Setting

Dr Simon Letman Principal Holbrook Academy Ipswich Road Holbrook Ipswich IP9 2QX

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Requires improvement: monitoring inspection visit to Holbrook Academy

Following my visit to your academy on 6 February 2014, I write on behalf of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills to report the findings. Thank you for the help you gave me and for the time you made available to discuss the actions you are taking to improve the academy since the most recent section 5 inspection.

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Requires improvement: monitoring inspection visit to Holbrook Academy

The visit was the first monitoring inspection since the academy was judged to require improvement following the section 5 inspection in November 2013. It was carried out under section 8 of the Education Act 2005.

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Requires improvement: monitoring inspection visit to Holbrook Academy

Senior leaders are taking effective action to tackle the areas requiring improvement identified at the recent section 5 inspection. The academy should take further action to:

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Requires improvement: monitoring inspection visit to Holbrook Academy

 ensure all students respond to feedback on their work, so that the accuracy of their spelling and punctuation improves.

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Evidence

During the visit, I held meetings with you, other senior leaders and teachers, and a member of the governing body to discuss the action taken since the last inspection. I made brief visits to a number of lessons and looked at the way teachers give students feedback about their work. I evaluated the academy’s improvement plans and documents relating to the outcomes of monitoring activities and the impact of performance management. Serco Inspections Colmore Plaza 20 Colmore Circus Queensway Birmingham B4 6AT T 0300 123 1231 Text Phone: 0161 6188524 enquiries@ofsted.gov.uk www.ofsted.gov.uk Direct T : 0121 6799163 Direct email : lewis.mackie1@serco.com

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Main findings

You and your senior leaders communicate confidence about the academy’s potential, and clarity about what must happen for that potential to be realised. Since the previous inspection, effective teachers have been giving their colleagues precisely- tailored support, in order to help them make progress towards demanding targets. Regular and robust reviews of individual teachers’ performance have started to evidence the impact of this support. Information generated by the academy’s monitoring systems is also being used to prioritise full reviews of standards in particular subject areas when concerns become evident. Two have taken place since the previous inspection and subsequent rapid and decisive action has been taken to address issues that were identified.

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Main findings

Monitoring of marking indicates that teachers are highlighting errors in students’ spelling and punctuation more consistently. Some teachers provide students with opportunities to respond to this feedback by making corrections but not all ensure that this happens consistently. Measures being taken to encourage reading for pleasure, particularly amongst boys, have had significant initial impact and the number of texts borrowed from the Learning Resource Centre has increased sharply.

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Main findings

Leaders are using accurate information on students’ progress to set challenging targets. Systems that track students’ progress are now being used to identify those who need additional support. Monitoring is enabling leaders to track the impact of interventions and initial evidence suggests that they are having a rapid and positive effect on students’ rates of progress.

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Main findings

Governors are working with senior leaders to set ambitious but achievable targets in many areas of the academy’s work. They regularly review progress towards those targets, challenge underperformance and work with senior leaders to plan improvements. Governors have initiated consultation on a proposal to extend the length of the academy day, to provide more teaching of literacy and study skills.

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Main findings

Ofsted may carry out further visits and, where necessary, provide further support and challenge to the academy until its next section 5 inspection.

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External support

Subject leaders have started to establish links with their counterparts in other successful academies so that useful ideas and strategies can be shared. This has enabled leaders to check the accuracy and consistency of judgments made about the levels or grades that are awarded to students’ work. Leaders spoke positively about the impact of their collaboration with colleagues in other academies. I am copying this letter to the Chair of the Governing Body, and the Director of Children’s Services for Ipswich.

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