School etc

St Martin's School Brentwood

St Martin's School Brentwood
Hanging Hill Lane

phone: 01277 238300

headteacher: Mr Mike O'sullivan

reveal email: enqu…


school holidays: via Essex council

1763 pupils aged 11—18y mixed gender
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 #

rooms to rent in Brentwood

Schools nearby

  1. St Martin's School CM132HG
  2. 0.7 miles Willowbrook Primary School CM132TU (204 pupils)
  3. 0.7 miles St Joseph the Worker Catholic Primary School CM131BJ (210 pupils)
  4. 0.8 miles Herington House School CM132NS (136 pupils)
  5. 0.9 miles Hutton All Saints' Church of England Primary School CM131JW
  6. 0.9 miles Hutton All Saints' Church of England Primary School CM131JW (231 pupils)
  7. 1 mile Long Ridings Primary School CM131DU (419 pupils)
  8. 1.1 mile Woodlands School at Hutton Manor CM131SD (174 pupils)
  9. 1.2 mile Hogarth Primary School CM158BG (222 pupils)
  10. 1.2 mile The Endeavour School CM158BE (115 pupils)
  11. 1.3 mile St Mary's Church of England Voluntary Aided Primary School, Shenfield CM159AL
  12. 1.3 mile Shenfield High School CM158RY
  13. 1.3 mile Hogarth Tutorial Centre CM158BG
  14. 1.3 mile Shenfield High School CM158RY (1271 pupils)
  15. 1.3 mile St Mary's Church of England Voluntary Aided Primary School, Shenfield CM159AL (387 pupils)
  16. 1.5 mile Ingrave Johnstone Church of England Voluntary Aided Primary School CM133NU (212 pupils)
  17. 1.6 mile Brentwood County High School CM144JF (1330 pupils)
  18. 1.6 mile Brentwood School CM158AS (1477 pupils)
  19. 1.6 mile Brentwood County High School CM144JF
  20. 1.7 mile St Thomas of Canterbury Church of England Aided Junior School, Brentwood CM159BX (310 pupils)
  21. 1.7 mile St Thomas of Canterbury Church of England Aided Infant School CM159BX (224 pupils)
  22. 1.8 mile St Helen's Catholic Junior School CM159BY
  23. 1.8 mile St Helen's Catholic Infant School CM159BY (268 pupils)
  24. 1.8 mile Brentwood Ursuline Convent High School CM144EX

List of schools in Brentwood

School report

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
national average.
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
    learning walks.
  • 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

Inspection team

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

Full report

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
    their work.
Inspection report: St Martin's School Brentwood, 16 – 17 May 2013 4 of 10

Inspection judgements

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
    and boys.
  • 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
    are missed.
  • 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 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 Martin's School Brentwood, 16 – 17 May 2013 9 of 10

School details

Unique reference number 136875
Local authority Essex
Inspection number 403683

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

Type of school Secondary
School category Community
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
Chair Chris Plume
Headteacher Mike O'Sullivan
Date of previous school inspection 11 December 2007
Telephone number 01277 238300
Fax number 01277 238301
Email address reveal email: enqu…


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