The GFC School

Gillingham FC Community Trust School Mems Prestfield Stadium, Grange Road, Gillingham, Kent ME7 4DD

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Overall effectiveness Requires improvement

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Effectiveness of leadership and management Requires improvement

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Quality of teaching, learning and assessment Requires improvement

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Personal development, behaviour and welfare Good

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Outcomes for pupils Requires improvement

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Overall effectiveness at previous inspection Not previously inspected

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Summary of key findings for parents and pupils

This is a school that requires improvement

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Summary of key findings for parents and pupils

 Senior leadership roles and accountabilities are still developing in this new school. Those responsible for subjects do not regularly monitor pupils’ progress. Leaders do not work with other schools to share good practice.  The school does not accurately assess pupils’ skills on entry or provide suitable work to address gaps in learning. Work is not always matched to pupils’ abilities. Consequently, pupils make inconsistent progress from their different starting points.  Some aspects of monitoring the school’s work, such as school improvement documentation and staff performance, are not sufficiently well developed.  The attendance of a minority of pupils is too low.  Teaching requires improvement. In science, pupils do not get enough chances to record their learning. In mathematics, there are insufficient opportunities to reason and solve problems in everyday life. Skills in teaching phonics are not strong enough.

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Summary of key findings for parents and pupils

 Those responsible for governance do not know enough about the school to make strategic decisions. They do not hold leaders fully to account.

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Summary of key findings for parents and pupils

 Pupils often join the school disengaged from learning but after a few weeks start to enjoy learning once again.  Pupils feel safe and secure and their personal development is good. The school works hard to ensure that their needs are met. Parents say that the school goes ‘the extra mile’.  Behaviour in lessons and around the school is good. Pupils are tolerant and respectful of others, including those from different faiths.

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Summary of key findings for parents and pupils

 The school meets the requirements of the schedule to the Education (Independent School Standards) Regulations 2014 (‘the independent school standards’) and associated requirements.

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What does the school need to do to improve further?

 Improve the quality of leadership and management by: – consolidating the new leadership team to ensure that there are clear roles and accountabilities – refining school improvement documentation, so that it is sharply focused on key priorities with measurable targets and timescales – accurately assessing pupils’ starting points, so that leaders and teachers are precise in knowing where there are gaps in learning – regularly monitoring pupils’ progress and quickly identifying any pupil who is falling behind – developing the skills of subject leaders so they can accurately report to senior leaders where progress is strongest and weakest in their areas of responsibility – formalising the arrangements for staff performance by setting challenging targets that clearly hold staff to account – seeking opportunities to work with other similar schools to share good practice – improving the attendance of a minority of pupils

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What does the school need to do to improve further?

– ensuring that those responsible for governance have a full understanding of the school, so that they can make effective strategic decisions and hold senior leaders to account.  Improve the quality of teaching, so that work is well matched to pupils’ abilities and hence accelerate progress by: – ensuring that mathematics teaching provides sufficient work in reasoning and problem solving related to everyday life – improving the teaching of phonics so as to better assist those who arrive at the school with limited reading skills – ensuring that pupils record more in science and that progress in this subject is carefully recorded.

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Effectiveness of leadership and management Requires improvement

 The school has only been operating a year. A high proportion of staff have just joined the school. As a result, although leaders have accurately identified most of the current weaknesses, they have not yet succeeded in ensuring that teaching and learning are good.  The new leadership structure has only been in place for a couple of months and roles and accountabilities are still imprecise. For example, it is not clear who is responsible for the tracking of pupils’ progress and identifying pupils who are falling behind. Consequently, this rarely happens.  School improvement documentation is not fit for purpose. It does not focus on the key priorities for the school. Currently, it is a very lengthy document with too many action points. There is insufficient focus on the impact of actions on improving the school and pupils’ rates of progress.  Often, assessments of pupils’ starting points are not accurate. Sometimes, none are made

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Effectiveness of leadership and management Requires improvement

at all. When they occur, assessments do not provide an accurate picture of pupils’ knowledge, skills and understanding. Because the assessment of starting points is ineffective, staff are unaware of where there are gaps in pupils’ learning. Consequently, they often provide work that is either too easy or hard.  Those who are responsible for subjects rarely observe learning across the school. Therefore, they are unaware of where progress is strongest and weakest. At present, staff do not have the skills to advise senior leaders where improvements need to be made. Senior leaders recognise this as an area for development and are seeking opportunities to work with other similar schools to share good practice.  Currently the arrangements for monitoring staff performance are very informal. Because staff are not set challenging targets, they are not held sufficiently to account.  Leaders do have the capacity to make the required changes. The headteacher has worked

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Effectiveness of leadership and management Requires improvement

tirelessly during the last year to set up and run a school that is now at full capacity. She has a clear vision to improve the lives of the pupils and to ensure that they have the best life chances. She has ensured that all of the independent school standards have been met.  Parents are very supportive of the school. Those who were spoken to during the inspection, or who responded to a questionnaire, were delighted with the improvements in their children’s behaviour since joining the school. They say their children love coming to this school because they feel valued.  There is a suitable range of subjects on offer to cover all the areas of learning required for independent schools. Pupils are provided with a range of experiences to develop their skills, particularly in English and mathematics. Those in the older year groups take a range of qualifications, including functional skills, BTEC National Diplomas and GCSEs.

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Effectiveness of leadership and management Requires improvement

 The school is still developing its extra-curricular provision. There are few activities at the end of the day because pupils are often collected by taxi. However, there are some existing lunchtime clubs and plans to introduce more. Pupils enjoy trips, such as to the local zoo, where they learned about lifecycles and endangered habitats.  Physical education forms a large part of the curriculum and the school makes good use of the facilities on site, as well as those at a nearby sports centre. Pupils say how much they enjoy the chance to exercise regularly.  Pupils’ spiritual, moral, social and cultural awareness is well developed and they are well prepared for life in modern Britain. Pupils gain a good understanding of how citizens can influence decision making through the democratic process. For example, they discussed with staff the results of the recent elections in the USA. Pupils understand about the rule

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Effectiveness of leadership and management Requires improvement

of law. Recently, they learned about the legal consequences of sending explicit texts. The school works well to promote equality of opportunity and tackle discrimination. Pupils know the importance of treating all cultures and religions with respect and tolerance.  The school provides effective careers guidance. It makes good use of both external providers as well as its own well-trained staff. Pupils have the opportunity to explore various potential future pathways. They attend colleges’ open days as well as investigating apprenticeship options. The school makes good use of the links with the football club, where many pupils complete apprenticeships in a variety of office, media and sports roles.

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Governance

 During the last year, the trustees who are responsible for governance have only demonstrated a basic understanding of the school’s strengths and weaknesses. They do not hold senior leaders effectively to account for the progress that pupils are making. Consequently, although the headteacher efficiently manages its day-to-day running, the school is not being led strategically. The trustees are aware of these shortcomings and have already initiated plans to ensure that this situation is quickly rectified.  Trustees do have a broad range of experience across many professions, including in education and business. Therefore, they have the potential to help the school develop and make the required improvements to be good.  Trustees have had appropriate training, including in safeguarding, so that they can carefully fulfil their statutory duties.

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Safeguarding

 The arrangements for safeguarding are effective. The well-being and safety of pupils are the school’s top priority and all pupils feel secure. The safeguarding policy is fully compliant with the latest statutory guidance and is available for parents to inspect on request. Procedures are appropriately followed by all staff.  A particular strength is the way that the school works in partnership with other agencies to ensure that pupils, many of whom are vulnerable, are given the best possible support.  There is good communication between home and school. Parents say that there is always someone on hand to listen to concerns and provide appropriate support.  The school has ensured that staff have received all the relevant training, such as in preventing radicalisation and issues relating to child sexual exploitation.

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Quality of teaching, learning and assessment Requires improvement

 The quality of teaching requires improvement because teachers are not always sure of the progress pupils are making. They often do not adapt their teaching and plan learning activities that build on pupils’ existing knowledge. Too often, pupils are given work because it is appropriate to their age and not ability. Consequently, some pupils find work is either too easy or hard for them. This has an impact on the progress they can make. There are very few pupils in the school who are most-able, and therefore it is impossible to comment on how teaching is adapted to their needs without them being identified.  Some pupils when they join the school have limited reading skills. When at the school, pupils’ progress in reading is not as strong as it could be because staff do not have the skills to teach phonics effectively. They do not identify specifically what a pupil needs to work on to improve their reading.

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Quality of teaching, learning and assessment Requires improvement

 Pupils’ books in mathematics show very few examples where pupils demonstrate their reasoning skills or solve problems that are related to everyday life.  Pupils spoke with enthusiasm about the reactions they had found when combining certain substances in science. They knew how and why some substances become explosive. However, there is almost no recorded information in books regarding what pupils have learned from these experiments. Consequently, it is hard for the school to monitor progress in this subject.  Where teaching is effective, pupils’ understanding is thoroughly checked and developed. For example, effective questioning demonstrated pupils’ thoughtful analysis of a character in ‘Romeo and Juliet’.  Pupils are very positive about the teaching they receive. They say that the teachers here, ‘understand and help’.

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Personal development and welfare

 The school’s work to promote pupils’ personal development and welfare is good.  Leaders and staff recognise the importance of helping pupils to believe in themselves and become more self-confident. All staff work hard to help pupils re-engage in their learning.  Pupils are very positive about the staff’s role in helping them to start to achieve again. They say that this school provides an environment where they feel secure and ready to learn. Pupils value the close links with the club’s football players, who talk to pupils about their own experiences when they were adolescents.  Parents are pleased with the school and say that staff go ‘that extra mile’ and that this helps their children have an increased motivation for learning.  The school is successful in providing the help that pupils need to start to turn their lives around. Teachers carefully identify whether support, such as play therapy, is required

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Personal development and welfare

before pupils can start to learn again. There are close relationships with a range of agencies, including social services, the youth offending team, and drug and sexual health charities.  Every morning, during breakfast club, pupils are encouraged to make healthy eating and lifestyle choices. Recently, pupils have learned about the importance of personal hygiene and how to look after themselves.  Because the school develops pupils’ personal development effectively, this has helped to prepare pupils to sit examinations and leave with qualifications that they would previously have found impossible.

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Behaviour

 The behaviour of pupils is good.  Pupils often arrive with poor attitudes to learning and low self-esteem. Records show that during their time at the school, there are marked improvements in behaviour, communication and social interaction skills. This is as a result of the skilled work by all staff to improve pupils’ behaviour and to raise their aspirations. Inspirational quotes around the school reinforce this message.  Although there have been incidents of poor behaviour, they are rare and fixed-term exclusions have decreased considerably when compared with last year. This is because the school has introduced an internal exclusion procedure. Both staff and pupils feel that this new approach helps pupils stay more engaged in their learning.  In lessons, pupils listen carefully to the teacher and treat each other with respect. Around the school, most pupils behave well. During the inspection, pupils were seen to sit

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Behaviour

respectfully during the annual Armistice Day act of remembrance.  The school works hard to ensure that there is no bullying. Those pupils who were spoken to during the inspection advised that there was very little bullying and that they could talk to a teacher if they had any concerns.  Overall, pupils’ attendance at this school is significantly better than their attendance at their previous schools. However, last year it was still low overall. This academic year, attendance has improved, but the attendance of a minority of pupils is still too low. This has an adverse impact on these pupils’ rates of progress.

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Outcomes for pupils Requires improvement

 Outcomes require improvement because not enough pupils make good progress. Pupils often start at this school with significant gaps in their learning. These are often not accurately identified and acted upon. Consequently, pupils are given work that is not well matched to their abilities.  Pupils are adequately prepared for their GCSE examinations in subjects, including English literature and language, mathematics, health and social care, and art. Last year, approximately 80% of those who took these examinations gained an A–G grade. However, very few gained grade C or above. Outcomes in English are stronger than in mathematics. Often pupils take GCSEs in English and functional skills qualifications in mathematics.  Pupils achieved success in their BTEC National Diploma qualifications, in public services, science, sport and business studies. This year in business studies pupils are developing good commercial skills by purchasing stock and running the school tuck shop. Last year,

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Outcomes for pupils Requires improvement

pupils showed a detailed understanding of the factors that needed to be considered when setting up a shop, including the importance of profit margins.  Approximately half of the pupils who took functional skills qualifications last year were successful in obtaining awards.  There are too few pupils in the school who are most-able to report on their progress without them being identified.  When pupils leave the school, all go on to either college or apprenticeships. Many have overcome significant difficulties in their behaviour and attitudes to achieve this.

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School details

This inspection was carried out under section 109(1) and (2) of the Education and Skills Act 2008, the purpose of which is to advise the Secretary of State for Education about the school’s suitability for continued registration as an independent school.

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School details

Proprietor Mr David Brenton (Gillingham FC Community Trust) Chair John Sands

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School details

Annual fees (day pupils) £10,000 to £41,800

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School details

Website The school does not have a website.

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School details

Email address gfcctschool@priestfield.com

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School details

Date of previous inspection Not previously inspected

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Information about this school

 Gillingham FC Community Trust School is a small independent day school for boys and girls between 11 and 16 years of age. It opened in December 2015.  The school is situated within the stadium of Gillingham Football Club. There are five classrooms, a chill-out rom and a small outside area.  The school is registered for 15 pupils and currently there are 15 male pupils on roll. Most pupils join the school with low attainment due to their disrupted previous educational experiences. Pupils have either been at significant risk of exclusion or have been excluded from their previous school. Often, pupils join part-way through the year. All pupils have an education, health and care plan related to social, emotional or mental health difficulties.  The large majority of places are funded by the local authority. The school does not receive any additional funding for pupil premium or Year 7 catch-up funding.

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Information about this school

 The school aims to ‘provide every pupil with the knowledge, skills, self-belief and motivation to be successful in their learning and lives.’  School governance is provided by a board of trustees of Gillingham Football Club Community Trust. Additionally, the trust’s chief executive officer provides day-to-day oversight.  The school does not use any alternative providers.  This is the school’s first standard inspection.

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Information about this inspection

 The inspector observed six lessons or parts of lessons. Most were observed jointly with senior leaders.  Discussions were held with a range of staff, including senior leaders. The nine responses to the staff questionnaire were also considered. The inspector had a meeting with those responsible for governance, including the proprietor, trustees of Gillingham Football Club and the chief executive officer of Gillingham FC Community Trust.  The school’s documentation was examined, including all of the statutory policies, planning for subjects and records of pupils’ progress, in order to check the school’s compliance with the independent school standards.  Parental views were gained by a discussion with parents. The inspector also considered a recent parent survey that the school had conducted. There were two responses to Ofsted’s online questionnaire, Parent View.  The inspector had a meeting with pupils to ascertain their views on the school and looked

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Information about this inspection

at their books. She also listened to some pupils reading aloud.

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Inspection team

Liz Bowes, lead inspector Ofsted 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

Parent View 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

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Inspection team

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 .

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Inspection team

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Inspection team

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Inspection team

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

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