New Campus Basildon Studio School

New Campus Basildon Studio School Church Walk House, Church Walk, Great Oaks, Basildon, Essex SS14 1GJ

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Overall effectiveness Inadequate

Effectiveness of leadership and management Requires improvement

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Overall effectiveness Inadequate

Quality of teaching, learning and assessment Inadequate

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Overall effectiveness Inadequate

Personal development, behaviour and welfare Requires improvement

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Overall effectiveness Inadequate

Overall effectiveness at previous inspection Not previously inspected

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This is an inadequate school

 Achievement at Key Stage 4 is inadequate. Pupils’ progress is not rapid enough in key subjects to enable them to catch up and improve on their low prior attainment. Achievement varies too widely between Key Stage 4 and Key Stage 5.  Governors have failed to provide sufficient challenge to the school. Governors have, until recently, not done enough to assure themselves that the information provided for them is accurate.  Leaders, including middle leaders, have had an over-optimistic view of how well pupils have been achieving in some key GCSE subjects. This has meant that support for them has not always been timely and well targeted.  Key Stage 5 learners join the school with stronger attitudes to learning than many of those pupils who join in Key Stage 4. Teachers have not been successful enough in rapidly developing pupils’ learning skills which has led to markedly different outcomes in Key Stages 4 and 5.

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This is an inadequate school

 Teachers do not plan lessons well enough at Key Stage 4 to meet the needs of pupils, particularly in science. This results in pupils making less progress than that of which they are capable.  Too many teachers at Key Stage 4 do not make effective use of questioning to establish how well pupils are doing. Pupils’ understanding is not challenged or corrected appropriately.  Pupils’ behaviour requires improvement because in a minority of lessons, where the class sizes are larger, there is low-level disruption that interrupts learning. Similarly, a minority of pupils do not behave well enough when moving around the school site.  Absence rates are above national averages and require improvement.

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The school has the following strengths

 The 16–19 study programmes are good. Learners achieve well and are well-cared-for.  Teaching in vocational subjects is effective. Pupils and learners are able to make strong progress, often from low starting points.  Changes to leadership at all levels are having a positive impact on the quality of teaching across the school.  Pupils, many of whom are disadvantaged, are well- cared-for, feel safe and are kept safe.

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Full report

In accordance with the Education Act 2005, Her Majesty’s Chief Inspector is of the opinion that this school requires significant improvement, because it is performing significantly less well than it might in all the circumstances reasonably be expected to perform.

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What does the school need to do to improve further?

 Raise pupils’ outcomes at Key Stage 4 through improving the quality of teaching, learning and assessment, by: developing teachers’ skills in improving Key Stage 4 pupils’ learning improving teachers’ planning of learning in Key Stage 4 so it is better matched to the capabilities of pupils in the larger teaching groups, especially in science ensuring that teachers use questioning effectively to check pupils’ understanding and accelerate their progress continuing to develop strategies to make sure that the assessment of pupils’ progress across all subjects is accurate applying the effective teaching strategies used in the sixth form and in vocational subjects to all subjects at Key Stage 4.

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What does the school need to do to improve further?

 Improve personal development, behaviour and welfare, by: further developing strategies to reduce absence, particularly of the pupils in Key Stage 4 who are persistently absent ensuring that all staff consistently apply the school’s policy and procedures for dealing with incidents of low-level disruption ensuring that the behaviour of the minority of pupils matches the positive behaviour of the majority of them.

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What does the school need to do to improve further?

 Improve the quality of leadership and management, by : ensuring that the governing body evaluates more rigorously the information that school leaders present making sure that there are consistently high expectations of the quality of teaching throughout the school, especially at Key Stage 4.

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What does the school need to do to improve further?

An external review of governance should be undertaken in order to assess how this aspect of leadership and management may be improved.

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Effectiveness of leadership and management requires improvement

 Key Stage 4 pupils’ progress was inadequate in 2015. Leaders have made improvements, but some of these are very recent and pupils’ achievement remains fragile, in particular in some key GCSE subjects. The Principal has appointed senior leaders who are demonstrating the skills and determination needed to improve the quality of teaching, the accuracy of assessment and raise academic standards. This demonstrates the capacity of the leaders to move the school forward.  Leaders currently have a precise understanding of the progress of pupils in the core subjects. This has not been the case in the past, which resulted in over-optimistic predictions of how well pupils would achieve in 2015. The Principal has developed productive relationships with other schools and outside agencies, which effectively support school leaders to carry out accurate and rigorous assessment.  Leaders now monitor the quality of teaching carefully and are tackling poor practice with robust performance

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Effectiveness of leadership and management requires improvement

management. Recent staff appointments are improving the quality of teaching. Nevertheless, in key GCSE subjects improvements are too recent to sufficiently demonstrate this is making a difference to the progress pupils make.  Teachers are encouraged to reflect on their own practice and are being set personal goals. They speak positively about the recent training which helped them to develop strategies to improve the learning skills of pupils at Key Stage 4. Evidence seen on inspection is that this is having a positive, albeit very recent, impact on the progress that pupils are able to make.  Changes to the curriculum ensure that it is now better matched to the pupils’ capabilities and interests and is supporting improved progress. Those who need support to improve their literacy skills receive individual learning programmes in the ‘Base’, the school’s literacy and numeracy support centre. When possible, school

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Effectiveness of leadership and management requires improvement

leaders enrich the curriculum, providing a range of visits to art galleries, theatres and a visit abroad – with positive impact. The school’s recent financial challenges mean that the programme of enrichment activities is narrower than was previously the case.  The highly determined Principal has created an environment in which pupils and learners, many of whom have previously not enjoyed or attended school on a regular basis, feel cared for and safe. She has rightly focused on improving pupils’ attendance and behaviour. This has been successful, especially with vulnerable pupils and those who have special educational needs or disability, but there is still work to do in increasing attendance rates and improving the learning behaviour of a minority of pupils at Key Stage 4.  Recent appointments have strengthened middle leadership. Appropriate training is raising expectations of middle leaders and has increased their confidence in leading improvements in teaching, learning and

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Effectiveness of leadership and management requires improvement

assessment in their subjects. For example, the leader in English is working with other schools and specialists to assure himself of the accuracy of assessments in his subject. This is accelerating the progress of pupils in English.  Pupils appreciate the careers information, advice and guidance that is provided by the school. This includes talks about further and higher education, apprenticeships and the world of work. Pupils informed inspectors of their increased ambition to continue their studies, or move into training as a result of the school’s work in this area.  School leaders are making increasingly effective use of the funding made available to support the progress of disadvantaged pupils. Leaders interview each pupil and develop personalised support programmes for them. For example, individual support for literacy, or support in overcoming barriers that have previously prevented regular attendance at school. While outcomes remain low, these pupils are closing the gap with

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Effectiveness of leadership and management requires improvement

their peers nationally.  Leaders ensure that pupils’ spiritual, moral, social and cultural development is effectively catered for through a programme of assemblies, tutorials, visits and visiting speakers. Themes such as tolerance, equality and healthy diets are woven well into the curriculum and equip pupils with the knowledge to make informed decisions about their lifestyles. Pupils are prepared effectively for life in modern Britain through a range of activities, such as the recent visit of a poet to the school, who inspired pupils to write poems about modern British values.  Leaders appropriately monitor the progress, attendance and behaviour of a minority of pupils attending alternative provision.  The main sponsor, Seevic College, has in the past provided a range of support for the school. Aspects of this support were not appropriate for the context of the school. This slowed the speed at which the school has

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Effectiveness of leadership and management requires improvement

been able to develop. The sponsor no longer holds a place on the governing body, and there has been a handover of many of the support services that it provided to the leaders and managers in the school.  The governance of the school Governors have, in the past, provided insufficient challenge to senior leaders. School leaders’ over- optimistic predictions of the progress that pupils were making were too readily accepted by governors. Under the new leadership of an experienced Chair of the Governing Body, governors now have an accurate understanding of the quality of education being provided at the school. They are well placed to offer strong challenge and support to senior leaders and are setting a clear strategic direction. Evidence seen on inspection demonstrates that the management of teacher’s performance has been appropriately led and managed. The arrangements for safeguarding are effective. The school’s safeguarding provision meets statutory

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Effectiveness of leadership and management requires improvement

requirements. Records are appropriately maintained and staff are regularly trained and are clear on how to identify and raise concerns. As a result, pupils and learners are safe and feel safe. Safeguarding policies and appropriate practices are in place, but governors have previously not ensured that the school keeps the website fully compliant at all times. Swift action was taken to correct this aspect and it is now fully compliant.

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Quality of teaching, learning and assessment is inadequate

 The quality of teaching over time has been too variable, with teaching at Key Stage 4 being less effective than that at Key Stage 5. As a result, Key Stage 4 pupils in key subjects have not made the progress of which they are capable. There have been substantial differences between subjects in the quality of planning, appropriateness of activities and quality of assessment and feedback. In some subjects, such as science and mathematics, these variations remain or have only very recently been eradicated.  Teachers’ variable planning results in a lack of appropriate high expectation and challenge in several subjects. For example, pupils in a health and social care lesson quickly completed the task which was too easy for them. They were then required to wait as other pupils caught up.  Teachers do not use questioning well to deepen pupils’ knowledge and address their misunderstandings. Too often, teachers fail to correct pupils who give incorrect answers or use the wrong terminology. As a result,

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Quality of teaching, learning and assessment is inadequate

pupils are not confident when tackling complex questions in subjects such as science and mathematics.  Teaching in some key subjects does not enthuse and engage pupils. Evidence seen in lessons shows that activities are often unnecessarily repeated, leading to pupils losing focus in their work. Evidence from a scrutiny of books demonstrated that too few opportunities are provided to enable pupils to apply their knowledge in some subjects.  Teachers do not consistently apply the school’s policy when providing feedback to pupils. In some key subjects, feedback lacks the precision that would enable pupils to learn from their mistakes. As a result, mistakes are repeated and skills not developed at the pace required for pupils, many of whom have low starting points, to catch up.  Pupils informed inspectors that teachers do not consistently apply the school’s policy for managing behaviour. This is a source of annoyance to pupils, many of whom have made a concerted effort to improve

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Quality of teaching, learning and assessment is inadequate

their attitudes to learning. This lack of consistency leads to low-level disruption in larger groups in some Key Stage 4 lessons.  The teaching of reading, mathematics and communication is not consistently good. Pupils are encouraged to read, but evidence seen on inspection indicates that many are reluctant to do so in front of others. The teaching of mathematical skills is not sufficiently clear to enable pupils to make enough progress in science. For example, the teacher’s unclear explanation of a calculation of percentages limited pupils’ progress in a physics lesson.  Teaching assistants are well prepared for lessons and are effective in challenging pupils to deepen their knowledge and understanding. In a childcare lesson, the persistent and careful prompting by a teaching assistant enabled the pupils she was supporting to gain a better understanding of human development. In a lesson on literacy, the skilful intervention of the assistant helped the pupils make more rapid progress.

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Quality of teaching, learning and assessment is inadequate

 Where teaching is stronger, pupils respond with enthusiasm. This is often the case in Key Stage 5 lessons and in vocational subjects at Key Stage 4. In lessons, such as business studies, childcare, sport, and English, expectations of what pupils can achieve are high. Teachers plan activities that engage pupils, challenge them and instil the confidence necessary for them to make good progress. For example, in sport the teacher’s enthusiasm, clarity of instruction and refusal to accept pupils’ initial low-level answers, meant that pupils enjoyed their learning and deepened their knowledge of their health and well-being.

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Personal development and welfare

 The school’s work to promote pupils’ personal development and welfare requires improvement.  Many Key Stage 4 pupils join the school with low self-esteem, often having had a disrupted education in previous years. Their learning skills are less well developed than they should be. Evidence seen on inspection demonstrates that, while the confidence of individuals is improving, pupils lack the resilience to make rapid progress in their studies in order to catch up with their peers.  Senior leaders have put in place a programme to teach students about the dangers of extremism. Key Stage 4 pupils are aware of this work but are not always able to articulate what extremism is.  Pupils are able to explain what bullying is and are aware of different types of bullying. They report that, while there is some falling out between pupils, bullying is infrequent. This is supported by records seen on inspection. Pupils have faith that were incidents to occur, they would be effectively dealt with by adults in

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Personal development and welfare

the school. The majority of parents agree.  Pupils feel safe and the large majority of their parents agree that they are safe. Pupils learn about being safe through assemblies and tutorials and could explain how to keep themselves safe. All pupils spoken with could explain who to talk to if they had any concerns or problems. They value the fact that staff know and care for them well.  Pupils are given opportunities to prepare for the world of work through work experience, which is often well matched to their interests and emerging careers choices. For example, Year 10 pupils spoke with enthusiasm about their experiences at a local radio station or at local children’s nurseries. Many Year 11 pupils said they were intending to carry on in education and were clear that the school had helped them to make this decision. In the words of one pupil, ‘They help us to evaluate what to do next.’

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Behaviour

 The behaviour of pupils requires improvement.  Pupils informed inspectors that the behaviour of a small minority is a source of annoyance to them. Inspectors saw some evidence of name-calling, which on occasion was not challenged by the teacher.  A minority of pupils do not always display high levels of self-discipline when moving around the school site. Inspectors on occasions witnessed over-boisterous and, in a very few instances, disrespectful behaviour. Inspectors saw very many instances of good natured, tolerant and courteous behaviour from the majority of pupils and learners at the school.  Many pupils enjoy coming to school wanting to learn and, in many cases, to make up for time that they have missed in the education prior to starting at this school. They are less positive and confident in lessons, especially where learning is not well matched to their capabilities. Evidence seen in lessons shows that pupils

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Behaviour

are too often reluctant to answer questions, read aloud in front of others and to explain their thinking to their classmates.  Leaders employ a range of strategies to improve attendance. As a result, the attendance of many pupils who have previously had exceptionally low attendance has improved dramatically. The attendance of pupils who have special educational needs or disability is higher than that of their peers in school. Absence of pupils and levels of persistent absence are much improved, but remain too high.  The attendance of pupils who are educated at alternative provision is in line with that of their peers, and often an improvement on their attendance in their previous education setting.

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Outcomes for pupils are inadequate

 Pupils join the school in Year 10. They take externally moderated assessments on entry which confirm that they arrive with attainment that is considerably lower than that of their peers nationally.  In 2015, pupils achieved standards in key subjects that were significantly lower than their peers nationally. As pupils were capable of achieving higher than this, their progress since they joined the school has been inadequate.  In 2015, the percentage of pupils achieving five GCSE passes at grades A* to C including English and mathematics was 4%, which was significantly below school predictions and targets. Leaders expect outcomes to improve this year. Externally moderated assessments indicate that this will be the case in many subjects but this improvement is not rapid enough for pupils to achieve as well as they should.  Standards remain too low in English, mathematics and science. Inspection evidence indicates that there is a

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Outcomes for pupils are inadequate

rise in standards and an improvement in the progress pupils are making from their starting points, but this is not sufficient to enable them to catch up with their peers nationally. Variability in the quality of teaching, particularly in science, means that recent improvements are inconsistent and fragile.  In 2015, disadvantaged pupils, who make up the large majority of pupils in this small school, did not make the progress of which they are capable. They attained standards that were above that of their peers in school, but significantly below those other pupils nationally. Inspection evidence, including a scrutiny of work, indicates that outcomes for disadvantaged pupils are improving across a range of subjects. This improvement is not consistent across all subjects.  Similarly, pupils who have special educational needs or disability make variable progress from their individual starting points. This is because teaching is not always matched to their specific learning needs.

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Outcomes for pupils are inadequate

 Inspection evidence indicates that the very small number of pupils that attend alternative provision make progress below that of which they are capable.  Outcomes in vocational subjects were stronger than those in GCSE subjects in 2015 and inspection evidence confirms that this is the case for pupils currently in the school.

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16 to 19 study programmes are good

 Students in the sixth form get a good induction into the school’s expectations and are placed on courses appropriate for them. Students are motivated and committed to their learning. This is reflected in their behaviour and attitudes to learning and consequently in the progress they make.  Leaders have ensured that 16–19 programmes, which consist of vocational learning only, are well matched to the interests and capabilities of the learners. The programmes are carefully designed to enable learners, many of whom arrive with few qualifications having missed elements of their earlier education, to progress to higher levels. The large majority make strong progress and leave with outcomes that are good.  The school provides learners with a wide range of opportunities for work-related learning in fields that are closely linked to their interests and career choices. This broadens their knowledge of the world of work and

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16 to 19 study programmes are good

helps to prepare them for the next stage of their education or employment. For example, learners have spent time in retail, sporting and childcare settings.  Information, advice and guidance are effective. Learners meet employers and visit higher education institutions. As a result, considerable numbers of learners who had not previously considered higher education have applied to university, while almost all others are seeking further training or employment.  Learners are appreciative of the opportunities afforded to them in the sixth form. As one learner commented, ‘I came here with high expectations that were true.’ Another learner commented that the sixth form ‘gives you more of a chance’. Learners value the fact that they can shape the contributions that they make to the school as a whole. They mentor younger pupils and are proud to do so.  Learners who enter the sixth form without a GCSE grade C in English or mathematics have the opportunity

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16 to 19 study programmes are good

to work towards achieving these grades. Evidence seen on this inspection is that these programmes are effectively taught and learners are making good progress towards achieving these grades.  Post-16 learners are cared for well. They attend regularly and behave well in almost all cases. Learners appreciate the work of the personal coaches, who effectively support their personal development. Learners have the confidence to approach any adult if they have any concerns and told inspectors that adults keep them well informed about their progress. Learners are supported to keep themselves safe, for example, through having a good knowledge of strategies needed to keep themselves safe online.  Outcomes are good and improving. Learners join the school with low starting points, many have few, or no, qualifications and many were previously not in consistent education. From these low starting points, Year 13

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16 to 19 study programmes are good

learners attain standards which are broadly in line with that of other learners nationally, which represents good progress. Outcomes in Year 12 are similarly strong. Evidence from school assessment data, lesson observations and a scrutiny of work confirms that this trend of improvement is continuing.  The most effective teaching enables learners to develop their analytical skills. For example, Year 12 learners in a business studies lesson engaged in mature analysis of the effectiveness of marketing strategies. Similarly the teacher’s imaginative choice of resources and activities enabled learners in a Year 13 English lesson to enthusiastically broaden their vocabulary skills and make good progress as a result. Teachers provide feedback in line with the school’s policy. Learners appreciate the feedback given and use this to build on their prior learning. They report that in a minority of cases the feedback could be more

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School details

Unique reference number 139781 Local authority Essex Inspection number 10008126

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School details

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

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School details

Type of school Secondary School category Academy studio school Age range of pupils 14–19 Gender of pupils Mixed

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programmes

Appropriate authority The governing body Chair Rebecca Walsh Principal Jasmine West Telephone number 01268 240 300 Website www.ncbstudioschool.org.uk Email address info@ncbstudioschool.org.uk Date of previous inspection Not previously inspected

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Information about this school

 This 14–19 studio school, which opened in September 2013, is much smaller than the average-sized secondary school.  The proportion of pupils who have special educational needs or disability is much higher than average.  The proportion of pupils supported by the pupil premium is higher than average. This is government funding for pupils known to be eligible for free school meals or who are in the care of the local authority.  The vast majority of pupils are of White British heritage.  There is a small number of pupils in alternative provision. The providers used include Southend YMCA Community School, Circles Alternative Education and BEP.  In 2015 the school did not meet government floor targets, these are the minimum standards for pupils’ attainment and progress at Key Stage 4.  The school is sponsored by Seevic College.

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Information about this inspection

 Inspectors visited 16 lessons. Some were jointly visited with school leaders.  Inspectors observed pupils arriving to school, at break and lunchtimes. Inspectors spoke with pupils and learners formally and informally in lessons and around the school and in small group meetings.  Inspectors held meetings with senior leaders, teachers, lead coaches, the Chair of the Governing Body and two other governors, four parents, a representative from the local authority and a representative from the Department for Education.  A range of documentation was considered including: the school self-evaluation and improvement plan; attendance, behaviour and safeguarding information; minutes of governing body meetings and school assessment information.  Inspectors considered 20 responses to a staff questionnaire, 14 responses to Parent View (Ofsted’s online questionnaire) and one written response from a parent.  Inspectors looked at the quality of work in a range of books, folders and controlled assessments.

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Inspection team

John Lucas, lead inspector Her Majesty’s Inspector Derrick Baughan Her Majesty’s Inspector guidance 'Raising concerns and making a complaint about Ofsted', which is available from Ofsted’s website: www.gov.uk/government/publications/complaints-about-ofsted . 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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Inspection team

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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Inspection team

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.gov.uk/government/organisations/ofsted

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Inspection team

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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk . You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team,

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Inspection team

The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Inspection team

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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Inspection team

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

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