Lift New Rickstones

New Rickstones Academy Conrad Road, Witham, CM8 2SD

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Overall effectiveness

Previous inspection: Satisfactory 3 This inspection: Requires improvement 3 Achievement of pupils Requires improvement 3 Quality of teaching Requires improvement 3 Behaviour and safety of pupils Good 2 Leadership and management Requires improvement 3

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This is a school that requires improvement. It is not good because

 Some students do not make enough progress and while standards are improving they are still below average.  Not enough teaching at the school is good or outstanding.  Too many books are not marked often enough or in enough detail and it is not made clear enough to students what they need to do to improve their work.  In lessons where teaching is not challenging enough, too many students do not give sufficient attention to their learning and do too little.  Teachers do not always check students’ understanding and adapt their teaching to meet their needs.  Students in the sixth form do not always follow courses which are well-suited to their needs.  Standards reached in AS and A2 subjects are too low.  Key leaders have not ensured that school policies are consistently applied and that teaching is as good as it should be.  Over the past two years, the governing body has not provided school leaders with enough

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The school has the following strengths

 Standards in English are improving and are close to national averages.  Students say they enjoy school, feel safe from bullying and are cared for by their teachers and other staff.  Students make good progress in vocational subjects in main school and in the sixth form.  Since the appointment of a new headteacher in September 2012, the systems used to improve the performance of teachers and managers have become more effective.

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Information about this inspection

 Inspectors observed 36 lessons. Of these, four were joint observations with the headteacher and a member of senior staff.  Discussions were held with students, teachers, support staff, the Chair and Vice-Chair of the Governing Body, other school leaders and managers and representatives of the Academy Trust.  Inspectors took account of the 19 responses to the online questionnaire (Parent View) and conversations held with parents.  Students’ work in books was scrutinised.  Information and data about students’ performance in tests and public examinations was examined.  Logs and records about students’ behaviour, safety and attendance were analysed.  Students’ behaviour was observed during social times and when moving between lessons.

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Inspection team

James McAtear, Lead inspector Additional Inspector Claire Austin Macrae Additional Inspector Martin Dale Additional Inspector Jacqueline Pentlow Additional Inspector

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Information about this school

 New Rickstones Academy is a smaller-than-average secondary school.  Most students are White British. The proportion of students who are of minority ethnic heritage or who speak English as an additional language is well below that found nationally.  The proportion of students known to be eligible for the pupil premium, which provides funding for children in the care of the local authority and for students known to be eligible for free school meals, is above average.  The proportion of students requiring extra help at school action plus or with a statement of special educational needs is above average. The proportion receiving help at school action is below average.  The school does not make use of alternative provision.  The school makes some use of early entry for GCSE examinations.  The school’s 2012 GCSE results meet the government’s floor standard, which is the minimum level expected for students’ attainment and progress.

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Information about this school

 The headteacher was appointed in September 2012.

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What does the school need to do to improve further?

 Improve teaching so that a higher proportion is good and outstanding by ensuring that all teachers:  mark work regularly and marking makes clear to students, in sufficient detail, what they need to do to improve their work  check that all students understand what they are learning and then adapt their teaching to assist those who need further help  plan lessons which take account of all ability levels and provide challenge for students of all abilities  give students more opportunities to write longer pieces of text in a variety of ways  improve standards of literacy in a more sharply focused and systematic way, so that all students follow a programme of literacy work which is used by teachers across all subjects.

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What does the school need to do to improve further?

 Improve achievement and make sure students make good progress in key subjects by:  ensuring that work is always matched to the correct levels for each student  improving achievement in the sixth form in AS and A level subjects by ensuring that courses that students take are well matched to their needs.

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What does the school need to do to improve further?

 Improve the effectiveness of leadership and management by:  ensuring that all teachers understand fully the methods of teaching they are using or are expected to use  ensuring that all teachers apply the school’s policies and procedures consistently, for example, in relation to the marking of students’ work  ensuring the governing body challenge school leaders on issues such as the quality of teaching.

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The achievement of pupils requires improvement

 Students join the school with attainment that is below the national average, as shown by tests taken in English and mathematics at the end of primary school.

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The achievement of pupils requires improvement

 The number of students gaining five A* to C grades at GCSE including English and mathematics was below the national average in 2011 and 2012. Even when lower than average starting points are taken into account, some students make less progress than expected. Use is made of early entry for some GCSE subjects. This has inhibited the progress of some more able students.

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The achievement of pupils requires improvement

 Nevertheless, during this time, standards in English have improved and standards in mathematics and science have improved since 2012. This is the result of better teaching in these subjects. However, the proportion of students making expected levels of progress in key subjects is not high enough. Similarly, some students taking humanities subjects and studying modern foreign languages do not make the expected progress.

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The achievement of pupils requires improvement

 Standards in the sixth form are too low. Students taking vocational subjects tend to achieve highly and make good progress. However, performance in AS and A2 subjects were too low in 2011 and 2012. In part, this is because some students are not well matched to the courses they take. As a result, too many students who begin sixth form do not complete two years of study.

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The achievement of pupils requires improvement

 In 2012, some students with statements of special educational needs did not make the expected progress. Achievement for these students requires improvement. This is because they do not reach a high enough standard of literacy. Those who have special educational needs at school action plus make good progress.

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The achievement of pupils requires improvement

 The school uses the pupil premium funding to make sure that eligible students are included in trips and in efforts the school makes to improve standards of literacy and numeracy. However, particularly in mathematics, the gap between the progress made by those who receive the pupil premium and those who do not remains too wide.

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The quality of teaching requires improvement

 The quality of the teaching throughout the school is too variable. Too few lessons are good or outstanding. In some cases teachers, are attempting to use teaching methods that they are not fully trained or confident in. For example, when promoting independent learning they are not fully able to make the best of the opportunities for learning this method creates. Students are not always fully trained to work independently.

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The quality of teaching requires improvement

 Where teaching is good or outstanding teachers plan for all levels of ability, providing appropriate levels of challenge for each student. However, this does not happen often enough. Where teaching requires improvement, teachers do not provide all students with work that challenges them sufficiently. This was particularly the case in a number of vocational subjects taught in main school.

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The quality of teaching requires improvement

 When teaching is good, teachers plan careful to make sure that a wide range of teaching methods are used. This maintains the interest of students well. Where teaching requires improvement, some students are not active and do too little during lessons.

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The quality of teaching requires improvement

 There are too many instances where marking is not regular enough or does not contain enough detail to show students exactly what they need to improve and how to do so. Teachers do not always apply the school’s policy in marking consistently.

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The behaviour and safety of pupils are good

 Students say they feel safe at school. They feel cared for by their teachers and other support staff, such as their learning support assistants, ‘pupil advocates’ and administrative support staff.

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The behaviour and safety of pupils are good

 Students say that bullying in its various forms is rare at the school. They report that, if such instances do occur, they are swiftly and decisively dealt with by staff. Students are aware of the risks posed by the misuse of mobile phones and computers. Parents agree that the school is a safe place to be. The number of exclusions as a result of poor behaviour is below average and has steadily declined.

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The behaviour and safety of pupils are good

 The students mix well together. They are sociable and friendly, displaying concern for each other and their community. They accept difference between one another well and do not tolerate discrimination on the basis of homophobia or race.

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The behaviour and safety of pupils are good

 The attendance levels of most students have improved and are now broadly average.

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The behaviour and safety of pupils are good

 Students move around the school politely and in good order. They pay attention to their teachers and respond very positively to the best teaching. Behaviour in lessons has improved as a result of teachers more consistently applying the school’s policies for managing behaviour.

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The leadership and management requires improvement

 Inspectors agree with the school’s self-evaluation that overall effectiveness requires improvement. They agree that the support provided by the Academy Trust has been effective, for example in providing additional staff to help to strengthen the school’s leadership team.

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The leadership and management requires improvement

 During the last three years, the school roll has been falling. This has meant that the school’s leadership has been working to avoid a deficit financial position. The academy trust and the local authority have provided considerable support during this time.

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The leadership and management requires improvement

 The quality of performance management during this period of time has not been of a high enough quality to make sure that students receive the best teaching and gain the best examination results. The feedback and training given to teachers is not always as sharply focused as it needs to be to improve teaching.

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The leadership and management requires improvement

 The school’s leadership team has not ensured that teachers apply the school’s policies about the quality and regularity of marking well enough to make sure that students know clearly how to improve their work.

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The leadership and management requires improvement

 Since September, the newly appointed headteacher has rapidly made a difference to standards of teaching, behaviour and, notably, of management. For example, the systems used to manage teachers’ performance are more robust than previously. However, there is still more to be done to ensure that teaching is consistently good and that achievement in main school and in the sixth form improves.

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The leadership and management requires improvement

 Good provision for is made students’ spiritual, moral, social and cultural education and this is reflected, for example, in the work of the performing arts in the school. Students have access to a broad range of opportunities to give help for their community. These opportunities are supporting their cultural and social development.

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The leadership and management requires improvement

 The governance of the school:  The governing body has worked hard to deal with difficulties in the school’s financial position and has helped to place the school on a more stable financial footing. They are also aware of how the resources allocated to those students entitled to the pupil premium are used and know that some of these students are not yet making enough progress. However, it has not always acted quickly enough to ensure that the performance management of staff and standards of teaching have been as effective as they should have been. During 2012, significant changes have occurred in the governing body. For example, a new Chair of Governors and Vice-Chair have been appointed. Their support for the headteacher has included the creation of better systems to improve the performance of teachers. Governors are also playing a more valuable role in supporting the work of the headteacher in raising

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The leadership and management requires improvement

standards. Governors are ensuring, for example, that a very clear link now exists between teachers’ pay progression and performance. The governing body now ensure higher expectations exist throughout the school.

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Grade Judgement Description

Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes that provide exceptionally well for all its pupils’ needs. This ensures that pupils are very well equipped for the next stage of their education, training or employment. Grade 2 Good A good school is effective in delivering outcomes that provide well for all its pupils’ needs. Pupils are well prepared for the next stage of their education, training or employment. Grade 3 Requires improvement A school that requires improvement is not yet a good school, but it is not inadequate. This school will receive a full inspection within 24 months from the date of this inspection. Grade 4 Inadequate A school that has serious weaknesses is inadequate overall and requires significant improvement but leadership and management are judged to be Grade 3 or better. This school will receive regular monitoring by Ofsted inspectors. A school that requires special measures is one where the school is

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Grade Judgement Description

failing to give its pupils an acceptable standard of education and the school’s leaders, managers or governors have not demonstrated that they have the capacity to secure the necessary improvement in the school. This school will receive regular monitoring by Ofsted inspectors.

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School details

Unique reference number 135651 Local authority Essex Inspection number 406617

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School details

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

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School details

Type of school Comprehensive School category Maintained Age range of pupils 11–18 Gender of pupils Mixed Gender of pupils in the sixth form Mixed Number of pupils on the school roll 650 Of which, number on roll in sixth form 125 Appropriate authority The governing body Chair Martin Chudleigh Headteacher Trenica King Date of previous school inspection 2 March 2011 Telephone number 01376 515756 Fax number 01376 502194 Email address contactus@newrickstonesacademy.org guidance ‘raising concerns and making complaints about Ofsted', 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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School details

You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when and as part of the inspection.

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School details

You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk, or look for the link on the main Ofsted website: www.ofsted.gov.uk

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School details

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 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

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School details

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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School details

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

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