School etc

The Mablethorpe Tennyson High School Closed - result of amalgamation Aug. 31, 2012

see new Monks' Dyke Tennyson College

The Mablethorpe Tennyson High School
Seaholme Road

phone: 01507 *** ***

headteacher: Mr Chris Rolph Phd Bsc

school holidays: via Lincolnshire council

Secondary — Community School

Education phase
Establishment type
Community School
Establishment #
Close date
Aug. 31, 2012
Reason closed
Result of Amalgamation
OSGB coordinates
Easting: 550904, Northing: 384274
GPS coordinates
Latitude: 53.334, Longitude: 0.26475
Accepting pupils
11—16 years old
Ofsted last inspection
June 21, 2010
Region › Const. › Ward
East Midlands › Louth and Horncastle › Trusthorpe and Mablethorpe South
Urban > 10k - sparse
Admissions policy
The Federation of Monks' Dyke Teachnology College and Mablethorpe Tennyson High School
Learning provider ref #

rooms to rent in Mablethorpe

Schools nearby

  1. 0.6 miles Mablethorpe Community Primary and Nursery School LN121EW
  2. 0.6 miles Mablethorpe Primary Academy LN121EW (323 pupils)
  3. 1.9 mile Sutton-on-Sea Community Primary School LN122HU (168 pupils)
  4. 2.9 miles Theddlethorpe Primary School LN121PB (73 pupils)
  5. 4.9 miles The St Margaret's Church of England School, Withern LN130NB (49 pupils)
  6. 4.9 miles Huttoft Primary School LN139RE
  7. 4.9 miles Huttoft Primary School LN139RE (165 pupils)
  8. 5.6 miles Saltfleetby CofE Primary School LN117SN (34 pupils)
  9. 6.2 miles John Spendluffe Foundation Technology College LN139BL
  10. 6.2 miles John Spendluffe Foundation Technology College LN139BL (562 pupils)
  11. 6.3 miles Alford Primary School LN139BJ (334 pupils)
  12. 6.5 miles Queen Elizabeth's Grammar School LN139HY
  13. 6.5 miles South Reston CofE Primary School LN118JQ
  14. 6.5 miles Queen Elizabeth's Grammar Alford - A Selective Academy LN139HY (568 pupils)
  15. 7 miles Aby Church of England Primary School LN130DL
  16. 7.3 miles Locksley Christian School LN118UT (30 pupils)
  17. 7.4 miles Grimoldby Primary School LN118SW (201 pupils)
  18. 7.5 miles Hogsthorpe Community Primary School PE245PT
  19. 7.5 miles Hogsthorpe Primary Academy PE245PT (52 pupils)
  20. 8 miles St Helena's Church of England Primary School, Willoughby LN139NH (112 pupils)
  21. 8 miles Morfields Study Centre PE245RP
  22. 8.1 miles Chapel St Leonards Primary School PE245LS (196 pupils)
  23. 8.5 miles East Wold Church of England Primary School LN118LD (113 pupils)
  24. 8.7 miles Legbourne CofE Primary School LN118LN

List of schools in Mablethorpe


Page 1

29 September 2011
Mike Eyre
The Mablethorpe Tennyson High School
Seaholme Road
LN12 2DF
Dear Mr Eyre,

Ofsted monitoring of Grade 3 schools: monitoring inspection of The
Mablethorpe Tennyson High School

Thank you for the help which you and your staff gave when I inspected your school
on 28 September 2011


for the time you gave to our phone discussions and for the

information which you provided before and during the inspection


Since the previous inspection in June 2010, there have been no significant
contextual changes the school. It is noted, however, that the Monk’s Dyke and
Tennyson Learning Foundation is planning to extend its remit to include a third
school in order to strengthen the provision in the community and provide greater
economy of scale.
As a result of the inspection on 21 June 2010, the school was asked to address the
most important areas for improvement which are set out in the annex to this letter.
Having considered all the evidence, I am of the opinion that at this time the school
has made satisfactory progress in making improvements and satisfactory progress in
demonstrating a better capacity for sustained improvement.
Over the past two years, the school has seen a decline in attainment. The GCSE
results of 2010 were below average overall. Although the proportion of students
gaining five or more grades at A* to C was above average, the proportion gaining
five or more grades at A* to C including English and mathematics fell to well below
average. In 2011, provisional results at GCSE fell. Attainment at five A* to C
remained static at 80% while the proportion of students gaining five or more good
grade GCSEs including English and mathematics fell to 25%. This was well below
target. The school is therefore currently operating at below floor standards with
students making progress that is broadly satisfactory. Students in the current Years
10 and 11 are on target for better results, and my observations confirmed the

school’s view that standards and the progress that students make is now improving.

These improvements are largely the result of recent developments in the quality of

Serco Inspections
Cedar House
21 William Street
B15 1LH
T 0300 123 1231
Text Phone: 0161 6188524
reveal email: enqu…
Direct T 0121 683 3888


Page 2

teaching and learning, through further appointments of trained and qualified staff,
and through improved monitoring of teaching and learning at middle and senior
levels. The school has set up new systems to monitor students’ progress and it now
systematically tracks progress, informs students regularly about how well they are
doing, and provides students who are behind in their learning with structured
support to help them catch up.
The monitoring of teaching is now more robust and has raised the expectations of
teachers. The primary focus of monitoring has been to assure good learning in
lessons and leaders understand well the components of good teaching. All leaders
participate and are keen to move their departments forward. However, the good
practice arising from this monitoring is not fully shared across the school. For
example, lesson planning formats that support the framing of progressive learning
objectives are not used across the school, resulting in planning that is variable in its
The school has taken concerted actions to improve teaching and learning, but the
full impact on results is yet to be realised. In the best lessons, learning activities are
planned well so that students make good progress. In these lessons, learning
outcomes are developed progressively and are linked explicitly to levels or grades.
As a result, the learning is well pitched and students are helped to build on what
they have learnt before. Teachers use these outcomes to clarify the learning that is
expected and to check the progress in the lesson. Students use them to identify their
current working level and to understand what they need do to reach the next stage
in their learning. In the satisfactory lessons, teachers do not plan to extend and
develop key lesson objectives. Consequently, students make less progress.
Therefore progress remains variable in the school.
Assessment practice is also inconsistent. Comments from teachers, orally and in

students’ books, indicate specific areas for improvement. In some subjects, levelling

is still being embedded and marking is not consistently helpful. Better progress has
been made in developing independent learning which is planned for in most lessons.
The engagement of students as active participants has been a major priority since
the last inspection and good examples were seen of effective research, group work,
pair work, discussion and peer assessment.
The school has introduced a number of strategies to promote and improve
attendance but their impact has not been evident in meeting the target that was set
at the last inspection. Attendance is now closely monitored on new computer
software; rewards are in place to encourage student attendance; formal attendance
panel meetings have been introduced and first-day calling is organised by the
attendance officer. An improved attendance policy is in preparation and is due to be
launched this term. While the proportion of persistent absentees is slowly declining,
overall absence rates have not measurably improved and are still too high compared
with national figures.


Page 3

The federation is developing its role effectively. Under the strong leadership of the
executive headteacher, together with the headteacher, it has secured a positive
vision and future for the school. A senior leader has been overseeing the further
development of teaching and learning. The school improvement plan defines clear
priorities and there is a renewed sense of urgency to drive the improvements that
are needed. These developments have produced positive signs of improving trends
in some, but not all areas of the school’s work. There are positive signs that the
downward trend of attainment is being reversed.
The school has received some useful support through the National Challenge
programme which has provided additional help and resources aimed at improving
attainment in English and mathematics. The local authority consultants have also
provided helpful support in the provision of school improvement support packages in
targeted subjects.
I hope that you have found the inspection helpful in promoting improvement in your
school. This letter will be posted on the Ofsted website.
Yours sincerely
Trevor Riddiough

Her Majesty’s Inspector


Page 4


The areas for improvement identified during the inspection which took

place in June 2010

  • Ensure consistency in the quality of leadership and management at all levels so
    the monitoring and evaluation of the quality of teaching is focused more
    on the learning and progress of students seen in lessons
    the implementation and review of planned procedures and policies are
    monitored more rigorously.
  • Remove remaining inconsistencies in the quality of teaching by ensuring that:
    activities in lessons enable students to use independent learning skills
    through paired and group work
    work is always matched to the prior attainment of different groups of
    teachers understand and use strategies to ensure that students know
    what they can do and how to improve.
  • Improve the attendance of students so that they all attend regularly by July

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