Redden Court School

Age group 11–16 Inspection date(s) 7–8 November 2011 Inspection number 386086 Redden Court School Inspection report

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Unique Reference Number 137396 Local Authority Havering Inspection number 386086 Inspection dates 7–8 November 2011 Reporting inspector Clare Gillies

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

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Type of school Comprehensive School category Community Age range of pupils 11–16 Gender of pupils Mixed Number of pupils on the school roll 655 Appropriate authority The governing body Chair Victor Bensilum Headteacher Paul Ward Date of previous school inspection 14–15 January 2009 School address Cotswold Road Harold Wood Romford RM3 0TS Telephone number 01708 342 293 Fax number 01798 386 550 Email address admin@reddencourt.havering.sch.uk achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked

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after children, safeguarding and child protection. Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk . You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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Introduction

This inspection was carried out by four additional inspectors. Inspectors observed 31 lessons and, including assemblies and form time, about 35 teachers. Meetings were held with several groups of students, including members of the school council, as well as with members of the governing body, senior leaders, members of staff and a representative of the local authority. Inspectors observed the school’s work and looked at lesson observation records, data about past and current standards and progress, subject reports presented to the governors, and safeguarding policies and procedures. They analysed questionnaires completed by 38 staff, 103 parents and carers, and 102 students chosen at random from all years.

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Introduction

The inspection team reviewed many aspects of the school’s work. It looked in detail at a number of key areas.

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Introduction

 Reasons for the relatively low percentage of GCSE A* and A grades and the dip in the percentage of girls attaining five GCSE grades A* to C including English and mathematics in 2011.  The effectiveness of the various leadership and management changes and continuing professional development initiatives in relation to the quality of teaching and learning.  The impact of some distinctive features of the school such as its Rainbow Nation work and steps towards becoming a ‘Thinking School’. The latter includes lessons in personal and learning thinking skills in Years 7 and 8 and the promotion of ‘Habits of Mind’.

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Information about the school

The school became an academy in September 2011, in partnership with two other secondary schools in the local authority. The proportion of students with statements of special educational needs is almost double that seen nationally, although the proportion of students with special educational needs and/or disabilities is average. The proportion of students from ethnic minority backgrounds, although increasing, is well below the national average. The proportion of students know to be eligible for free school meals is similar to that seen nationally. There is a high number of looked- after children. Except in Year 9, boys outnumber girls. The school has recently attained the Bronze Investors in People award, a Safeguarding Standard Quality Mark and the Healthy School award. The school has specialist status in mathematics and computing. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

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Information about the school

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

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Main findings

The school’s effectiveness is good. There has been a significant upward trend in achievement since the last inspection. Students are very happy and feel totally safe in school, reflected in their high attendance, enjoyment of lessons and outstanding behaviour. All the students who completed the inspection questionnaires agreed that they learn a lot in lessons and that adults explain how they can improve their work.

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Main findings

During the last two years, teaching has moved into a higher gear, with more outstanding practice and predominantly good learning. Teachers ask good questions but do not always extend students’ responses in depth. A culture of high expectations permeates lessons and students know they are responsible for how well they achieve. Students know their target grades and their progress towards them is assessed half-termly, supporting their good achievement. Teachers value their professional development because it is supportive and practical; leadership and management of teaching and learning are outstanding and continue to contribute to improving standards.

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Main findings

Attainment is average and improving. Four years ago, only a third of students attained five or more GCSE A* to C grades including English and mathematics. In 2010, well over half attained this measure. The percentage dropped slightly in 2011, as did the percentage of A* and A grades, but practically all students made the same good progress, as was seen in 2010. In 2011, girls’ achievement in GCSE mathematics dipped. This was uncharacteristic, as now, in all years, girls are attaining at least average standards that are matching or exceeding those of boys. The great majority of students continue to make good progress. Those with low attainment on entry or special educational needs and/or disabilities follow specific programmes, to improve their literacy or numeracy skills for example. However, monitoring and adaptations do not always happen early or fast enough to accelerate their progress further. Staff and students are aware of the need to raise attainment

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Main findings

further and the school has set ambitious targets.

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Main findings

Leadership and management are outstanding because the school’s work since the last inspection has addressed all the areas for improvement in the last report and generated:

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Main findings

 higher standards, which are above average in some subjects, including English and science  progress that exceeds that seen nationally in several subjects and consistently Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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Main findings

exceeds predictions, based on students’ standards on entry  a better curriculum, with the introduction of worthwhile courses, such as engineering, which match students’ abilities and interests  more stimulating teaching and active and independent learning, and a teaching force which is determined to keep on improving.

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Main findings

This represents very rapid progress, and all these elements continue to have a high profile. They are underpinned by the confident and determined headteacher, deputy headteachers and directors, and a supportive and highly motivated staff. The governing body has tightened its committee structure; its members demand high standards and ask penetrating questions. Procedures for safeguarding are highly effective. The school has a very accurate evaluation of its strengths and areas for development in learning, and its assessment of what is needed to raise standards further is sharp and realistic. The school’s capacity to improve further is outstanding.

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What does the school need to do to improve further?

 To meet the ambitious target of 60% or more students attaining five GCSEs grades at A*to C including, English and mathematics in 2012:  increase the proportion of A* and A grades by ensuring that the most able students are set sufficiently challenging tasks  starting in Year 7, monitor regularly, and adapt as necessary, the range of programmes provided for the small minority of students with weak literacy and numeracy skills  build on the successful work already carried out to ensure that the gap between girls’ and boys’ achievement in 2011, particularly in mathematics, continues to narrow.

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Outcomes for individuals and groups of pupils 2

Girls’ and boys’ GCSE results have been similar in recent years. The gap in 2011, when boys outperformed girls by a large margin, was explained by several factors. These included some girls having very low attainment on entry, especially in numeracy, poor attendance and/or significant educational or emotional needs. The school has taken successful steps to ensure that effective support has been put in place and the gap between boys’ and girls’ achievement in mathematics is closing.

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Outcomes for individuals and groups of pupils 2

The very few students from ethnic minority backgrounds progress at least as well as others, achieving above-average GCSE results in 2011. The most-able students achieved well too but attained few A* and A grades, particularly in English. This is because the tasks set for these students in lessons are not always sufficiently challenging. Through the raising standards initiative, practically all students on free school meals, those with special educational needs and/or disabilities and looked- after children attained five or more GCSE passes, plus other qualifications such as a work skills diploma. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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Outcomes for individuals and groups of pupils 2

Students work well in lessons and participate enthusiastically. They stay focused working in pairs or groups, and enjoy tackling problems. The friendly, yet respectful, relationships between teachers and students underpin the purposeful atmosphere in lessons. In a religious education lesson, students relished using drama to explore different perspectives on the immortality of the soul. In a science lesson, they were imaginative in coming up with revision ideas, such as mind maps or a song!

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Outcomes for individuals and groups of pupils 2

Students fully understand the benefits of exercise, understand about ‘the heart pumping to be fit’ and know what constitutes a healthy diet. Many walk or cycle to school. They feel totally safe because bullying, which is extremely rare, is dealt with immediately and firmly. Many students, parents and carers, appreciating the school’s relatively small size, refer to a happy family community.

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Outcomes for individuals and groups of pupils 2

Through personal, social and health education, religious education and citizenship lessons, students study many valuable topics such as racism, controlling stress and e-safety. Their awareness of spiritual, moral and cultural issues is good and their social skills are excellent. Fixed-term exclusions are rare. The ‘Rainbow Nation’ project has significantly raised the profile of the school’s anti-racism work in the wider community, although the number of students directly involved in its development is small.

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Outcomes for individuals and groups of pupils 2

Prefects take on many positions of responsibility but younger students have fewer opportunities to lead school or community projects. The school council does not yet have a high profile, although the school responds well to students’ suggestions, for example, organising speakers to discuss knife crime. Students are generous in raising funds for charity.

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Outcomes for individuals and groups of pupils 2

Reflecting the school’s specialism, students’ information and communication technology skills are good and the school’s keen focus on strengthening their literacy and numeracy means that they are well prepared for their future studies and the world of work. Several talk enthusiastically about apprenticeships or the subjects they hope to study at university. In 2011, all Year 11 students moved on to a variety of worthwhile employment or education.

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Outcomes for individuals and groups of pupils 2

The school is actively working to be accredited as a ‘Thinking School’. Students in Years 7 and 8 have lessons in personal, learning and thinking skills which they value because they ‘help us to learn’ and ‘think outside the box’; Year 9 students enjoyed these lessons so much they wish they still had them! The ‘Habits of Mind’ programme is beginning to enrich students’ learning and communication skills, although it is too early to assess its impact on standards. Students mentioned appreciating the importance of ‘persistence’ and how to ‘focus on things’.

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Outcomes for individuals and groups of pupils 2

These are the grades for pupils’ outcomes

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Outcomes for individuals and groups of pupils 2

Pupils’ achievement and the extent to which they enjoy their learning Taking into account: Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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Outcomes for individuals and groups of pupils 2

Pupils’ attainment 1 The quality of pupils’ learning and their progress The quality of learning for pupils with special educational needs and/or disabilities and their progress The extent to which pupils feel safe 1 Pupils’ behaviour 1 The extent to which pupils adopt healthy lifestyles 2 The extent to which pupils contribute to the school and wider community 2 The extent to which pupils develop workplace and other skills that will contribute to their future economic well-being Taking into account: Pupils’ attendance 1 The extent of pupils’ spiritual, moral, social and cultural development 2

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How effective is the provision?

An improved template has strengthened the quality of lesson planning so that teachers include a range of well-timed activities. Some teachers are adept at preparing for different levels of attainment and guiding the helpful teaching assistants to support learning effectively. Teachers use interactive whiteboards well to make lessons interesting. Just occasionally, they talk for too long or fail to pick up on interesting answers, or questions, posed by students.

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How effective is the provision?

Examples of outstanding teaching and learning were seen in the specialist subjects and others including:

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How effective is the provision?

 an extremely fast-paced mathematics lesson when the teacher skilfully and regularly checked understanding and anticipated errors  a science lesson investigating a crime scene, because students appreciated the relevance to real life  an ICT lesson where planning addressed students’ differing needs so that they all made fast progress learning about email.

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How effective is the provision?

Teachers give students relevant feedback during lessons and encourage them to assess their own or others’ work. The quality of marking and guidance has improved considerably in some subjects and the school knows the next step is to share the best practice. The push to make all teachers promote literacy is having a positive impact in many lessons, although occasionally a few teachers do not explore definitions or spellings enough.

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How effective is the provision?

The curriculum has been reorganised as students start GCSE courses in Year 9. The increase in vocational qualifications has helped many students to enjoy their work

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How effective is the provision?

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4 is low Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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How effective is the provision?

and achieve qualifications. Several subjects take students on visits and trips in the United Kingdom and abroad. Extra-curricular opportunities are numerous in sports but very few take place in music.

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How effective is the provision?

Looked-after children, and some who are carers, receive discreet, thoughtful and practical support so they enjoy school and make good progress. Students who find school life challenging follow the raising standards initiative which successfully helps them to gain qualifications. Parents and students praise the care and support they receive. Year 7 students settle in happily and appreciate having Year 11 buddies.

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How effective is the provision?

These are the grades for the quality of provision The quality of teaching Taking into account: The use of assessment to support learning The extent to which the curriculum meets pupils’ needs, including, where relevant, through partnerships The effectiveness of care, guidance and support 2

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How effective are leadership and management?

The school has undergone significant transformation and its reputation has improved, so it is now oversubscribed. The headteacher has raised standards by insisting that staff and students have high expectations and that standards and progress are monitored regularly and accurately; both are well established. The headteacher tackles any weaknesses in teaching firmly and is shrewd in appointing and nurturing talented teachers. Effective strategies have significantly improved attendance.

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How effective are leadership and management?

At the same time, the headteacher has boosted teachers’ confidence and morale, as reflected in the comment from one teacher that ‘this is the hardest-working school I have ever worked in but I love it’. Knowing their efforts are valued and supported, all staff have responded enthusiastically, welcoming advice and discussion about effective teaching styles and accepting responsibility for students’ performance. Their replies to the staff questionnaires were exceptionally positive.

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How effective are leadership and management?

The recently restructured leadership team includes five directors who lead the school’s key development areas, for example cognitive education or the 14–19 curriculum. This is an effective layer of leadership which complements the outstanding drive for improvement generated by the headteacher and the deputy headteachers.

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How effective are leadership and management?

Links through the partnership set up by the school’s academy status are just beginning to generate external support and sharing of ideas, welcomed by staff. Links with feeder primary schools, further education and alternative education providers have all contributed to improved outcomes for students. Speakers from the Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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How effective are leadership and management?

police, for example, extend students’ broader education for life.

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How effective are leadership and management?

The school is very much part of the local community; several grandparents, parents and carers attended it in the past. Many are linked in to the school’s intranet which, along with the school newsletters, is interesting and informative. Attendance at parents’ evenings is high, and the Years 7 to 9 parenting skills course is much appreciated. Community cohesion is promoted effectively. The school has a good understanding of its local community’s make-up and contributes well to activities in local primary schools, for example. The school acknowledges that there is further work needed to extend students’ awareness of different cultures and communities in the UK. Students’ appreciation of the wider world is a focus of assemblies and subjects such as geography.

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How effective are leadership and management?

The governing body brings a wealth of relevant expertise to its work. It acknowledges that, in the last couple of years, it has made significant strides in how it challenges and supports the school. Safeguarding procedures and policies are outstanding, confirmed by a quality mark following an intensive external review of all aspects. Child protection issues are followed up meticulously. The promotion of equal opportunities underpins all the school’s work, through the widened curriculum choices, the quality of care for vulnerable students and external work such as the Rainbow Nation project. It is reflected in the respect students show for each other and how well they value diversity and respect different viewpoints.

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How effective are leadership and management?

These are the grades for leadership and management The effectiveness of leadership and management in embedding ambition and driving improvement Taking into account: The leadership and management of teaching and learning The effectiveness of the governing body in challenging and supporting the school so that weaknesses are tackled decisively and statutory responsibilities met The effectiveness of the school’s engagement with parents and carers 2 The effectiveness of partnerships in promoting learning and well-being 2 The effectiveness with which the school promotes equality of opportunity and tackles discrimination The effectiveness of safeguarding procedures 1 The effectiveness with which the school promotes community cohesion 2 The effectiveness with which the school deploys resources to achieve value for money Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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Views of parents and carers

An average percentage of parents returned the inspection questionnaire. Only a few wrote comments and almost all were positive. Parents noted how happily their children had settled in Year 7, the school’s ‘lovely community feeling’ and that they were happy with their children’s progress. The inspection confirmed their views.

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Responses from parents and carers to Ofsted’s questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Redden Court School to complete a questionnaire about their views of the school. In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements about the school. The inspection team received 103 completed questionnaires by the end of the on-site inspection. In total, there are 655 pupils registered at the school.

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Responses from parents and carers to Ofsted’s questionnaire

Statements Strongly agree Agree Disagree Strongly disagree Total % Total % Total % Total % My child enjoys school 54 52 48 47 1 1 0 0 The school keeps my child safe 62 60 41 40 0 0 0 0 The school informs me about my child’s progress 52 50 50 49 0 0 0 0 My child is making enough progress at this school 50 49 53 51 0 0 0 0 The teaching is good at this school 47 46 55 53 0 0 0 0 The school helps me to support my child’s learning 42 41 57 55 4 4 0 0 The school helps my child to have a healthy lifestyle 30 29 71 69 2 2 0 0 The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment) 40 39 59 57 1 1 0 0

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Responses from parents and carers to Ofsted’s questionnaire

The school meets my child’s particular needs 48 47 55 53 0 00 0 0 The school deals effectively with unacceptable behaviour 51 50 49 48 0 0 0 0 The school takes account of my suggestions and concerns 34 33 62 60 1 1 0 0

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Responses from parents and carers to Ofsted’s questionnaire

The school is led and managed effectively 53 51 50 49 0 0 0 0 Overall, I am happy with my child’s experience at this school 59 57 43 42 0 0 0 0

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Responses from parents and carers to Ofsted’s questionnaire

The table above summarises the responses that parents and carers made to each statement. The percentages indicate the proportion of parents and carers giving that response out of the total number of completed questionnaires. Where one or more parents and carers chose not to answer a particular question, the percentages will not add up to 100%.

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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 improves.

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Type of school Outstanding Good Satisfactory Inadequate

Nursery schools 43 47 10 0 Primary schools 6 46 42 6 Secondary schools 14 36 41 9 Sixth forms 15 42 41 3 Special schools 30 48 19 3 Pupil referral units 14 50 31 5 All schools 10 44 39 6

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Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously. The data in the table above are for the period 1 September 2010 to 08 April 2011 and are consistent with the latest published official statistics about maintained school inspection outcomes (see www.ofsted.gov.uk). 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. Percentages are rounded and do not always add exactly to 100. Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary schools, special schools and pupil referral units.

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Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning, development or training.

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Common terminology used by inspectors

Attainment: the standard of the pupils’ work shown by test and examination results and in lessons.

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Common terminology used by inspectors

Capacity to improve: the proven ability of the school to continue improving. Inspectors base this judgement on what the school has accomplished so far and on the quality of its systems to maintain improvement.

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Common terminology used by inspectors

Leadership and management: the contribution of all the staff with responsibilities, not just the headteacher, to identifying priorities, directing and motivating staff and running the school.

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Common terminology used by inspectors

Learning: how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.

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Common terminology used by inspectors

Overall effectiveness: inspectors form a judgement on a school’s overall effectiveness based on the findings from their inspection of the school. The following judgements, in particular, influence what the overall effectiveness judgement will be.  The school’s capacity for sustained improvement.  Outcomes for individuals and groups of pupils.  The quality of teaching.  The extent to which the curriculum meets pupils’ needs, including, where relevant, through partnerships.  The effectiveness of care, guidance and support.

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Common terminology used by inspectors

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.

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carers to share with their children. It describes Ofsted’s

main findings from the inspection of their school.

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Inspection of Redden Court School, Romford, RM3 0TS

We thoroughly enjoyed the two days we spent with you and are sorry that we did not have the time to speak to more of you. Those of you we met described how much your school has improved in the last few years. We agree with you; it is now a good school and some aspects are outstanding. One of these is your behaviour – thank you for cheerfully opening doors and showing us where to go when we were lost! Those of you who completed the questionnaire before we arrived were very complimentary about everything the school offers. All said you felt safe at school, which confirmed our view that its safeguarding procedures are outstanding.

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Inspection of Redden Court School, Romford, RM3 0TS

GCSE results shot up in 2009 and have been slightly above or below average since then. Normally girls’ and boys’ grades are very similar but, in 2011, girls did well in English but not in mathematics so that boys did much better overall. So to be sure the 2012 targets are met, we have asked the senior leaders to check the gender gap disappears and to ensure that any literacy or numeracy programmes you follow are effective. We trust those of you who are girls in Year 11 will work hard this year. We hope you will achieve more A* and A grades so we have asked teachers to be sure they give you challenging tasks and to extend your replies to their questions. You attend school regularly and work hard in lessons and we are sure you’ll continue to do your best. It was encouraging to hear some of you in Year 9 saying that you wished you still had learning and thinking skills lessons as you found them so helpful.

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Inspection of Redden Court School, Romford, RM3 0TS

The improvements we saw have been generated by your headteacher and senior leaders’ determination and hard work, which are certainly outstanding. You are right to appreciate how well you are taught because we found your teachers were skilful, well motivated and very keen to help you do well; we saw a great deal of good learning during our visit.

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Inspection of Redden Court School, Romford, RM3 0TS

We hope you will have good holidays when the festive season arrives next month, and happy and successful lives in the future.

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Inspection of Redden Court School, Romford, RM3 0TS

Clare Gillies Lead inspector procedures set out in the guidance 'Complaining about inspections', which is available from Ofsted’s website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234 , or email enquiries@ofsted.gov.uk .

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