|Date of previous school inspection||11 December 2007|
|Telephone number||01277 238300|
|Fax number||01277 238301|