Ash Green School

Ash Green School Ash Green Lane, Ash Green, Coventry, CV7 9AH

p.1

Overall effectiveness

Previous inspection: Not previously inspected This inspection: Good 2 Achievement of pupils Good 2 Quality of teaching Good 2 Behaviour and safety of pupils Good 2 Leadership and management Outstanding 1

p.1

Summary of key findings for parents and pupils

This is a good school.  Over time, students make good progress and achieve well across a range of subjects, including in English and mathematics.  Teaching is improving strongly. Consistently good teaching promotes good attainment and achievement, especially for students with special education needs.  The pupil premium is used effectively to support pupils for whom this funding is intended so that they make good progress.  Behaviour is good and has improved over time. Students show courtesy, politeness and consideration for others.  Students from minority ethnic backgrounds and those who speak English as an additional language are well supported and achieve well.  The sixth form is outstanding because students are taught consistently well.  Leadership of the school is strong. Clear direction results from accurate school self- evaluation that pinpoints and tackles key areas for improvement.  Robust and regular checking by leaders of

p.1

Summary of key findings for parents and pupils

progress against targets underpin high expectations and leads to good improvement over time in achievement, behaviour and teaching and learning.  Governors and the Creative Education Trust provide support and strong challenge to leaders at all levels.  Parents and carers are supportive of the good progress that has been made.

p.1

It is not yet an outstanding school because

 Students are not provided with sufficient opportunities to find things out for themselves or work together.  The good practice observed in English has not been shared with all subject leaders.  The whole school literacy initiative is not fully secure across the school.  Marking is not consistently good in all departments.

p.1

Information about this inspection

 Inspectors observed 41 lessons. Nine of these observations were completed jointly with the senior leadership team. Inspectors also observed breaks, lunchtimes and attended tutorial periods.  Discussions were held with pupils, staff, governors, the principal, vice-principal, Director of Education for Creative Education Trust, and the attached adviser from Creative Education Trust.  Inspectors took account of 30 responses to the online questionnaire (Parent View), parent responses to school questionnaires. They also took account of 69 responses to staff questionnaires, and letters from parents and pupils.  A wide range of documents was examined, including samples of students’ work, student progress and tracking information, the school development plan, the school’s self-evaluation, behaviour logs and safeguarding documents.  Inspectors listened to students read, observed reading-support lessons and the teaching of

p.2

Inspection team

Sherry Gladwin, Lead inspector Additional Inspector Robert Bourdon-Pierre Additional Inspector Kerin Jones Additional Inspector Derek Wiles Additional Inspector Noureddin Khassal Additional Inspector

p.2

Information about this school

 The school is an average-sized secondary school.  Most students are White British with average proportions of minority ethnic students and those who speak English as an additional language.  The proportion of students known to be eligible for the pupil premium is average. This is additional funding for students in local authority care, those known to be eligible for free school meals and those with a parent in the armed forces.  The proportion of disabled students and those with special educational needs supported through school action is above average. The proportion of students supported at school action plus or with a statement of special educational needs is average.  The school meets the government’s current floor standards, which set the minimum expectation for students’ attainment and progress.  The school is a sponsor-led academy within the Creative Education Trust.  The school works in partnership with North Warwickshire and Hinkley College, Coventry Building

p.3

Information about this school

Workshop, Bedworth Nursery School and ‘Positive about Young People’.  Year 7 students requiring support with literacy receive catch-up sessions.

p.3

What does the school need to do to improve further?

 Improve the quality of teaching and learning to outstanding by:  promoting joint lesson observations among subject leaders to learn from the very good practice already in the school, especially in the English department.  securing the good whole-school literacy initiative across all subjects so that students have more opportunities to practise their writing skills.  making sure that the whole-school marking policy is applied consistently well across all subjects so that students are informed of what they need to do to improve their work, including the quality of presentation, and respond to the suggestions teachers make.  giving more opportunities for students to find things out for themselves and work together so they become more involved in their learning.

p.3

The achievement of pupils is good

 Over time students achieve well. The school’s information shows that Year 11 is on course to make further improvements in attainment and progress.

p.4

The achievement of pupils is good

 When students join the school their attainment is below average. As a result of good teaching they make good progress and achieve above-average standards when they leave.

p.4

The achievement of pupils is good

 The school teaches reading well. Good investment in a new reading scheme supports reading. Those who find reading challenging are supported through effective programmes to build skills and confidence and improve their reading ages.

p.4

The achievement of pupils is good

 The attainment in English and mathematics of students eligible for the pupil premium has lagged behind that of others in the school. In 2012 students were two thirds of a grade behind in both English and mathematics. This situation has been tackled directly, and these students are currently making progress similar to others in the school.

p.4

The achievement of pupils is good

 Some students are entered early for GCSE examinations, mainly in English and mathematics. The early-entry policy is generally helpful to more-able students, who are able to take their learning of the subject involved to a higher level. Those who do not attain the results expected are required to continue with these courses to improve their results and achieve the highest grade possible.

p.4

The achievement of pupils is good

 Disabled students and those who have special educational needs make better progress than others in the school and similar students nationally. Year 7 catch-up groups in English result in students achieving well in developing their literacy skills.

p.4

The achievement of pupils is good

 Minority ethnic students and those who speak English as an additional language make better progress than other students. This is because they benefit from good provision and teaching especially, in reading and writing.

p.4

The achievement of pupils is good

 Students attending alternative provision make good progress and achieve well because the activities they undertake are well-tailored to suit their needs and aptitudes.

p.4

The quality of teaching is good

 Teaching is consistently good across a range of subjects including in English and mathematics. As a result, most students make good progress in their learning and achieve well over time. The spiritual, moral, social and cultural aspects of lessons and enrichment activities help enhance their personal development.

p.4

The quality of teaching is good

 Teaching is improving strongly. Across a range of subjects teaching is consistently good and much is outstanding. Teaching is particularly strong in English and this good practice is now being shared with other subject areas to help improve attainment and progress.

p.4

The quality of teaching is good

 Teachers set high expectations. They are enthusiastic, possess good subject knowledge, and plan lessons well. Information about student performance is used to create learning activities that challenge students and match their needs.

p.4

The quality of teaching is good

 Teachers and teaching assistants carefully plan learning for disabled students and those who have special educational needs. They regularly check students’ understanding and progress so that support is timely and effective. As a result, students make very good progress in English and mathematics and perform better than similar students nationally.

p.5

The quality of teaching is good

 Classrooms are positive places to learn because teachers listen to students, value their contributions and ask questions that stimulate discussion, generate reflection and deepen learning. Most students respond well and show that they are keen to learn.

p.5

The quality of teaching is good

 Reading, writing, communication and mathematics are taught well. Rigorous tracking of students’ progress helps to identify students requiring extension activities, or additional support. Enrichment activities and targeted support are provided during the school day, after-school and during the school holidays. The whole-school literacy initiative does not yet provide sufficient opportunities for students to practise writing across a range of subjects.

p.5

The quality of teaching is good

 In most subjects, teachers set homework and mark students work accurately and regularly. However, marking is not consistently good. Teachers’ comments sometimes do not inform students of what they need to do to improve their work or require students to respond.

p.5

The quality of teaching is good

 Teaching in the sixth form is consistently good with much outstanding practice. Teachers possess very good subject knowledge and plan stimulating learning activities, well matched to students’ needs. Students make good progress in developing knowledge, understanding and skills across a range of subjects.

p.5

The behaviour and safety of pupils are good

 Over time, behaviour has improved significantly because rigorous systems are in place to help manage behaviour consistently well. Students respond well and value learning. Attitudes in lessons are positive. Students feel safe and enjoy coming to school. This is reflected in above- average attendance.

p.5

The behaviour and safety of pupils are good

 Students are courteous and respectful in lessons and around the school. They work well in small groups and show insight, empathy and compassion when engaged assessing one another’s work. This was particularly evident in a drama lesson on bullying.

p.5

The behaviour and safety of pupils are good

 Students co-operate well with teachers and other adults working in the school to create an orderly, calm and purposeful working atmosphere that is generally free from bullying and unkindness. They know about different types of bullying, such as racist and homophobic bullying.

p.5

The behaviour and safety of pupils are good

 Students value the school’s rewards system and feel that it motivates them to learn and behave well in school. They participate in, and enjoy a wide range of extra-curricular provision including visits, after-school sports and arts clubs, and enrichment days.

p.5

The behaviour and safety of pupils are good

 Students develop high aspirations and self-belief. This was observed in a tutorial period that made effective use of a video clip followed by class discussion. Students are confident and progress to college, employment and training.  School behaviour records indicate a decline in fixed-term exclusions to below average. There are good internal systems for managing students with challenging behaviour at risk of exclusion. School information shows that the school has successfully worked in partnership with parents and external agencies to improve the behaviour of individuals and groups over time. Students attending alternative provision behave responsibly and attend regularly.

p.5

The behaviour and safety of pupils are good

 The house system, together with mixed-age tutor groups and the prefect system, present opportunities for students taking leadership. They work in partnership with staff to promote an orderly environment and act as role models. Year 11 students talked to inspectors about how they took these roles seriously.

p.6

The leadership and management are outstanding

 The school is well led. The leadership of the principal provides clear vision and direction for school improvement. The principal is well supported by the senior leadership team, governors and the Creative Education Trust. Leaders at all levels share the ambition for school improvement and raising standards.

p.6

The leadership and management are outstanding

 School self-evaluation is rigorous and robust, providing an accurate analysis of the school’s strengths and areas for improvement. Key priorities are identified and addressed in the development plan. Systematic checking against targets by the senior leadership team and governors provide the basis for holding staff to account.

p.6

The leadership and management are outstanding

 High expectations of what students can achieve and what teachers and support staff should do to make sure students receive high quality teaching is at the heart of the school’s drive to raise standards. This has resulted in students making good progress over time and strong improvements in teaching.

p.6

The leadership and management are outstanding

 Well-thought through policies underpin the school’s work but delay with the new school website meant that these were not available on the website for parents and carers at the time of the inspection. This is being addressed by the principal.

p.6

The leadership and management are outstanding

 The school’s curriculum provides balance, breadth and access for all, including those who are disabled, or who have special educational needs. Partnerships with local providers enhance provision for students. Some parents expressed concern about the recent loss of music from the curriculum. On investigation it was found that the principal is addressing this staffing issue.

p.6

The leadership and management are outstanding

 The sixth form opened in September 2012 in response to requests from parents for this type of provision in the locality. It is well planned and well resourced. Early indications suggest that numbers will expand considerably next year. All students are on course to achieve AS and BTEC Level 3 targets.

p.6

The leadership and management are outstanding

 Most parents are supportive and praise improvements in behaviour, teaching and learning, and pupil achievement. The school works hard to engage the small minority of hard-to-reach parents and carers. Regular parent surveys help inform the school development plan but some parents would like to be consulted more.

p.6

The leadership and management are outstanding

 Safeguarding arrangements meet statutory requirements.

p.6

The leadership and management are outstanding

 The school promotes equality of opportunity. Students from all backgrounds make good progress. For example, the pupil premium is used effectively to provide support for eligible students. As a result, the achievement of these students is better than that of similar students nationally. Funding provides small-group tuition and enrichment opportunities for students.

p.6

The leadership and management are outstanding

 The governance of the school:  Governors are committed and well organised in appropriate committees. They systematically monitor progress with the school development plan. Together with the Creative Education Trust they provide challenge and support for school’s leaders, holding them to account for the quality of teaching, behaviour and students’ achievement. Governors understand and regularly review the school’s information about students’ performance and know how it is used to set targets. Governors have an accurate picture of the school’s strengths and weaknesses, including the quality of teaching and learning. They understand the importance of good teaching and the difference it can make to different groups. Governors are clear that only good or better teaching should be rewarded by a rise in pay. They know what the school is doing to tackle any underperformance. Alongside the Creative Education Trust they manage

p.7

The leadership and management are outstanding

teachers’ performance well and make sure that resources and staff are efficiently deployed. Governors can account for the use of the pupil premium and explain how it is contributing to the raised attainment of eligible students.

p.7

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

p.8

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.

p.8

School details

Unique reference number 137781 Local authority Warwickshire Inspection number 402771

p.9

School details

Type of school Academy converter School category Foundation 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 818 Of which, number on roll in sixth form 38 Appropriate authority The governing body Chair Martin Walsh Principal Andrew Clay Date of previous school inspection N/A Telephone number 024 7636 6772 Fax number 024 7636 6383 Email address info@ashgreenschool.org.uk 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 .

p.9

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.

p.10

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

p.10

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

p.10

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’.

p.10

School details

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

p.10