Robert Owen Academy

Robert Owen Academy Blackfriars Street, Hereford, Herefordshire HR4 9HS

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Effectiveness of leadership and management Inadequate

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Quality of teaching, learning and assessment Inadequate

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Personal development, behaviour and welfare Inadequate

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Overall effectiveness at previous inspection Inadequate

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Summary of key findings for parents and pupils

 Many of the weaknesses identified at the previous inspection remain. Leaders, including trustees, have not secured consistently effective teaching or significantly improved pupils’ outcomes, attendance and behaviour.  Trustees have not made sure that all of the school’s policies meet current government guidelines. Staff do not implement many of the school’s policies consistently or effectively.  Leaders’ analysis of the wide range of information they have about pupils is ineffective. As a result, they do not identify and resolve issues quickly or effectively.  Pupils make poor progress because of weak teaching. This is particularly the case in English. Lower-ability and the most able pupils do not do well in mathematics.  Teachers’ use of assessment to inform their planning is not good and their expectations of pupils are low. As a result, pupils’ progress is inhibited, particularly that of the most able pupils.

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Summary of key findings for parents and pupils

 Pupils’ reading, comprehension and basic English skills are not developed well across the school.  The school’s curriculum is narrow and does not meet the requirements of the school’s funding agreement.  The 16 to 19 study programmes are inadequate. The range of subjects is narrow. Learners do not sufficiently develop their written, communication and employability skills.  A significant number of pupils behave badly and do not take their learning seriously. This negatively affects their own and others’ learning.  Pupils’ attendance is significantly below the national average. A large number of pupils are persistently absent.  The school’s work to promote pupils’ personal development and welfare is inadequate. Pupils do not have effective careers information, advice and guidance. A small number of pupils are not clear about the risks associated with extremism and radicalisation.

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Summary of key findings for parents and pupils

 Leaders and trustees have created a safe environment within the school in which most pupils feel safe and secure.  The quality of teaching in science has improved since the previous inspection. In addition, the majority of pupils do well in art.

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Full report

In accordance with section 44(1) and 13(3) of the Education Act 2005, Her Majesty’s Chief Inspector is of the opinion that this school requires special measures because it is failing to give its pupils an acceptable standard of education and the persons responsible for leading, managing or governing the school are not demonstrating the capacity to secure the necessary improvement in the school.

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What does the school need to do to improve further?

 Improve the effectiveness of leadership and management, including governance, by making sure that: – the school’s website, policies and procedures, including the curriculum, comply with statutory government requirements and the requirements of the school’s academy funding agreement – staff consistently and effectively implement the school’s policies – the information about pupils’ outcomes, behaviour and attendance is effectively evaluated in order to quickly identify, address and resolve pupils’ underachievement and poor behaviour and attendance – pupils and students in the sixth form have access to frequent, impartial and effective careers information, advice and guidance – all pupils and students in the sixth form have a well-developed understanding of the risks associated with radicalisation and extremism and the importance of fundamental British values.  Rapidly improve pupils’ outcomes by making sure that:

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What does the school need to do to improve further?

– teachers have consistently high expectations of what pupils can achieve – the most able pupils deepen their knowledge and understanding in all subjects across the school, including in the sixth form – low-attaining pupils in mathematics have the necessary knowledge, skills and understanding to successfully solve increasingly difficult problems – pupils and students in the sixth form are motivated and engaged in their learning and attend school regularly – pupils behave in line with the school’s behaviour policy and take their learning seriously.  Improve the quality of education in the sixth form by: – ensuring that the 16 to 19 study programmes meet statutory requirements – improving the learning experience for students, so that they make better progress from their starting points, including in GCSE English and mathematics – providing non-qualification opportunities for students to develop their personal and

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What does the school need to do to improve further?

leadership skills – making sure that all students have opportunities to participate in work experience.  Urgently improve the quality of teaching, learning and assessment by making sure that teachers: – accurately understand what pupils can and cannot do in order to plan learning that meets the needs of the pupils and provides sufficient challenge – consistently improve pupils’ spelling, punctuation and grammar in English and other subjects – consistently develop pupils’ reading and comprehension skills and encourage them to read regularly a range of fiction and non-fiction literature. An external review of governance should be undertaken in order to assess how this aspect of leadership and management may be improved. An external review of the school’s use of the pupil premium 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 Inadequate

 Many of the weaknesses identified at the previous inspection remain. Leaders and trustees have been slow to implement effective action to improve the quality of teaching and pupils’ outcomes, behaviour and attendance. The capacity to bring about significant and sustained improvements is weak.  The Education Funding Agency (EFA) has issued the school with a ‘Financial Notice to Improve’. This is because the EFA have concerns about the weak financial position of the trust and the continued concerns about governance and financial management.  Trustees do not have a secure understanding of the weaknesses in the school’s educational provision. For example, they do not make sure that the school’s curriculum meets the requirements of the academy funding agreement and that staff deliver it effectively. Pupils have limited opportunities to study humanities subjects and modern foreign languages. Most of the parents who completed the inspection questionnaire or

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Effectiveness of leadership and management Inadequate

spoke with inspectors would not recommend the school to other parents.  Leaders across the school do not use the information they have about pupils’ needs, outcomes, behaviour and attendance effectively to identify, address and resolve issues and concerns. For example, the analysis of pupils’ behaviour and attendance information is superficial. As a result, leaders do not take appropriate actions to improve pupils’ behaviour and attendance.  Staff do not deliver the school’s curriculum effectively, particularly in English. Pupils, including those in the sixth form, do not have access to frequent and effective careers information, advice and guidance. In addition, a small minority of pupils are not aware of the risks associated with radicalisation and extremism nor understand the importance of adhering to fundamental British values. As a result, pupils do not do well across a wide range of subjects, are not sure how to follow their chosen career path or

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Effectiveness of leadership and management Inadequate

how to behave appropriately.  Many pupils live out of the city, and their travel arrangements inhibit the extent to which they can easily participate in extra-curricular activities after school. The school does not do enough to address this issue. This narrows the curriculum that pupils receive.  Leaders do not make sure that the implementation of the school’s policies is consistent and effective. For example, pupils who spoke with inspectors said that teachers do not consistently use and apply the school’s behaviour policy. Inspectors agree.  The school’s arrangements for appraising staff’s performance are generally appropriate. Leaders identify, support and challenge underperforming staff. As a result, some staff have left the school and there have been some improvements in the quality of teaching, particularly in science, mathematics and art. Staff who spoke with inspectors were fully behind the school’s aim in ‘working together to deliver an innovative

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Effectiveness of leadership and management Inadequate

curriculum’ and say that the staff training has been of some use. However, they are frustrated and concerned about the school’s lack of funding, its uncertain future and the narrowing of the opportunities offered to pupils.  The provision for pupils who have special educational needs and/or disabilities is effective in helping pupils to do as well as their classmates, particularly in mathematics. However, when compared to other pupils nationally, the progress and attainment of pupils who have special educational needs and/or disabilities are weak. In addition, the absence and persistent absence of this group of pupils are above national figures.  Inspectors strongly recommend that the school should not appoint newly qualified teachers.

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Governance of the school

 Governance is ineffective.  As a direct result of weak governance, the weaknesses identified at the previous inspection remain. The trustees have presided over pupils’ inadequate outcomes and poor behaviour and attendance and do not demonstrate the capacity to secure improvements.  The uncertainty surrounding the school’s future and the EFA’s ‘Financial Notice to Improve’ have unsettled staff, who feel that the cuts to the school’s budget negatively affect the educational provision.  Trustees have not managed the challenging financial situation effectively. As a result, the range of subjects is narrowing as leaders make teachers redundant. Parents who spoke with inspectors or who completed the inspection questionnaire are rightly concerned about this narrowing of the curriculum.  Trustees do not have a secure understanding of the school’s strengths and weaknesses. For example, they have not effectively challenged school leaders to

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Governance of the school

improve pupils’ outcomes, behaviour and attendance.  Trustees have not made sure that all of the statutory policies are in place and effectively implemented. For example, the school’s equality and diversity policy omits reference to some of the nine ‘protected characteristics’.  Trustees know how the pupil premium is spent. However, they do not have a secure understanding of the impact of the spending and how pupils who are disadvantaged are doing when compared with other pupils nationally.  Trustees have ensured that the school’s arrangements for safeguarding are effective.

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Safeguarding

 The arrangements for safeguarding in school are effective. Staff at all levels are trained in safer recruitment and ‘Prevent’ duty strategies. Leaders create a culture within the school where staff show a clear understanding of their responsibility and the processes in school to keep pupils safe. As a result, staff quickly identify and appropriately support potentially vulnerable pupils, in school and through the involvement of a range of suitable outside agencies.  Staff and governors are aware of the published requirements for ‘Keeping children safe in education’. The culture of safeguarding is promoted throughout the curriculum, with issues also covered in form tutor time and assemblies. However, a small minority of pupils are not aware of the risks posed by individuals who might want to convince them to behave in an extreme or radical way.  Procedures for checking visitors to the school and staff recruitment are robust. Leaders

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Safeguarding

check staff’s suitability to work with children appropriately. School leaders quickly identify any pupil at potential risk of harm and engage appropriately with partners and local community agencies as necessary.

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Quality of teaching, learning and assessment Inadequate

 Teaching is inadequate because, over time, too much is ineffective. Teachers do not use the information they have about what pupils are able to do to make sure that learning activities meet their needs. Teachers’ expectations of what pupils should know and can do are too low. There is insufficient challenge for all pupils, including the most able and most-able disadvantaged pupils. As a result, they do not do well in a range of subjects.  Pupils’ poor behaviour and attitudes to learning inhibit their progress. A scrutiny of pupils’ books shows that work is often incomplete or poorly presented and inaccurate. Not all teachers consistently challenge this lack of work or work that is below that expected for the pupils’ ability.  The teaching of English is weak. Pupils’ reading and comprehension skills are poorly developed. Leaders and teachers are too ready to accept that pupils’ past poor reading habits are set for life. Teachers do not push the most able readers to access or read

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Quality of teaching, learning and assessment Inadequate

more challenging fiction or non-fiction literature. Other pupils are not effectively encouraged to read widely and often in school or at home. Pupils’ writing skills improve in their time at the school. However, there is not an effective whole-school approach to improving pupils’ spelling, punctuation and grammar. As a result, pupils frequently repeat the same mistakes in their writing.  Not all teachers consistently apply the school’s marking and assessment policy. As a consequence, the quality of help to pupils is variable.  A majority of the middle-ability pupils do well in mathematics as a result of the focused teaching they receive. However, low-attaining and high-attaining pupils do less well. This is because low-attaining pupils do not have the necessary understanding and skills to successfully attempt and solve increasingly difficult problems. The most able mathematicians have insufficient opportunities to deepen their understanding and

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Quality of teaching, learning and assessment Inadequate

knowledge and to try more challenging work.  The teaching of science has improved since the previous inspection. As a result, a large majority of pupils do well in this subject. The work in pupils’ books shows that the delivery of topics is interesting and engages pupils in their work.

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Personal development and welfare

 The school’s work to promote pupils’ personal development and welfare is inadequate.  Staff teach pupils about British values and the threats posed by extremism through personal, social, health and economic education lessons. However, leaders do not check to make sure that pupils understand the messages. A small minority of pupils do not understand the potential risks posed by individuals who might try to get them to act in an unlawful or antisocial way. In addition, pupils are unclear about the importance of adhering to fundamental British values in order to create a positive and respectful society in and out of school. Pupils told inspectors that they are disappointed that there is no ‘student council’ and that their views about the school and its development are not sought.  Pupils and students in the sixth form do not have access to frequent effective careers information, advice and guidance. Pupils are unclear about how to research and follow

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Personal development and welfare

up on their chosen career paths. A large number of pupils who spoke with inspectors said that they did not know what they had to do to apply for a college place or how to find out about careers options. Pupils are therefore poorly prepared for the next stage of their education, employment or training.  A large majority of pupils do not demonstrate the skills necessary to be a successful learner. For example, pupils lack the confidence to attempt challenging work or to solve problems. They are overly reliant on their teacher. Pupils struggle to work cooperatively in groups and to share thoughts and ideas sensitively and appropriately. Pupils quickly lose interest and their efforts drop when teachers ask them to work independently.  Pupils who spoke to inspectors were knowledgeable about how to keep safe on the internet and the risks associated with social networking, including sexting.  Pupils understand the dangers of substance abuse and the importance of sexual

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Personal development and welfare

health.  Pupils feel safe and cared for in the school. Pupils say that incidents of bullying, including racist and homophobic bullying, are infrequent. Pupils say that staff deal with incidents quickly and effectively. Pupils are able to identify an appropriate adult they could go to if they needed help and support.

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Behaviour

 The behaviour of pupils is inadequate. Staff do not consistently or effectively apply the school’s behaviour policy.  Pupils’ absence and persistent absence are consistently much higher than the national averages and show little sign of improving. This is particularly the case for pupils who are disadvantaged or who have special educational needs and/or disabilities.  Pupils’ often poor behaviour in classes inhibits their own and others’ learning. Pupils’ work is often shoddy and incomplete, demonstrating that they do not take their learning seriously. The number of fixed-term exclusions, while declining, is still too high and significantly above the national average. This is particularly the case for pupils who are disadvantaged or who have special educational needs and/or disabilities. The number of pupils who are repeat offenders is high, indicating that the provision to modify and improve their behaviour is ineffective.

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Behaviour

 A large majority of pupils are rude and ignore reasonable requests for them to follow instructions. For example, pupils refuse to put away mobile phones when asked.  Pupils do not wear the school uniform in line with the school’s expectations. For example, pupils wear hoodies and training shoes. The majority of staff do not challenge pupils about their inappropriate uniform.  Behaviour around the school, including at breaktime and lunchtime, is usually orderly. However, inspectors witnessed a significant number of pupils being loud, unruly and using abusive and derogatory language.

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Outcomes for pupils Inadequate

 An examination of the quality of teaching over time and of current pupils’ work confirms that pupils are not doing well across all year groups and in a range of subjects. Teachers’ poor planning and low expectations are frequently limiting pupils’ progress.  In 2015, and again in 2016, outcomes for pupils were inadequate. In 2016, all groups of pupils made insufficient progress from their starting points. Pupils’ progress is in the lowest 10% of schools nationally. This was particularly the case for low- and middle- ability pupils.  In 2016, pupils’ progress in English was significantly below average and in the bottom 10% of schools. A scrutiny of pupils’ books during this inspection confirms that pupils are not doing well in this subject. The development of pupils’ reading, comprehension, spelling, punctuation and grammar is especially weak.  The work in current pupils’ books shows that the majority of pupils do well in

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Outcomes for pupils Inadequate

mathematics. However, the lower-ability and the most able pupils do less well. The unvalidated 2016 information confirms that these groups of pupils do not make the progress expected of them in this subject.  The 2016 unvalidated information shows that only a few pupils achieved a GCSE C grade or above in English and mathematics. No disadvantaged pupils achieved a C grade or above in English and mathematics. In addition, disadvantaged pupils’ progress from their staring points in both English and mathematics is well below that of other pupils nationally.  Pupils’ progress in science and art is improving as a result of the interesting and engaging teaching they receive.  Teachers’ expectations for the most able and most-able disadvantaged pupils are too low. Teachers do not provide sufficient opportunities for this group of pupils to deepen their knowledge and understanding or to attempt more challenging work. As a result,

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Outcomes for pupils Inadequate

this group of pupils does not do well in a range of subjects.  Actions taken by leaders have resulted in a reduction in the difference between the attainment of disadvantaged pupils and others in school. However, this is not the case when compared with others nationally.  Staff support pupils who have special educational needs and/or disabilities well in lessons and in out-of-class support and intervention, but their progress is limited, particularly in English. However, the work in pupils’ books and the unvalidated 2016 information show that this group of pupils is doing well in mathematics.  Staff do not prepare pupils well enough for the next stage of their education, training or employment. Pupils’ outcomes in English and mathematics and other subjects in recent years have been unacceptably low and, in English, show no signs of improvement. Pupils do not have a love of reading and are not being effectively

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Outcomes for pupils Inadequate

encouraged to read a range of fiction and non-fiction literature. The development of pupils’ spelling, punctuation and grammar is not consistent across the school.

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16 to 19 study programmes Inadequate

 The sixth form has operated for one year only. The sixth-form curriculum does not meet students’ needs. Outcomes in the sixth form are inadequate. From their starting points, students do not make sufficient progress.  Information provided by the school shows that students’ attendance is low. Teachers who spoke with inspectors said that students’ punctuality can be poor.  The school is not meeting the statutory requirements of the 16 to 19 study programmes. Not all students complete work experience. Careers information, advice and guidance for students are poor and students are disappointed by their quality. The school does not prepare the students well for their next steps in education, training or employment.  The lack of an effective curriculum to support students’ personal development means that their understanding of fundamental British values and the risks posed by radicalisation or extremism is not developed well.

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16 to 19 study programmes Inadequate

 As in key stage 4, the quality of teaching and assessment in the sixth form is variable. It is not good enough overall to help students make the progress of which they are capable or to stretch their capabilities. Teachers’ expectations of what students can achieve are low.  Students have appropriate opportunities to follow GCSE English and mathematics lessons and to resit their examinations in these subjects. Students’ success in improving their grades or in achieving a C grade is variable. As a result, students are not achieving the grades necessary to progress further in employment, education or training. Teachers do not consistently develop students’ literacy and numeracy skills in subjects other than English and mathematics.  Students have too few opportunities to participate in meaningful non-qualification activity, such as taking on roles of responsibility within the life of the school. As a

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16 to 19 study programmes Inadequate

consequence, students’ leadership and personal skills are undeveloped.  Students who spoke with inspectors were grateful for the support of the teaching staff.

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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

Gender of pupils in 16 to 19 study programmes Mixed

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School details

Of which, number on roll in 16 to 19 study programmes Appropriate authority Robert Owen Academies Trust

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School details

Chair of Robert Owen Academies Trust Chris Morgan

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School details

Date of previous inspection 19–20 May 2015

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Information about this school

 Robert Owen Academy is much smaller than the average-sized secondary school.  The school opened in September 2013 under the Robert Owen Academies Trust.  Almost all pupils are from White British backgrounds.  The proportion of pupils who have special educational needs and/or disabilities is well above average.  The proportion of pupils who are eligible for support through the pupil premium is well above the national average.  Pupil mobility is high. A large majority of the pupils have had a disrupted education in other schools due to poor behaviour and/or attendance. The number of pupils currently in year 11 doubled in September 2016, having been admitted midway through their GCSE courses.  The school has an informal partnership with John Kyrle High School.  The school uses alternative education provision at Nova Training. There are currently no pupils using this provision.  The school’s sixth form provides a small number of vocational courses, all of which are

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Information about this school

taught on-site.  The school does not meet requirements on the publication of information on its website about how the school will comply with the public sector equality duty, the subjects that pupils actually follow or the provision for pupils who have special educational needs and/or disabilities.  The school does not comply with Department for Education guidance on what academies and free schools should publish about how the school complies with the public sector equality duty. In addition, the school’s special educational needs information report and policy are incomplete, the school’s special educational needs coordinator is not named, the list of governors and trustees is not up to date, the trustees’ annual report and annual audited accounts have not been published and the details about the range of subjects that students follow are inaccurate.  The EFA has issued the school with a ‘Financial Notice to Improve’.

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Information about this school

 The school does not meet the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress.

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Information about this inspection

 Inspectors observed pupils’ learning in a range of lessons, including in the sixth form.  Inspectors observed pupils’ behaviour and conduct at breaktime and lunchtime.  A wide sample of pupils’ work from all year groups and a range of subjects was scrutinised.  Inspectors looked at a range of documents, including the school’s own information on the progress of current pupils, planning and monitoring documentation, records relating to pupils’ behaviour and attendance and documents relating to keeping pupils safe. Inspectors also scrutinised the school’s website, policies and safeguarding procedures.  Inspectors gathered the views of pupils and students across the school through formal meetings and informal discussions at breaktime and lunchtime. An inspector also met with members of the academy trust and governing body and held a telephone conversation with the school’s improvement partner. An inspector heard low- and high-

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Information about this inspection

ability pupils read.  Discussions took place with senior leaders, subject leaders and other staff. Inspectors also collected the views of staff through informal conversations.  Inspectors evaluated the responses of a few parents to the Ofsted online questionnaire and the free text facility and those parents who wrote separately to inspectors or who met with them during the inspection.  After the initial two days of inspection, Ofsted decided that it was necessary to return to the school to gather further evidence to complete the inspection. This additional inspection day was led by one of Her Majesty’s Inspectors.

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Inspection team

Peter Humphries, lead inspector Her Majesty’s Inspector

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Inspection team

Linda McGill 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

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. www.gov.uk/pupil-premium-information-for-schools-and- alternative-provision-settings .

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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 children looked after, safeguarding and child protection.

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Inspection team

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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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