School etc

Theale Green Community School Closed - for academy Aug. 31, 2013

see new Theale Green School

Theale Green Community School

phone: 0118 *** ***

headteacher: Mrs S Marshall

reveal email: hea…


school holidays: 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 #

rooms to rent in Reading

Schools nearby

  1. Theale Green School RG75DA (1093 pupils)
  2. 0.2 miles Theale C.E. Primary School RG75BZ (260 pupils)
  3. 0.8 miles Englefield C.E. Primary School RG75ER (107 pupils)
  4. 1.5 mile Badgers Hill RG314XD
  5. 1.6 mile Calcot Infant School and Nursery RG314XG (279 pupils)
  6. 1.6 mile Calcot Junior School RG314XG (232 pupils)
  7. 1.8 mile Springfield Primary School RG315NJ (306 pupils)
  8. 1.8 mile Little Heath School RG315TY (1635 pupils)
  9. 1.8 mile The Hazelwood Phoenix School RG317DZ
  10. 1.8 mile TLG The Education Charity RG314XR (10 pupils)
  11. 1.9 mile St Paul's Catholic Primary School RG314SZ (326 pupils)
  12. 2.1 miles Birch Copse Primary School RG315LN (415 pupils)
  13. 2.1 miles Bradfield College RG76AU (767 pupils)
  14. 2.3 miles Park Lane Primary School RG315BD (419 pupils)
  15. 2.3 miles Burghfield St Mary's C.E. Primary School RG303TX (192 pupils)
  16. 2.3 miles Sulhamstead and Ufton Nervet School RG74HH (104 pupils)
  17. 2.5 miles Bradfield C.E. Primary School RG76HR (151 pupils)
  18. 2.6 miles Garland Junior School RG73HG (192 pupils)
  19. 2.7 miles Blagrave Nursery School RG304UA (80 pupils)
  20. 2.7 miles Churchend Primary School RG304HP
  21. 2.7 miles Kennet Valley Primary School RG317YT (193 pupils)
  22. 2.7 miles Meadway School RG304NN
  23. 2.7 miles Denefield School RG316XY
  24. 2.7 miles The Highlands School RG316JR

List of schools in Reading

21 June 2013
Mr David Bromfield
Theale Green Community School
Dear Mr Bromfield

Special measures monitoring inspection of Theale Green Community

Following my visit with Kevin Harrison, Additional Inspector, and Sheila Boyle,
Additional Inspector, to your school on 19 and 20 June 2013, I write on behalf of

Her Majesty’s Chief Inspector of Education, Children’s Services and Skills to confirm

the inspection findings. Thank you for the help you gave during the inspection and
for the time you made available to discuss the actions which have been taken since

the school’s previous monitoring inspection.

The inspection was the second monitoring inspection since the school became
subject to special measures following the inspection which took place in October
2012. The full list of the areas for improvement which were identified during that
inspection is set out in the annex to this letter. The monitoring inspection report is
Having considered all the evidence, I am of the opinion that at this time:
the school is making reasonable progress towards the removal of special measures.

Newly qualified teachers may be appointed.

This letter and monitoring inspection report will be published on the Ofsted website.

I am copying this letter to the Secretary of State, the Chair of the Governing Body,

the Director of Children’s Services for West Berkshire, and the Education Funding

Yours sincerely
Mary Massey

Her Majesty’s Inspector

1-4 Portland Square
T 0300 123 1231
Text Phone: 0161 6188524
reveal email: enqu…
Direct T 0117 311 5359
Direct F 0117 315 0430
Email: reveal email: chri…


The areas for improvement identified during the inspection which took
place in October 2012
What does the school need to do to improve further?

  • Improve teaching so that all students make better progress and standards at
    GCSE rise, by ensuring that all teachers:
    use information about students’ different starting points to plan lessons
    that will move students’ knowledge and understanding to the next stage
    ask questions throughout lessons to check students’ understanding,
    extend and deepen what each student learns, and make sure that
    everyone contributes
    give students the chance to explain what they are learning to each other
    and to the teacher
    check learning thoroughly and regularly throughout lessons and change
    ways of working to speed up learning
    give students clear, regular and helpful feedback on their work and the
    level that they are working at so they understand how to move to the next
    help students to check their own progress towards their targets
    expect more of students, including those of lower ability, and set tasks
    that are harder
    make sure that all lessons help students to improve their written and
    spoken English.
  • Ensure that all staff enforce the school’s expectations of good behaviour at all
    times so that lessons are not disrupted.
  • Widen the range of courses on offer to students in the sixth form and make
    sure that all students are on courses that will interest and stretch them.
  • Strengthen the way that leaders and managers improve teaching by making
    sure that:
    teaching quality is checked regularly by both senior leaders and heads of
    department, across all subjects
    weak performance is always challenged and teachers are set targets to
    help them improve
    all teachers understand what makes teaching effective
    teachers have good quality training that helps them improve rapidly
    improvement plans show exactly how improvements in teaching will
    benefit the students.
    Report on the second monitoring inspection on 19 and 20 June 2013
    Inspectors observed the school’s work, scrutinised documents and met with the
    headteacher, senior leadership team, middle managers, the Chair of the Governing
    Body, two representatives from the local authority and a representative from the
    new sponsor.
    The acting headteacher was appointed to the permanent post in April 2013. The
    school is due to become an academy in September 2013 under the sponsorship of
    Bradfield College, a local independent school.
    Achievement of pupils at the school
    The school now has a comprehensive system to collect assessment information from
    teachers six times a year. This is new for teachers and they are beginning to
    understand how to use the information to plan lessons and check students’ progress
    over time. The reliability of this information was initially insecure but is improving.
    The school has focused strongly on providing support for the current Year 11. As a
    result of extensive intervention, GCSE results this year are likely to be better than in
    2012 and close to the national average. The proportion of students making expected
    progress in English and mathematics is also likely to be in line with the national
    average, with girls outperforming boys. There remains a substantial gap between
    the progress made by students who are eligible for the pupil premium and other
    students. About one in ten of the current Year 11 has entered the school late during
    Key Stage 4 and this has a negative impact on the overall progress of the year
    group. Students in Key Stage 3 are making slower progress than older students,
    especially in English, because teaching has not yet improved enough and less
    support is provided outside the classroom for these year groups.
    Students who are disabled or who have special educational needs are not making
    enough progress. Targets for these students are not rigorously focused on their
    learning, but concentrate on social and emotional needs. This means that teachers
    and teaching assistants do not have clear enough guidance about how to help
    effectively in lessons. Even when guidance is available, teachers do not routinely
    plan work that meets these students’ needs. The school does not check often
    enough to find out whether the extra help provided for these students is making a
    Students in the sixth form are making progress in line with other students nationally.
    The sixth form curriculum is being altered in September to make it more accessible
    to boys and to students with a wider range of abilities.
    The quality of teaching
    The quality of teaching has improved but remains very variable and too much is
    inadequate. There is good and outstanding teaching in the school but students
    report that the amount of progress they make in lessons depends very much on the
    individual teacher. Students are keen to learn and, when the lessons are stimulating
    and the teacher shows real enthusiasm for their subject, the work is enjoyable and
    they achieve well. The best teachers use assessment information to plan lessons
    that give students step-by-step activities which will ensure that everyone, whatever
    their needs, will make the maximum progress. Students in these lessons are very
    clear about what good quality work will look like and are given extensive
    opportunities to work on their own and take responsibility for their own learning. In
    more successful lessons, teachers constantly check each student’s understanding
    and adapt their teaching to consolidate or accelerate learning.
    In too many lessons, however, as at the time of the last inspection, the teacher is
    not sufficiently focused on the quality of students’ learning. Expectations of what
    students can achieve are too low and not clear enough, and as a result, students
    frequently do not complete enough work because either they are allowed to discuss
    too much or the teacher talks for too long. The needs of more able students or those
    who are disabled or who have special educational needs are not met. Teaching
    assistants are not involved enough in planning and targets are not set for academic
    achievement. Questions frequently do not extend students’ understanding.
    The quality of feedback to students also varies widely between teachers. A new
    marking policy is in place but it is not consistently applied. Some books are marked
    regularly and thoroughly so students know exactly how well they are doing and what
    they need to do to get better. In some subjects, students know how to improve
    because the teacher talks to them individually about their work. Too often, however,
    work is not corrected promptly and so students do not feel that their efforts are
    valued. There is no consistent approach to developing students’ reading and writing
    skills in subjects other than English and, when the teacher does not pay attention to
    this, the quality of writing is poor. Irregular marking also means that students take
    little pride in their work and do not pay attention to presentation.
    Behaviour and safety of pupils
    Around the school, students behave well. The atmosphere is calm and students
    show tolerance of one another. They say that they are confident that bullying is
    dealt with well, and that teachers are quick to tackle any racism or homophobia. In
    lessons, behaviour is linked to the quality of teaching. When lessons are interesting,
    students are responsive and enthusiastic but when they are not actively involved in
    learning, there may be some low-level disruption or they may be passive and
    disinterested. Teachers expressed some concerns to inspectors about a significant
    minority of students who show challenging behaviour, particularly in Years 7 and 10,
    some of whom receive too may fixed term exclusions. Effective new systems to
    reduce exclusions are beginning to make a difference, but the behaviour policy and
    associated sanctions are not yet consistently implemented by all staff and so their
    impact is limited.
    The school has rigorous systems for reducing absence and, as a result, the rate of
    attendance is improving, especially in younger year groups. Poor attendance remains
    a problem in the sixth form and in Year 10, where it is affected by fixed term
    exclusions for a small number of students, and some persistent absentees.
    The quality of leadership in and management of the school
    The new headteacher and the governing body have made a strong start in setting
    up a secure infrastructure on which the school can build. Their self-evaluation is very
    thorough and accurate, and they are well aware that there is still much improvement
    needed. Clarity about accountability, overlap of roles and communication problems
    are affecting the impact of the wider senior leadership team, so roles and
    responsibilities in this group are currently under review. Although there is still
    uncertainty amongst some staff, on the whole teachers describe a positive culture
    where there is a clear vision for the future and a new atmosphere of accountability.
    Robust systems for monitoring and evaluating students’ achievement and the quality
    of provision are now in place and a cycle set for the next academic year. The
    performance management process is under review to link it more closely to students’
    achievement, the quality of teaching, the Teachers’ Standards and salary
    progression. Middle managers are increasingly accountable for monitoring and
    developing their own departments. They are working together cohesively as a group
    and are receiving training, and a comprehensive system of self-evaluation is just
    starting. The pace at which individual heads of department are responding to new
    initiatives and responsibilities is variable.
    Now that evaluation of assessment information is more accurate and thorough, the
    whole-school development plan is being modified to provide more short-term targets
    and actions. It has taken time to put in place a secure foundation on which the
    school can build and the impact on students’ achievement has been limited to
    intervention in Year 11. There now needs to be an urgent and overriding priority to
    raise the quality of all teaching to good. There are examples where teaching has
    improved because coaching and training have been provided for particular
    individuals, but this is not sufficiently widespread, nor is training focused
    systematically enough on individual needs.
    The governing body have achieved an impressive amount in the months since the
    last monitoring visit. In addition to securing an academy sponsor and appointing a
    permanent headteacher, it has built on the ambitious vision developed in 2012 and
    agreed in December 2012 to build a set of clear targets, developed links with parents
    and school staff, provided training and improved understanding of data. In
    preparation for the move to academy status and in collaboration with the sponsor,
    there has been a policies review and reorganisation of committees. Governors have
    demanded and received accurate, comprehensive and easily understood evidence
    from the school about achievement and progress against targets. The Chair of
    Governors has provided valued and extensive support and challenge to the new
    External support
    The local authority has recently carried out a helpful review of the school and has
    been very supportive as the school moves to academy status. The sponsor is
    consulting those from the local authority who know the school well for advice and
    guidance. In addition, useful support has been provided for improving science
    teaching. Support for literacy, weaker teachers and sixth form curriculum has had
    less of an impact. The local authority provided funding for an Ofsted trained
    consultant who provided coaching and moderation of lesson observation by senior
    managers, who are now assessing the quality of teaching more accurately.
    A headteacher from a school recently out of special measures helped with
    developing a format to present assessment data. A science teacher from another
    school has shared good practice and helped to improve the quality of teaching in

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