School etc

The FitzWimarc School

The FitzWimarc School
Hockley Road

phone: 01268 743884

headteacher: Mr Robert Harris Bsc, Msc

reveal email: i…


school holidays: via Essex council

1351 pupils aged 11—15y mixed gender
1350 pupils capacity: 100% full

715 boys 53%


635 girls 47%


Last updated: Sept. 30, 2014

Secondary — Foundation School

Education phase
Establishment type
Foundation School
Establishment #
OSGB coordinates
Easting: 581060, Northing: 191190
GPS coordinates
Latitude: 51.59, Longitude: 0.61237
Accepting pupils
11—16 years old
Census date
Jan. 16, 2014
Ofsted last inspection
June 13, 2012
Region › Const. › Ward
East of England › Rayleigh and Wickford › Wheatley
Urban > 10k - less sparse
Admissions policy
Main specialism
Language (Operational)
Investor in People
Committed IiP Status
Free school meals %
Trust school
Is supported by a Trust
The Rochford District Schools Partnership Trust
Learning provider ref #

rooms to rent in Rayleigh

Schools nearby

  1. Edward Francis Community Infant School SS68BG
  2. 0.1 miles Edward Francis Primary School SS68AJ (420 pupils)
  3. 0.6 miles Glebe Primary School SS69HG (217 pupils)
  4. 0.6 miles Down Hall Primary School SS69LW (301 pupils)
  5. 0.6 miles Glebe Junior School and Unit for Hearing Impaired SS69HG (229 pupils)
  6. 0.6 miles Rayleigh Primary School SS67DD
  7. 0.6 miles Rayleigh Junior School SS67DD
  8. 0.6 miles Rayleigh Infants' School SS67DD
  9. 0.6 miles Rayleigh Primary School SS67DD (475 pupils)
  10. 0.7 miles The Sweyne School SS69BZ
  11. 0.7 miles The Sweyne Park School SS69BZ
  12. 0.7 miles The Sweyne Park School SS69BZ (1231 pupils)
  13. 1 mile Grove Infant School SS68UA
  14. 1 mile Grove Junior School SS68UA
  15. 1 mile Wyburns Primary School SS67PE (217 pupils)
  16. 1 mile Grove Wood Primary School SS68UA (623 pupils)
  17. 1 mile Grove Wood Primary School SS68UA
  18. 1.1 mile St Nicholas' Church of England Voluntary Controlled Primary School, Rawreth SS69NE (132 pupils)
  19. 1.2 mile The Park School SS69RN
  20. 1.3 mile Our Lady of Ransom Catholic Primary School SS69EH (413 pupils)
  21. 1.6 mile The Deanes School SS72TD (581 pupils)
  22. 1.7 mile Hockley Primary School SS54UR (305 pupils)
  23. 1.8 mile Cedar Hall School SS73UQ (150 pupils)
  24. 1.9 mile Edwards Hall Junior School SS95AB

List of schools in Rayleigh

Age group 11–16
Inspection date(s) 13–14 June 2012
Inspection number 395655

The FitzWimarc School

Inspection report

Unique reference number 115338
Local authority Essex
Inspect ion number 395655
Inspect ion dates 13–14 June 2012
Lead inspector Keith Brown

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

Type of school Comprehensive
School category Foundation
Age range of pupils 11–16
Gender of pupils Mixed
Number of pupils on the school roll 1352
Appropriate authority The governing body
Chair Anthony Ellis
Headteacher Ken Newcombe
Date of previous school inspection 24 June 2009
School address Hockley Road
Telephone number 01268 743884
Fax number 01268 742877
Email address reveal email: off…
Inspection report: The FitzWimarc School, 13–14 June 2012 2 of 11

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Inspection report: The FitzWimarc School, 13–14 June 2012 3 of 11


Inspection team

Keith Brown Additional Inspector
Karen Roche Additional Inspector
Mandy Snook Additional Inspector
Joanna Tattersall Additional Inspector
David Webster Additional Inspector

This inspection was carried out with two days’ notice. Inspectors observed 44 lessons
taught by 44 teachers. A number of lessons were observed jointly with members of
the school’s senior leadership team. Inspectors scrutinised students’ work and held
meetings with groups of students, members of the governing body, staff and the

school’s local authority adviser. Inspectors took account of the responses to the on-

line questionnaire (Parent View) in planning the inspection. They observed the

school’s work, and looked at documents, including policies and procedures relating to

the safeguarding of students, self-evaluation records and assessment information.
The inspectors analysed responses to questionnaires from staff, students and 402
parents and carers.

Information about the school

This is a larger than average-sized secondary school. It serves students living in the
south of Rayleigh and the surrounding area. The great majority of students are of
White British heritage, with a very small number at the early stages of learning
English. The proportion of students known to be eligible for free school meals is well-
below average. The proportion of disabled students and those who are supported by
school action plus or with a statement of special educational needs is below average.
The school specialises in mathematics and computing. It meets the government’s

current floor standards, which set the minimum expectations for students’ attainment

and progress.
Among its awards the school has Sportsmark Gold, Friends of the Forces National
Youth Award and National Healthy School Status.

Inspection report: The FitzWimarc School; 13–14 June 2012 4 of 11

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

Inspection judgements

Overall effectiveness 1
Achievement of pupils 1
Quality of teaching 1
Behaviour and safety of pupils 1
Leadership and management 1

Key findings

  • The FitzWimarc School is an outstanding school. It has improved since its last
    inspection, where it was also found to be outstanding. The school provides an
    exceptionally calm, supportive and caring environment for students and is an
    important part of the local community.
  • Teachers’ excellent subject knowledge motivates students to work very hard
    and achieve outstandingly well. Most students, including disabled students and
    those who have special educational needs, make outstanding progress. The
    school’s GCSE or equivalent results are well-above average.
  • Teaching is outstanding. Students are fully engaged and learn very
    enthusiastically in all their subjects. Teachers are seeking to raise the
    proportion of A* and A GCSE grades by increasing the challenge offered to the
    most able students. The school makes excellent use of its mathematics and
    computing college status to enrich and extend learning across all subject areas.
  • Students’ outstanding behaviour makes an exceptional contribution to the safe
    and positive learning atmosphere. Students are respectful of each other’s
    differences and behave maturely around the school. They take enormous pride
    in their school. Students feel safe and their parents and carers agree.
    Attendance is above average and students are punctual to lessons.
  • The curriculum is excellent. It makes a major contribution to the students’
    academic success and to their outstanding spiritual, moral, social and cultural
    development, enabling them to develop into thoughtful, responsible and mature
    young adults by the time they leave school.
  • The headteacher and leaders at all levels have exceptionally high expectations
    and provide outstanding leadership and management. Leaders have
    concentrated on raising the quality of teaching since the last inspection with
    conspicuous success. There is a culture of continuous improvement, founded
    Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate
    Please turn to the glossary for a description of the grades and inspection terms
    upon outstanding self-evaluation, very effective performance management and
    well-focused professional development.
Inspection report: The FitzWimarc School; 13–14 June 2012 5 of 11

What does the school need to do to improve further?

  • Ensure teachers challenge the most-able students more effectively, so that the
    proportion of GCSE A* and A grades increases.

Main report

Achievement of pupils

Students join the school with attainment that is broadly average. They achieve
outstandingly well and make exceptional progress. The school’s overall GCSE
performance has continued its upward trend since the last inspection. The proportion
of students gaining five or more GCSEs at grades A* to C including English and
mathematics has been significantly above average for three consecutive years. The

school’s excellent monitoring system indicates that GCSE or equivalent results this

year will also be well above average. It is typical of the school’s aspirational approach
that leaders have recognised that GCSE attainment at A* and A grade level could be
raised still higher. A training programme to help teachers to challenge the most able
students in all year groups is being developed. In the school’s specialist subjects,
GCSE performances in mathematics and information and communication technology
have been very strong in the last three years.
Students have excellent attitudes to learning, they settle to work very quickly and
concentrate extremely well. They try really hard even when they find the work
difficult. For example, in an outstanding Year 8 mathematics lesson, students
persevered and were able to identify and discuss the key features of some quite
complex factors and prime numbers. There is no significant difference in the
progress made by different groups of students. Disabled students and those who
have special educational needs are closing the gap on students nationally. This is
because tasks are matched closely to their ability levels and teaching assistants are
deployed well. They support students expertly by providing both challenge and
encouragement, demonstrating skills precisely and teaching subject-specific
Students across all subjects are very adept in using their literacy skills because
teachers plan for such opportunities and students are very keen to respond,
including reading aloud to others. The very large majority of parents and carers who
returned the questionnaires agreed that their children are making good progress at
the school and that their needs are very well met.

Quality of teaching

Inspection report: The FitzWimarc School; 13–14 June 2012 6 of 11

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

Parents, carers and students express great satisfaction with the quality of teaching at
the school. Teaching is at least good and is outstanding in a large and growing
proportion of lessons. Areas from the previous inspection that limited the grade for
teaching have been successfully addressed.
Teachers develop excellent relationships with students that build their confidence
and encourage them to participate. They convey very high expectations for students’
effort, behaviour and the presentation of their work, and use examples from
everyday life to focus learning. This contributes effectively to students’ spiritual,
moral, social and cultural development. Excellent planning of the curriculum supports
teaching well and provides regular opportunities for teachers to emphasise the

importance of students’ literacy and numeracy skills in lessons and tutorial time.

Teachers have excellent subject knowledge which they use to set very clear
objectives and to plan relevant activities, including carefully modified work for
disabled students and those with special educational needs.
Lessons are characteristically active and varied and often inspirational in the
approaches used. Teachers provide students with criteria for success that are closely
linked to their target levels. They use questions expertly to check students’

understanding. For example, in an outstanding Year 10 science revision lesson the

teacher engaged students’ interest through a challenging starter activity before using

a small group activity for students to practise examination tasks, and then used

excellent questioning skills to ensure students had a secure knowledge of crude oil
and hydrocarbon chemistry. Marking of students’ work is exceptionally thorough and
helpful; teachers use praise well and provide very clear guidance for improvement.
Teachers complete regular reviews of students’ progress and give students frequent
opportunities to assess their own work.

Behaviour and safety of pupils

Students typically behave exceptionally well in and around the school. There are
clear procedures which staff and students follow, resulting in the very high standards
that are set for behaviour being maintained consistently. Behaviour in lessons is
usually exemplary and contributes to highly effective learning. Students listen very
well to each other and show respect and maturity for their peers and adults. A very
small minority of students, and their parents and carers, say that, in a very small
number of lessons, a few students behave inappropriately. Leaders track such
incidents robustly and tackle any misconduct quickly with sanctions and rewards to
motivate sustained, good behaviour. School records show the success of these
The needs of students whose circumstances make them most vulnerable and
potentially disaffected are met well. This is a result of the well-focused approach of

the school’s Student Support Centre together with effective liaison with external

agencies. The number of permanent and fixed term exclusions has fallen steeply
since the last inspection. The school can point to clear examples of where it has

Inspection report: The FitzWimarc School; 13–14 June 2012 7 of 11

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

helped students to manage their own behaviour better, so that their progress in
lessons has improved. Almost all students who responded to the questionnaire said
that they feel safe at school and their parents and carers overwhelmingly agree. The

school’s clear anti-bullying policy is rigorously enforced. Students report that bullying

is restricted to rare instances of name-calling, with no homophobic or racist intent.
There is highly effective teaching about all forms of bullying, including cyber-bullying,
and the dangers of the misuse of drugs and alcohol. Students’ above average
attendance is being sustained because of rigorous strategies to follow up any issues.

Leadership and management

The FitzWimarc School is led exceptionally well. The headteacher is very ably
supported by the deputy headteachers and the leadership team. The school knows
its strengths and weaknesses very well. All staff work together outstandingly well
and are focused unswervingly on students’ achievement and how to improve it.
Morale is very high. An excellent culture of delegated decision-making and regular
consultation means that staff at all levels have confidence in, and the support of,
senior leaders. Several middle leaders have taken up the offer of a fixed-term
position on the senior leadership team to widen their outlook of school management.
Regular and rigorous lesson observations, followed by informative feedback, are
highly effective in helping staff to hone their teaching skills. Excellent use of the
outcomes of these observations ensures that professional development is particularly
well-focused. Methods of assessing performance are very thorough and are used
very effectively to secure improvement. Data are used very accurately to monitor
and improve the performance of individual students, curriculum areas and the whole
The governing body challenges school leaders very effectively from an exceptionally
well-informed position on how well the school is performing. Members of the
governing body play a significant part in school life by regular visits, through
meetings with staff, and by accompanying school trips. Promotion of equality of

opportunity is at the heart of the school’s work, creating a harmonious and positive

atmosphere. The school is inclusive and there is no evidence of discrimination.
The curriculum is outstanding because it is extremely well matched to students’
needs and aspirations and promotes high academic achievement. Students enjoy the
regular themed days and weeks. For example, the Year 7 ‘International’ day helped

students to learn much more about the world’s cultures, foods, dancing, clothes,

languages, currencies and religions. The curriculum is extended by an outstanding
range of sport, art, music and dance activities, as well as by visits and visitors, that

promote students’ spiritual, moral, social and cultural development exceptionally well.
The school’s robust arrangements for safeguarding students meet statutory

requirements. Outstanding leadership practice and an exemplary track record since

its last inspection fully illustrate the school’s excellent capacity to improve further.

Inspection report: The FitzWimarc School, 13–14 June 2012 8 of 11


What inspection judgements mean

Grade Judgement Description
Grade 1 Outstanding These features are highly effective. An outstanding
school provides exceptionally well for all its pupils’ needs.
Grade 2 Good These are very positive features of a school. A school
that is good is serving its pupils well.
Grade 3 Satisfactory These features are of reasonable quality. A satisfactory
school is providing adequately for its pupils.
Grade 4 Inadequate These features are not of an acceptable standard. An
inadequate school needs to make significant
improvement in order to meet the needs of its pupils.
Ofsted inspectors will make further visits until it

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)
Type of school Outstanding Good Satisfactory Inadequate
Nursery schools 54 42 2 2
Primary schools 14 49 32 6
20 39 34 7
Special schools 33 45 20 3
Pupil referral
9 55 28 8
All schools 16 47 31 6

New school inspection arrangements have been introduced from 1 January 2012. This means that
inspectors make judgements that were not made previously.
The data in the table above are for the period 1 September to 31 December 2011 and represent
judgements that were made under the school inspection arrangements that were introduced on 1
September 2009. These data are consistent with the latest published official statistics abou t
maintained school inspection outcomes (see
The sample of schools inspected during 2010/11 was not representative of all schools nationally, as
weaker schools are inspected more frequently than good or outstanding schools.
Primary schools include primar y academy converters. Secondary schools include secondary academy
converters, sponsor-led academies and city technology colleges. Special schools include special
academy converters and non-maintained special schools.

Percentages are rounded and do not always add exactly to 100.

Inspection report: The FitzWimarc School, 13–14 June 2012 9 of 11

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their

learning and development taking account of their

Attainment: the standard of the pupils’ work shown by test and

examination results and in lessons.

Attendance: the regular attendance of pupils at school and in

lessons, taking into account the school’s efforts to

encourage good attendance.

Behaviour: how well pupils behave in lessons, with emphasis

on their attitude to learning. Pupils’ punctuality to

lessons and their conduct around the school.

Capacity to improve: the proven ability of the school to continue

improving based on its self-evaluation and what
the school has accomplished so far and on the
quality of its systems to maintain improvement.

Floor standards: the national minimum expectation of attainment

and progression measures.

Leadership and management: the contribution of all the staff with responsibilities,

not just the governors and headteacher, to
identifying priorities, directing and motivating staff
and running the school.

Learning: how well pupils acquire knowledge, develop their

understanding, learn and practise skills and are
developing their competence as learners.

Overall effectiveness: inspectors form a judgement on a school’s overall

effectiveness based on the findings from their
inspection of the school.

Progress: the rate at which pupils are learning in lessons and

over longer periods of time. It is often measured

by comparing the pupils’ attainment at the end of a

key stage with their attainment when they started.

Safety: how safe pupils are in school, including in lessons;

and their understanding of risks. Pupils’ freedom

from bullying and harassment. How well the school
promotes safety, for example e-learning.

Inspection report: The FitzWimarc School, 13–14 June 2012 10 of 11

15 June 2012
Dear Students

Inspection of The FitzWimarc School, Rayleigh, SS6 8EB

Thank you for your welcome when we visited your school. We enjoyed our time with
you. A special thank you goes to those of you who shared your views with us
through questionnaires and in conversations. Your views have been very helpful.
The school is providing an outstanding education for you. The leadership and
management of the school are outstanding. Teaching is excellent and leads to your
making outstanding progress and reaching above average standards in your Year 11
examinations. Your attendance rate is higher than in most secondary schools. Most
students behave exceptionally well in lessons and around the school. You told us that
you are happy and feel very safe at school. You are gaining a wide range of skills
which are preparing you very well for the future. At the same time, you are
developing into very mature and aware citizens.
Your headteacher, staff and governors are determined for the school to become even

better. We have asked the headteacher to make sure that all the school’s leaders

consistently drive forward the improvements in examination results, particularly the
percentage of GCSE A* and A grades. You can help by coming to school every day.
Do continue to work hard and try your best. Please check your work carefully and tell
your teachers if you need them to explain any of the work in more detail.
I wish you all well for the future.
Yours sincerely
Keith Brown
Lead inspector

Inspection report: The FitzWimarc School, 13–14 June 2012 11 of 11


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