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St Simon Stock Catholic School Closed - academy converter Dec. 31, 2013

see new St Simon Stock Catholic School

St Simon Stock Catholic School
Oakwood Park
Maidstone
Kent
ME160JP

01622 *** ***

Headteacher: Mr Brendan Wall

Website: www.st-simon-stock.kent.sch.uk

School holidays for St Simon Stock Catholic School via Kent council

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Secondary — Voluntary Aided School

URN
118904
Education phase
Secondary
Religious character
Roman Catholic
Establishment type
Voluntary Aided School
Establishment #
5432
Close date
Dec. 31, 2013
Reason closed
Academy Converter
OSGB coordinates
Easting: 574251, Northing: 155595
GPS coordinates
Latitude: 51.273, Longitude: 0.49668
Accepting pupils
11—18 years old
Ofsted last inspection
Jan. 21, 2010
Diocese
Archdiocese of Southwark
Region › Const. › Ward
South East › Maidstone and The Weald › Heath
Area
Urban > 10k - less sparse
Admissions policy
Comprehensive
Main specialism
Technology (Operational)
Sixth form
Has a sixth form
Learning provider ref #
10006257

Rooms & flats to rent in Maidstone

Schools nearby

  1. St Simon Stock Catholic School ME160JP (1054 pupils)
  2. 0.1 miles St Francis' Catholic Primary School, Maidstone ME160LB (359 pupils)
  3. 0.1 miles Kent Institute of Art & Design ME168AG
  4. 0.1 miles St Francis' Catholic Primary School, Maidstone ME160LB
  5. 0.2 miles The Astor of Hever Community School ME168AE
  6. 0.2 miles Oakwood Park Grammar School ME168AH
  7. 0.2 miles Oakwood Park Grammar School ME168AH (1024 pupils)
  8. 0.2 miles St Augustine Academy ME168AE (592 pupils)
  9. 0.4 miles West Borough Primary School ME168TL (432 pupils)
  10. 0.4 miles Shernold School ME160ER (140 pupils)
  11. 0.4 miles West Borough County Junior School ME168TG
  12. 0.4 miles West Borough County Infant School ME168TG
  13. 0.4 miles Maidstone and Malling Alternative Provision ME168AU (14 pupils)
  14. 0.5 miles The Cedars ME168AU (4 pupils)
  15. 0.6 miles Bower Grove School ME168NL (217 pupils)
  16. 0.7 miles Brunswick House Primary School ME160QQ (420 pupils)
  17. 0.7 miles Maidstone, St Michael's Church of England Junior School ME168ER (164 pupils)
  18. 0.7 miles St Michael's Church of England Infant School Maidstone ME168ER (120 pupils)
  19. 0.7 miles Jubilee Primary School ME168PF
  20. 0.8 miles Palace Wood Junior School ME160HB
  21. 0.8 miles Palace Wood Infant School ME160HB
  22. 0.8 miles Tovil, St Stephen's Church of England Infant School ME156QY
  23. 0.8 miles Maidstone Grammar School for Girls ME160SF (1245 pupils)
  24. 0.8 miles The Maplesden Noakes School ME160TJ

List of schools in Maidstone

Ofsted report transcript

Version 1 – September 2007

29 January 2008
Mr John McParland
The Headteacher
St Simon Stock Catholic School
Oakwood Park
Maidstone
Kent
ME16 0JP
Dear Mr McParland

Ofsted monitoring of Grade 3 schools

Thank you for the help which you and your staff gave when I inspected your school
on 23 January 2008, for the time you gave to our phone discussions, and for the
information which you provided before and during my visit.
This letter will be posted on the Ofsted website. Please inform the Regional
Inspection Service Provider of any factual inaccuracies within 24 hours of the receipt
of this letter.
As a result of the inspection on 17 and 18 January 2007, the school was asked to:

 provide targeted support for all students with learning difficulties and monitor

these students' progress more rigorously against their individual small step
targets.

 ensure the school’s self-evaluation is made more realistically against clear,

understood criteria; and that the impact of improvement activity is evaluated
dispassionately and robustly

 evaluate more thoroughly the progress and needs of particular groups, including

girls, lower attainers, and those for whom English is an additional language; and
improve specific provision for these groups

 raise standards in science and history.

Having considered all the evidence, I am of the opinion that at this time the school is
making good progress in addressing the issues for improvement and in raising the
pupils’ achievement.
The school supports and monitors students with learning difficulties well. The
additional educational needs coordinator works effectively with year and subject
leaders to identify students’ specific needs and monitor actions taken to support
them. An individual action plan is in place for every student identified with learning
difficulties with clear points for improvement. Monitoring of students’ progress is

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rigorous. Effective, regular communication between subject heads, year heads and
the additional needs coordinator is a key strength that has resulted in the good
progress the school has made. The support provided by teachers and learning
assistants within the school’s learning support centre contributes well to student
achievement. A new initiative, the supported literacy programme, is boosting the
reading, writing and spelling ages of Year 8 students who were assessed to have a
reading age of below nine years old. The school still needs to focus its attention on
refining individual targets set for students, as some targets are not clearly defined or
specifically time bound.
The school has made good progress in improving its self-evaluation. The school
improvement plan and post-Ofsted action plan are realistic. Actions within the school
improvement plan reflect the key priorities that the school needs to address. The
new management structure clearly identifies responsibilities linked to school priorities
and progress against clear criteria is regularly reviewed by both the senior leadership
team and the school’s governing body. The frequency with which the governing body
meets has increased. Committees within the governing body have good knowledge
of the school’s performance and have improved their monitoring of the school’s
actions. The improved scrutiny by governors has led to a good level of challenge
which has added rigour to the self-evaluation process. Ensuring that the science
department achieves its attainment targets continues to be a key priority.
The school has analysed well the performance of all groups of students,
incorporating a system whereby underperformance is picked up more quickly.
Monitoring of students is undertaken more regularly. The school is now using more
ambitious attainment targets, although these are not completely embedded
throughout all of the school’s work. Assessment data are used effectively, particularly
at senior and middle leadership levels, to inform the school of the progress students
are making throughout the year. As a result, clear actions have been taken to
improve underperformance, particularly of girls. In 2007 the progress made by
middle ability girls improved on the previous year and many students with learning
difficulties achieved well at Key Stage 4. The provision for students for whom English
is an additional language has improved since the last inspection. Individual student
support and targeted staff training are addressing the needs of students well.
Standards are rising at Key Stage 4 and have been maintained at Key Stage 3. The
proportion of students who attains five or more GCSEs grades A* to C, including
English and mathematics, is significantly above the national average. The proportion
of students attaining A* to C grades has improved during the period of 2005–07.
Students’ standards in history have improved well on 2006 performance, results are
now above the national average. Average point scores for history are in line with the
national average. In 2007, standards attained in science at Key Stage 3 were above
the national average. Although standards at Key Stage 4 are below the national
average, there has been improvement in the proportion of students attaining GCSE
grades A* to C. The head of science has identified accurately areas for improvement
and many measures have been put in place to raise standards further. The school
has worked well with its local authority School Improvement Partner to improve
classroom practice and develop the new Key Stage 3 curriculum. The science
department’s revision of lesson plans and schemes of work has led to consistent
practice within lessons. There is still more work to be done to improve students’
understanding of the National Curriculum levels and what students need to do to
improve. Students have reported that support to improve their examination grades
has improved in the last year. There is evidence to suggest, from the school’s own
monitoring of performance, that standards are set to rise in history and science, with
a further increase in the proportion of students attaining grades A* to C expected in
2008.
I hope that you have found the visit helpful in promoting improvement in your
school.
Yours sincerely
Samantha Morgan-Price
Her Majesty’s Inspector

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