Taverham High School Closed - academy converter March 31, 2013
phone: 01603 *** ***
headteacher: Mr R Munson
Secondary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- Close date
- March 31, 2013
- Reason closed
- Academy Converter
- OSGB coordinates
- Easting: 615528, Northing: 314617
- GPS coordinates
- Latitude: 52.686, Longitude: 1.1874
- Accepting pupils
- 11—18 years old
- Ofsted last inspection
- Nov. 29, 2012
- Region › Const. › Ward
- East of England › Broadland › Taverham South
- Urban > 10k - less sparse
- Admissions policy
- Main specialism
- Sports (Operational)
- SEN priorities
- SpLD - Specific Learning Difficulty
- Private Finance Initiative
- Part of PFI
- Investor in People
- Committed IiP Status
- Sixth form
- Has a sixth form
- Learning provider ref #
- Taverham High School NR86HP (1132 pupils)
- 0.4 miles Nightingale Infant School NR86LA (178 pupils)
- 0.6 miles Taverham Junior School NR86SX (438 pupils)
- 0.6 miles Taverham Hall School NR86HU (285 pupils)
- 1 mile Ghost Hill Infant & Nursery School NR86PJ (202 pupils)
- 1.4 mile Drayton Community Infant School NR86EP (255 pupils)
- 1.4 mile Queen's Hill Primary School NR85AZ (342 pupils)
- 1.6 mile Drayton First and Middle School NR86EF
- 1.6 mile Drayton CofE Junior School NR86EF (309 pupils)
- 2.1 miles St Augustine's Catholic Primary School, Costessey NR85AG (242 pupils)
- 2.5 miles Horsford CofE Infant School NR103DN (127 pupils)
- 2.7 miles St Peter's CofE VC Primary School, Easton NR95AD (128 pupils)
- 2.7 miles Horsford Church of England Junior School NR103ES (195 pupils)
- 2.7 miles Costessey High School NR50PX
- 2.7 miles Ormiston Victory Academy NR50PX (768 pupils)
- 3 miles Easton & Otley College NR95DX
- 3.1 miles Costessey Junior School NR50RR
- 3.1 miles Arden Grove Infant and Nursery School NR66QA
- 3.1 miles Easton College NR95DX
- 3.1 miles Costessey Junior School NR50RR (279 pupils)
- 3.1 miles Arden Grove Infant and Nursery School NR66QA (224 pupils)
- 3.3 miles Costessey Infant School NR50HG
- 3.3 miles Chapel Break Infant School NR59LU (176 pupils)
- 3.3 miles St Michael's VA Junior School NR59LA (301 pupils)
Taverham High School
Beech Avenue, Taverham, Norwich, NR8 6HP
|Inspection dates||29–30 November 2012|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Outstanding||1|
|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’ achievement is good. Most students |
An above average proportion of students gain
Students’ behaviour is outstanding.
The teaching in most lessons is at least good.
make good progress and achieve well. They
gain better than expected examination
five GCSE passes, including English and
mathematics, at grades A* to C.
Attendance is high and exclusions are rare.
Students feel safe, valued and respected.
Their excellent attitudes contribute well to the
school’s improved outcomes.
Such lessons are planned well, challenge and
enthuse the students, and staff expectations
of what the students can achieve are high.
| The most effective headteacher has high |
Thorough leadership and management of
The governing body is most effective.
aspirations for the school. Since his
appointment, many improvements have been
teaching have fostered improvements to
ensure good learning.
Governors know the school’s strengths, but can
also pinpoint areas for development. They are
supportive of the staff, but hold them to
account for the quality of the school’s
| In a small minority of lessons, the work is not |
sufficiently demanding, not enough
independence is encouraged and marking
and the feedback offered to students about
how to improve lack rigour.
| A small minority of students, whose prior |
attainment is often low and who have special
educational needs, but are not statemented,
make less progress than such students
|Inspection report:||Taverham High School, 29–30 November 2012||2 of 10|
Information about this inspection
- Inspectors observed 54 lessons, involving 51 different teachers. Many lessons were jointly
observed with senior members of staff. In addition, a number of other lessons were visited to
determine how well the needs of specific students are planned for, to look at the quality of
marking and assessment and the help offered to students to secure improvement.
- Meetings were held with five different groups of students, and the Chair of the Governing Body
and three of her colleagues. A telephone conversation was held with a representative from the
local authority. Meetings were also held with many different members of staff, including senior
and middle leaders and those who are relatively new to the school.
- Inspectors took account of 117 responses to the on-line questionnaire (Parent View) in planning
the inspection. Thirty responses to the staff questionnaire were also considered.
- Inspectors scrutinised examples of students’ past and present work and looked at various
documents. These included the school’s self-evaluation and planning, information on students’
academic progress and records relating to behaviour, attendance and safeguarding.
|Bill Stoneham, Lead inspector||Additional Inspector|
|Paul Bartlett||Additional Inspector|
|Keith Thomas||Additional Inspector|
|Charlotte Evers||Additional Inspector|
|St John Burkett||Additional Inspector|
|Inspection report:||Taverham High School, 29–30 November 2012||3 of 10|
Information about this school
- This secondary school is larger than average.
- The proportion of students known to be eligible for free school meals, and for whom the school
receives additional pupil premium funding, is well below the national average.
- The proportion of disabled students and those who have special educational needs supported at
school action is well below the national average. The proportion supported at school action plus
or with a statement of special educational needs is close to the national average.
- Most students are of White British heritage. The proportion of students who are from minority
ethnic backgrounds and the proportion who speak English as an additional language are well
below national averages.
- A very small number of students in Year 11 receive part of their education off-site. These
students are following work-related courses.
- The school has a small but growing sixth form. Sixth form tuition is offered in association with a
neighbouring secondary school.
- The school meets the current floor standard set by the government, which determines the
minimum expectations for attainment and progress.
What does the school need to do to improve further?
- Raise achievement further so that by the end of the current academic year learning in all lessons
is at least good by ensuring that:
teachers have higher expectations of what the students can do and their planning does not
concentrate simply on task completion but is designed to meet the needs of all groups of
planning is improved so that the learning of the small minority of students who have special
educational needs, but do not have statements of their needs, is raised to a higher level
students are given ample scope to learn by working individually and collaboratively, rather
than simply relying on their teachers to impart knowledge
the good and outstanding marking and assessment practice that is evident in many lessons is
spread to all.
|Inspection report:||Taverham High School, 29–30 November 2012||4 of 10|
|The achievement of pupils||is good|
- GCSE results show a good trend of improvement, especially in mathematics and science.
Though, on average, students enter the school with prior attainment that is above the national
average for their age, they leave Year 11 with GCSE results, including English and mathematics,
that are above the national average and are higher than predicted given their starting points.
This represents good progress and achievement.
- Results at AS and A Level are improving well and sixth form students make good progress.
Outcomes are above average. In 2012, the proportion gaining grades A* to B at A Level
- Different groups of students, including those who are disabled and the vast majority who have
special educational needs and those for whom the school receives additional funding, learn well
and make good progress. Though a small number of students with moderate learning difficulties
make less progress than expected, results for all other groups have improved since the previous
inspection and are close to the national average for all pupils. This demonstrates the school’s
success in promoting equality of opportunity for all.
- The school uses its additional funding well to support students for whom the funding is intended.
These students do well in many subjects, and their scores in English and mathematics are better
than the national average for this group of students.
- All students are set challenging, but realistic targets for every subject they study, and their
progress against such targets is checked thoroughly. Robust checking of individual performance
has contributed well to the improving outcomes.
- Individual students will only be entered early for particular GCSE examinations if there is
compelling evidence that a high grade will be secured. In the overwhelming majority of cases,
the school does not favour early GCSE entry.
- A small number of students in Year 11 spend part of their timetable studying off-site. Their
progress is good. The arrangements for checking their work, attendance, punctuality and
behaviour are effective.
- The school has a strong record of preparing its students for the next step in their careers. It is
rare for any students to leave school at the end of either Year 11 or Year 13 without a
placement in education, training or employment. This reflects well on the school’s highly
successful careers education guidance programme and the work that is done in developing
students’ skills in literacy, numeracy and the use of information and communication technology
- An overwhelming majority of parents who responded to the on-line inspection questionnaire
believe that their children make at least good progress. Inspection evidence endorses this view.
|The quality of teaching||is good|
- In most lessons, and over time, the teaching is at least good. Pace is appropriate, students are
given scope to work independently and collaboratively, and the set work is exciting and engages.
Students’ learning is fostered by high-quality marking and feedback about how to improve
|Inspection report:||Taverham High School, 29–30 November 2012||5 of 10|
- In a significant minority of lessons, the teaching is outstanding. For example, in an outstanding
English lesson in Year 9 on developing an understanding of linguistic techniques, rapid learning
was witnessed because the lesson was thoughtfully planned and grabbed the students’
attention. Part of the lesson was based on a 1966 video extract of Alf Garnett in ‘’Til Death Us
Do Part’. The students were fascinated by the extract, listened carefully and thoughtfully
analysed the linguistic styles used. Learning was rapid.
- In the vast majority of lessons, teachers’ expectations of what students can do and achieve are
at least good. In an effective religious education lesson in Year 10 on the philosophy and ethics
of religion, learning was rapid because the planning for learning was accurate, the activities
were challenging and engaging, and students were offered appropriate opportunities to work
collaboratively, including a peer assessment exercise. The lesson successful encouraged all
students to think about, and reflect on, the views of different religions and cultures.
- Sixth form teaching is good; there is some outstanding practice. This makes a strong
contribution to students’ good progress and achievement over time.
- In the small number of lessons that require improvement, expectations are not high enough. In
these lessons, teachers do not plan accurately for the learning needs of different groups of
students, especially those who have moderate learning difficulties. Pace tends to be pedestrian,
independent learning is stifled because teachers talk too much, and planning concentrates on
task completion rather than on activities that challenge, engage and motivate. Less effective
teaching is further characterised by inadequacies in the quality of marking and the lack of advice
offered to students about how to improve their work.
|The behaviour and safety of pupils||are outstanding|
- Behaviour over time, around the school and in lessons is outstanding. Students show respect,
are courteous and are willing to help each other. Such traits contribute extremely well to their
progress and achievements, as well as ensuring that the school is a happy and harmonious
- Particularly outstanding behaviour was seen at break and lunchtime on the first day of the
inspection. Atrocious weather conditions prevented the students from venturing outside. Most
students were crammed into the school hall and dining areas. Staff supervision was minimal and
unobtrusive; the students’ behaviour was simply outstanding.
- Attitudes to learning are positive, and older students say how much the school has improved.
Younger students, who have attended for less time, simply say, ‘It’s great!’ High levels of respect
exist among students and between students and staff.
- Though a small minority of parents in the inspection questionnaire expressed some reservations
about behaviour and bullying, students reported that they feel safe and well catered for. They
reported that incidents of bullying based on name-calling, racism and homophobia are rare and
that if anything untoward does occur, they have great faith in their staff to tackle incidents with
- Students show a clear understanding of the pernicious effects of cyber-bullying. They praised
work to raise awareness that has been done in their ICT lessons. They also reported that
bullying, in all guises, often forms the basis of lessons in personal, social and health education
(PSHE) and assemblies. The school does sterling work to inform its students about the dangers
|Inspection report:||Taverham High School, 29–30 November 2012||6 of 10|
- All students are encouraged to lead safe and healthy lives. In thoughtfully planned PSHE
lessons, for example, work is undertaken on a variety of themes, covering the importance of
healthy eating and the adverse effects of drug and substance abuse.
- Further evidence for outstanding behaviour is reflected in the high attendance rates of all
students, including sixth formers, and the very low rates of fixed-term exclusions. Students
attend school, and lessons, regularly and punctually. This makes a significant contribution to
their good and improving levels of achievement.
|The leadership and management||are good|
- Leadership and management at all levels, including the sixth form, are good. The school is well
led by its visionary headteacher. He is well supported by his strong deputy and his effective
senior team. Further good support is provided by most other staff.
- Procedures to check and evaluate how well the school is doing have improved since the previous
inspection and are now embedded. As a result, the vast majority of students, including those in
the sixth form, make at least good progress.
- Teaching and learning are managed well and there is good provision for staff development. This
is reflected in learning that is mainly good, with a significant proportion that is outstanding.
- Self-evaluation is accurate. Senior staff and governors know the school well. They are aware of
its many strengths, but can identify where further improvements are needed.
- Improvements in examination results and students’ excellent attitudes to learning can be
attributed to the variety of subjects available, especially in Key Stage 4 and in the sixth form.
The range of experiences available contributes well to the students’ spiritual, moral, social and
- Senior leaders have identified that some students have lower than expected literacy skills.
Additional funding made available through the pupil premium is being used effectively to raise
literacy standards through additional lessons, for example. Such funding is further utilised to
ensure vulnerable students can access all aspects of the school’s provision, including taking a full
part in educational visits.
- The school’s desire to develop international understanding also contributes well to students’
spiritual, moral, social and cultural development. During the inspection, the school celebrated a
30-year partnership with a school located near Cologne in Germany. A partnership with a school
in China, a planned visit this summer to Borneo and various other exchanges and educational
visits serve to widen the students’ experiences and heighten their cultural awareness.
- Though a small minority of staff in their inspection questionnaire suggested that there should be
more consultation, most are happy and pleased to be at the school. As one responded, ‘I enjoy
working in a warm and caring environment in which I feel thoroughly supported.’
- Though the school often works independently of the local authority, when they have worked in
unison, partnership work has been good, contributing well to improved outcomes.
- Arrangements for safeguarding are thorough, including the risk assessments for the occasions
when students are working off-site.
|Inspection report:||Taverham High School, 29–30 November 2012||7 of 10|
- The governance of the school:
Governors have a realistic understanding of how well the school is performing, and the quality
of teaching and learning. They rightly judge that the school offers a good education. They are
fully aware of its strengths and where improvements are needed. They hold the school to
account well for its performance. They analyse outcomes, including examination performance;
they are aware of the many strengths that exist in teaching and they are fully involved in
ensuring that there is a close link between salary progression and the effectiveness of
teaching. Through the training they have received, they are aware of how performance
management works. They thoroughly monitor expenditure, including the way extra funding
through the pupil premium is spent. They are proud of the school they represent.
|Inspection report:||Taverham High School, 29–30 November 2012||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:||Taverham High School, 29–30 November 2012||9 of 10|
|Unique reference number||121181|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Comprehensive|
|Age range of pupils||11–18|
|Gender of pupils||Mixed|
|Gender of pupils in the sixth form||Mixed|
|Number of pupils on the school roll||1179|
|Of which, number on roll in sixth form||65|
|Appropriate authority||The governing body|
|Date of previous school inspection||18 May 2010|
|Telephone number||01603 860505|
|Fax number||01603 261525|
The Office for Standards in Education, Children's Services and Skills (Ofsted) regulates and inspects to
achieve excellence in the care of children and young people, and in education and skills for learners
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for looked after children, safeguarding and child protection.
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