Theale Green Community School Closed - for academy Aug. 31, 2013
Theale Green Community School
Headteacher: Mrs S Marshall
reveal email address
School holidays for Theale Green Community School via West Berkshire council
Secondary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- Close date
- Aug. 31, 2013
- Reason closed
- For Academy
- OSGB coordinates
- Easting: 463612, Northing: 171236
- GPS coordinates
- Latitude: 51.437, Longitude: -1.0862
- Accepting pupils
- 11—18 years old
- Ofsted last inspection
- Oct. 16, 2012
- Region › Const. › Ward
- South East › Reading West › Theale
- Town and Fringe - less sparse
- Admissions policy
- Main specialism
- Arts (Operational)
- SEN priorities
- ASD - Autistic Spectrum Disorder
- Special classes
- Has Special Classes
- Sixth form
- Has a sixth form
- Learning provider ref #
- Theale Green School RG75DA (1093 pupils)
- 0.2 miles Theale C.E. Primary School RG75BZ (260 pupils)
- 0.8 miles Englefield C.E. Primary School RG75ER (107 pupils)
- 1.5 mile Badgers Hill RG314XD
- 1.6 mile Calcot Infant School and Nursery RG314XG (279 pupils)
- 1.6 mile Calcot Junior School RG314XG (232 pupils)
- 1.8 mile Springfield Primary School RG315NJ (306 pupils)
- 1.8 mile Little Heath School RG315TY (1635 pupils)
- 1.8 mile The Hazelwood Phoenix School RG317DZ
- 1.8 mile TLG The Education Charity RG314XR (10 pupils)
- 1.9 mile St Paul's Catholic Primary School RG314SZ (326 pupils)
- 2.1 miles Birch Copse Primary School RG315LN (415 pupils)
- 2.1 miles Bradfield College RG76AU (767 pupils)
- 2.3 miles Park Lane Primary School RG315BD (419 pupils)
- 2.3 miles Burghfield St Mary's C.E. Primary School RG303TX (192 pupils)
- 2.3 miles Sulhamstead and Ufton Nervet School RG74HH (104 pupils)
- 2.5 miles Bradfield C.E. Primary School RG76HR (151 pupils)
- 2.6 miles Garland Junior School RG73HG (192 pupils)
- 2.7 miles Blagrave Nursery School RG304UA (80 pupils)
- 2.7 miles Churchend Primary School RG304HP
- 2.7 miles Kennet Valley Primary School RG317YT (193 pupils)
- 2.7 miles Meadway School RG304NN
- 2.7 miles Denefield School RG316XY
- 2.7 miles The Highlands School RG316JR
Ofsted report: Newer report is now available. Search "110065" on ofsted.gov.uk. latest issued Oct. 16, 2012.
|Unique Reference Number||110065|
|Local Authority||West Berkshire|
|Inspection dates||24–25 January 2007|
|Reporting inspector||Peter Sanderson HMI|
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|
|Number on roll (school)||1403|
|Number on roll (6th form)||255|
|Appropriate authority||The governing body|
|Date of previous school inspection||17 September 2001|
|School address||Church Street|
|Reading RG7 5DA|
|Telephone number||0118 930 2741|
|Fax number||0118 930 8500|
|Chair||Mr Jon Chishick|
|Headteacher||Mrs Sue Marshall|
The inspection was carried out by one of Her Majesty's Inspectors and four Additional Inspectors.
Description of the school
Theale Green Community School is an oversubscribed, larger than average school. It has slightly increased in size since the last inspection. The proportion of pupils from minority ethnic groups is below that found in most schools. Very few speak English as an additional language. The number of students eligible for free school meals is well below average. The proportion of students with learning difficulties or disabilities is similar to that found in most school. The school manages a resource unit with capacity for twelve students with Autistic Spectrum Disorders. The school is a specialist Performing Arts College.
Overall effectiveness of the school
Theale Green Community School is a good and improving school with some outstanding features. Under the excellent leadership of the headteacher, there is a shared commitment at all levels within the school, to provide an interesting and relevant education for all students. She is well supported by her senior leadership team. Following the last inspection there was a period when standards fell. However, the school is now clearly focussed on improving student achievement. Standards at the end of Year 11 have risen significantly in recent years and are now well above the national average. Students make good progress through the school although there is still some variation in the progress made between different subjects.
The school has developed very effective systems of self evaluation. The headteacher is clear about the school's strengths and weaknesses and excellent plans are in place to address those areas that need improvement. Teaching is monitored by senior and middle leaders. This monitoring, linked to good support, has led to an improvement in the quality of teaching. Teaching is now good overall with some outstanding practice. However, some inconsistency in quality across the school still remains.
The personal development of students is good. They behave well in lessons and around the school. Students enjoy school and attendance has improved this year and is now above the national average. Relationships between students and between students and staff are very good. The care, guidance and support of students are outstanding. The progress of students is tracked well and there are very good systems of intervention and support in place to help those students who are underachieving. These systems have played a significant role in raising standards in the school. The curriculum has been developed well and is now outstanding. It meets the needs and interests of all students very well. The school provides a wide range of after school clubs, trips and visits.
The school has clearly demonstrated that it has outstanding capacity to improve. It has successfully addressed the issues raised at the last inspection, student achievement has risen significantly in recent years and clear priorities for improvement have been identified. Performing Arts College status has also contributed to improvement by enabling the school to enrich its curriculum, further support good personal development and extend its community provision.
Effectiveness and efficiency of the sixth form
Standards in the sixth form are above the national average. The school has an open access policy and students achieve well in both academic and vocational courses. Leadership and management are good.
Students are looked after well and their personal development is good. The tutoring system and the responsibilities given to students prepare them well for higher education or employment. The head boy and girl and the sixth form leadership team contribute well to their community. Guidance on higher education is very effective but the school is aware of the need to improve careers guidance. Some Year 12 students feel that they would have benefited from more help in choosing courses.
Teaching and learning are good. Teachers are very knowledgeable and the best lessons are very well planned, challenging and exciting. Some are providing good opportunities for students to learn independently. Information and communication technology (ICT) resources are often used well by teachers and students. The curriculum is good and there are many opportunities for enrichment activities. Students choose from a wide range of academic courses. The school offers a limited range of vocational courses and it is aware of the need to extend this provision.
What the school should do to improve further
- Improve the quality of teaching and learning so that all is as good as the best.
Achievement and standards
Grade for sixth form: 2
Standards are well above the national average and achievement is very good. Student attainment on entry to the school is broadly average. Due to good teaching, students make very good progress during their first three years at the school attaining well above average standards by the end of Year 9. They make particularly good progress in mathematics and science and standards in these subjects are above those seen in English.
The percentage of students achieving 5 or more A* - C GCSE grades rose significantly in 2005 following two years of decline. Standards rose to well above the national average and remained at this level in 2006. The inclusive nature of the school is demonstrated by the fact that, in 2006, very nearly all students achieved five or more GCSE passes. All groups of students now make good progress during Years 10 and 11. However, there is some variation in the progress made by students in different subjects. For example students make outstanding progress in English catching up the ground lost in Years 7 to 9. However, the progress made by students in mathematics is only satisfactory. Effective action taken by the school to address this issue is already beginning to impact on student achievement.
The standards obtained by Year 13 students in Advanced level examinations in 2006 were in line with the national average. However, post-16 standards are rising in the sixth form due to improved teaching. The standards achieved by Year 12 students in the 2006 Advanced Subsidiary level examinations were above the national average. Students are now making good progress during their time in the sixth form.
Personal development and well-being
Grade for sixth form: 2
Personal development and well-being are good in both the main school and the sixth form. Students behave well in lessons and around the school and, in this way, they make a noticeable contribution to its calm and friendly atmosphere. They enjoy good relationships with adults and each other. Students express enjoyment of all that the school provides for them and this is reflected in their good attendance and participation in after school activities.
Spiritual, moral, social and cultural development is effective and well complemented by strong pastoral education. Students have a good understanding of the benefits of a healthy and active lifestyle. Most students feel they are becoming increasingly well-informed about healthy eating. However, this is not consistently reflected in the independent food choices that they make, especially at break and in their packed lunches. Standards in literacy and numeracy are good and students develop well the skills and attitudes which are necessary in the world of work. The contribution which students make to the community is outstanding. The school council is very active and involved in a wide range of decision making within the school. Their opinions are sought on a number of issues and their views are frequently acted upon. A fact much appreciated by students.
Quality of provision
Teaching and learning
Grade for sixth form: 2
Teaching and learning are good. Lessons observed during the inspection ranged from outstanding to satisfactory. The school has achieved improvements in teaching and learning through its monitoring and evaluation systems which have identified areas for development. Good targeted support and training has been provided to teachers.
Good working relationships are reflected in students' confidence in their teachers and this helps them to engage in classroom activities. Lesson plans are focused on learning and take account of different abilities within the class. Good pace, well used praise and high expectations help students learn effectively. Most lessons contain interesting activities that engage and interest students. In one very effective lesson, a Year 10 Dance lesson, students made rapid progress because of outstanding one to one intervention by the teacher and high levels of challenge.
Despite these good features there is some inconsistency in teaching and learning. Some lessons are too teacher dominated, inhibiting student engagement and preventing them from developing independent learning skills. On occasions the planning of lessons does not take account of the full student ability range in the class and so some students are not sufficiently challenged. Many teachers engage students in peer and self assessment, and also mark work well highlighting the steps they need to take to improve further. However, this good practice is not yet consistent across the school.
Curriculum and other activities
Grade for sixth form: 2
The school has developed its curriculum very well so that it is now outstanding. It provides excellent opportunities for all learners, including those with learning difficulties and disabilities, to achieve well. The development of the curriculum has had a positive impact on raising student achievement.
The curriculum in Years 7 to 9 meets the needs of students well. In Year 9, fast track classes are already following GCSE courses. There are also opportunities for students to receive additional support for their literacy development. The option choices in Years 10 and 11 provide students with a wide range of both academic and vocational courses. The flexibility of the curriculum enables students to choose courses, which are well suited to their needs and interests. These include an alternative curriculum where students spend time off site developing their work related learning.
The curriculum reflects the school's status as a Performing Arts College through an enhanced arts programme and arts week for Year 7 to 9 students, arts master classes and drama and music productions. The school also provides students with a wide range of both sporting and cultural extra curricular activities and trips.
Care, guidance and support
Grade for sixth form: 2
The level of care, guidance and support students receive is outstanding. As one student said and;quot;Teachers are not only here to teach us but they care about us as welland;quot;. Students say that they feel safe and valued. Secure child protection and health and safety arrangements are in place. The school has very good systems to track students' progress and to offer academic mentoring to all students, including those with learning difficulties and disabilities. Students who are in danger of under performing or whose behaviour is unsatisfactory are identified early and provided with good advice and guidance. The school makes excellent use of outside agencies, and its own specialist staff to offer a wide range of support which is tailored to meet the needs of individual students. They all work together very flexibly to provide a comprehensive package of support and this intervention has had a positive impact on raising standards.
Leadership and management
Grade for sixth form: 2
Leadership and management are outstanding. The headteacher provides a clear and determined direction for the school ensuring that it has a strong focus on raising standards and that it maintains an unwavering drive towards improvement. She is very well supported by a strong senior leadership team. School leaders work closely together because their efforts are very firmly co-ordinated by the senior leadership team. As a result, middle leaders are clear about their respective roles and responsibilities and play their full part in raising standards and improving provision.
The school monitors and evaluates its performance very well. Assessment data is analysed thoroughly by senior leaders and middle leaders to set challenging targets. Careful checks make sure that individual students and different groups of students are making the expected progress and prompt action is taken to remedy dips in performance. For example, the recent introduction of a modular course and fast track sets in mathematics is already having a positive impact on students' motivation and achievement in the subject. Teaching and learning is monitored well and this has led to improvement. Although teaching is improving some inconsistencies remain.
Planning for improvement is excellent. Priorities arise out of very careful analysis of school information and discussions among stakeholders. Well-costed plans are rigorously evaluated against measurable targets relating to students' performance. Governors know the school well through the high quality information provided by the school and their own very effective monitoring. This allows them to participate fully in managing the school's strategic development.
|Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate||School Overall||16-19|
|How effective, efficient and inclusive is the provision of education, integrated care and any extended services in meeting the needs of learners?||2||2|
|How well does the school work in partnership with others to promote learners' well-being?||1||2|
|The effectiveness of the school's self-evaluation||1||2|
|The capacity to make any necessary improvements||1||2|
|Effective steps have been taken to promote improvement since the last inspection||Yes||Yes|
|Achievement and standards|
|How well do learners achieve?||2||2|
|The standards1 reached by learners||2||2|
|How well learners make progress, taking account of any significant variations between groups of learners||2||2|
|How well learners with learning difficulties and disabilities make progress||2|
|1 Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low.|
|Personal development and well-being|
|How good is the overall personal development and well-being of the learners?||2||2|
|The extent of learners' spiritual, moral, social and cultural development||2|
|The behaviour of learners||2|
|The attendance of learners||2|
|How well learners enjoy their education||2|
|The extent to which learners adopt safe practices||2|
|The extent to which learners adopt healthy lifestyles||2|
|The extent to which learners make a positive contribution to the community||1|
|How well learners develop workplace and other skills that will contribute to their future economic well-being||2|
|The quality of provision|
|How effective are teaching and learning in meeting the full range of the learners' needs?||2||2|
|How well do the curriculum and other activities meet the range of needs and interests of learners?||1||2|
|How well are learners cared for, guided and supported?||1||2|
|Leadership and management|
|How effective are leadership and management in raising achievement and supporting all learners?||1||2|
|How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education||1|
|How effectively performance is monitored, evaluated and improved to meet challenging targets||1|
|How well equality of opportunity is promoted and discrimination tackled so that all learners achieve as well as they can||2|
|How effectively and efficiently resources, including staff, are deployed to achieve value for money||2|
|The extent to which governors and other supervisory boards discharge their responsibilities||1|
|Do procedures for safeguarding learners meet current government requirements?||Yes||Yes|
|Does this school require special measures?||No|
|Does this school require a notice to improve?||No|
Text from letter to pupils explaining the findings of the inspection
Thank you for being so welcoming when we came to inspect your school recently. We met and talked with many of you, sat in some of your lessons and looked at work that you had done. Now that we have finished the inspection we wanted to let you know our findings.
We think your school provides you with a good education and it is getting even better. Your headteacher leads the school very well. She wants the very best for all of you and she is well supported by other senior staff in the school. She is well aware of the good things about the school and she has clear plans to address those areas in need of improvement. You are taught well and you are making good progress in your learning. Many of you told us you enjoy school and this is evident in your improving attendance. Your behaviour in lessons and around the school is good. Your teachers care for you extremely well and deal quickly with any problems that you may experience. The school has very good systems in place to measure how well you are doing. Outstanding support is provided to those of you who are not doing as well as you could. This helps you catch up and achieve well. The school provides you with an excellent range of subject choices in Years 10 and 11. We were also pleased to see that many of you take the opportunity to be involved in the wide range of activities, trips and visits organised by the school.
Although your school is very good there is one thing that could make it even better. A number of your lessons contain interesting activities that engage, interest and challenge you so that you make very good progress in your learning. We have asked the school to ensure that this is true in all of your lessons.
Thank you again and I wish you all good luck for the future.
Her Majesty's Inspector
© Crown copyright 2007
Any complaints about the inspection or the report should be made following the procedures set out in the guidance 'Complaints about school inspections', which is available from Ofsted's website: ofsted.gov.uk.