University of Chester CE Academy

University of Chester CE Academy 164 Whitby Road, Ellesmere Port, Cheshire CH65 6EA

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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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16 to 19 study programmes Requires improvement

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Overall effectiveness at previous inspection Requires improvement

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Summary of key findings for parents and pupils

 Leaders, including those responsible for governance, have not translated the vision and ambitions of the multi-academy trust into sustained or substantial improvements to the quality of education.  The vast majority of areas for improvement identified in inspections since 2013 remain weaknesses. In some of these areas, quality and standards have deteriorated.  The quality and impact of senior and subject leadership are inconsistent across the school.  Across most subjects too many pupils make slow progress and fall well behind other pupils nationally who achieved similar results at the end of Year 6.  The actions taken by leaders and those responsible for governance to improve the achievement of disadvantaged and most-able pupils has made too little difference.  Leaders have not placed sufficient importance on the development of basic literacy and numeracy skills across the curriculum.  Far too much teaching and learning and is

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Summary of key findings for parents and pupils

ineffective. It does not provide enough challenge, particularly for disadvantaged pupils and the most able.  Too many pupils do not attend school regularly enough. They miss important opportunities to learn and achieve their full potential.  The behaviour of some pupils is poor and a significant number of lessons is disrupted.  There are gaps in the gathering and concise evaluation of information on the attendance, behaviour and performance of underperforming groups.  Some school plans lack precision and sharp criteria by which success can be measured.

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Summary of key findings for parents and pupils

 There are pockets of good practice in teaching. In those subjects which are taught well, pupils enjoy learning and make good progress.  The school’s assessment procedures have improved. Assessments are accurate and leaders have a realistic view of pupils’ outcomes and rates of progress.  School leaders, including governors, are under no illusions. They recognise that the school is inadequate and that extensive change is needed to secure rapid improvement.

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Full report

In accordance with section 44(1) 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 by: – ensuring that the vision and ambitions of the multi-academy trust are evident in the work undertaken to drive rapid improvement in the quality of education – evaluating information about the behaviour, attendance and progress of underperforming groups of pupils more concisely so that those responsible for governance are better able to act swiftly on the information they receive – developing more focused and concise improvement plans – making criteria by which the success of actions in school improvement plans is judged more precise so that leaders and governors can identify quickly when their policies and actions are not having the intended impact – improving the effectiveness of senior leadership and the leadership of subject areas – securing the viability of the sixth form and its courses by ensuring that plans to increase the recruitment of students are implemented without delay.

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What does the school need to do to improve further?

 Improve the quality of teaching by: – ensuring that teachers develop a wider range of classroom strategies to improve the progress of disadvantaged pupils, particularly those who are most able – making sure that the work takes into account pupils’ capabilities and prior attainment so that all are challenged to make the progress of which they are capable, especially most-able pupils – increasing teachers’ expectations of what all groups of pupils are capable of achieving – ensuring that teaching captures and retains pupils’ interest – making sure that teachers and teaching assistants make more consistent use of the strategies and resources identified in individual learning plans to support pupils who have special educational needs and/or disabilities.  Improve pupils’ personal development, behaviour and welfare by: – increasing rates of attendance, particularly for disadvantaged pupils, pupils who have special educational needs and/or disabilities and those whose attendance falls

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What does the school need to do to improve further?

below 90% – working with parents, carers and external agencies to improve the poor behaviour of a significant minority of pupils – developing the skills of those teachers who struggle to manage behaviour and pupils’ disengagement in their classrooms.  Raise pupils’ attainment and progress by: – ensuring that leaders identify the barriers to learning of disadvantaged pupils more precisely so that the link between barriers and actions for improvement is more explicit and the impact of spending of the pupil premium funding on attainment and progress is more measurable – ensuring that teaching provides sufficient opportunity for pupils who have significant gaps in their learning to catch up rapidly with their peers, particularly in mathematics, science and humanities – developing pupils’ literacy skills systematically in all subject areas so that they are better able to express themselves orally and in extended writing

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What does the school need to do to improve further?

– ensuring that pupils develop the numeracy skills necessary to make good progress across the curriculum, particularly in science, geography and history – implementing the curriculum, particularly in mathematics, science and humanities, in a way which focuses on extending pupils’ transferable knowledge, skills and understanding – ensuring that liaison with feeder primary schools includes the gathering of detailed information about what pupils have already achieved in each subject so that the curriculum does not repeat unnecessarily what has already been achieved. 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

 The actions of school leaders, including governors, have not resulted in significant or lasting improvements. Low attendance, inadequate behaviour, too much teaching which is less than good and low levels of literacy and numeracy continue to prevent pupils from achieving the examination results of which they are capable.  Some senior and subject leaders have too little impact on standards and quality in their areas of responsibility.  School improvement plans vary in quality. Some are not precise enough, particularly those intended to improve the progress of disadvantaged pupils and Year 7 pupils who need to catch up in literacy and numeracy. Identified barriers to learning are far too general. The criteria by which the success of actions will be measured are too vague to be of use when leaders and governors check to see if policies are working.  The school’s spending of the pupil premium funding and funding for Year 7 literacy and

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Effectiveness of leadership and management Inadequate

numeracy catch-up has not had enough impact on pupils’ progress.  Leaders do not always evaluate the information they gather on pupils’ progress, attendance and behaviour concisely. This makes it difficult for the Statement of Action Committee (SOAC) to challenge the speed and impact of change.  There are gaps in the information gathered about the attendance and behaviour of individuals and pupil groups. For example, there is no system in place to collate whole- school information on which pupils are sent out of class to work in another classroom. As a result, the identification of teachers and subject areas needing to develop their behaviour management skills is not precise.  School leaders have not put in place effective strategies for the development of literacy and numeracy skills across subjects other than English and mathematics. As a result, many pupils lack the basic skills needed to achieve well across a range of subjects.

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Effectiveness of leadership and management Inadequate

 There is not enough opportunity for pupils to develop an understanding of British values, such as democracy and respect for those with different faiths and beliefs. In discussions with inspectors, some pupils were unable to describe any aspect of faiths other than their own and few could articulate any understanding of British values.  Leaders are now well aware of the extent of weaknesses in teaching. This is because there is now a comprehensive monitoring system which takes into account lesson observations, work scrutiny, information on pupils’ performance and the views of pupils.  Some teachers are on a programme of support. Appraisal is better focused on the impact of teaching on pupils’ progress. Appraisers are beginning to set more measurable targets to improve weaker teaching. These more rigorous arrangements are recent and have not had a significant impact on the quality of teaching.  Recent changes in the leadership of special educational needs and/or disabilities have

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Effectiveness of leadership and management Inadequate

begun to improve provision. There is evidence that leaders are now using funding more effectively to increase the rate of progress of these pupils.  Religious education, academic review time, assemblies and special events provide opportunities for the development of pupils’ spiritual, moral, social and cultural education. Pupils enjoy contributing to fundraising events and fulfilling their responsibilities as members of the school council.  The school provides a curriculum which enables all pupils to study academic, creative and practical subjects. Until recently, at key stage 4, very few pupils studied a modern foreign language and no pupils studied three separate sciences. Now an increasing number of pupils are being given the opportunity to follow these options. It is too early to judge what the impact of these curriculum changes may have on pupils’ achievement.  Pupils enjoy a range of extra-curricular opportunities and participate in sporting and

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Effectiveness of leadership and management Inadequate

performing arts events.  The school draws on considerable external support from other schools in the multi- academy trust and from Cheshire Vale Teaching School Alliance. Specialist leaders in education from the teaching school alliance and other local schools are used to support teaching and leadership. In addition, collaborative networks across the multi-academy trust facilitate the sharing of good practice. Staff speak highly of the support they receive and understand that the intended outcome is to build their own capacity to make improvements.  Some improvements, as a result of external support and recent changes in policy and practice, are evident in English and modern foreign languages. However, in other areas there is little substantial evidence of measurable impact.  School leaders, including governors and the multi-academy trust, have a very realistic view of the strengths and weaknesses of the school. They acknowledge that the quality

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Effectiveness of leadership and management Inadequate

of education is inadequate and that the record of improvement since 2013 is poor.  It is recommended that the school should not appoint newly qualified teachers.

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Governance of the school

 Governance is ineffective.  Those responsible for governance have not realised the multi-academy trust’s vision and ambitions for pupils at this school.  They have not provided sufficient challenge to school leaders. In addition, they have not recognised and reacted to significant weaknesses in the quality of education provided by the school quickly enough. As a result, long-standing weaknesses remain and some aspects of the school’s provision have deteriorated.  Governors have not ensured that additional funding for disadvantaged pupils and for those who need to catch up has been used effectively.  Recent changes have improved the clarity of levels of delegation and lines of accountability. More recent minutes of governors’ meetings show that levels of challenge to school leaders have begun to increase.  Governors ensure that the school meets statutory safeguarding requirements.

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Safeguarding

 The arrangements for safeguarding are effective.  Leaders, including governors, have prioritised all aspects of safeguarding. All policies and procedures are up to date and are in line with the latest national guidance.  Teachers make sure that pupils know how to keep themselves safe when using the internet and mobile technology. Staff help pupils to understand the dangers of extremist behaviour and radicalisation.  The school works well with parents, carers and external agencies to ensure that pupils are supported and safe.  Staff are well trained in all aspects of safeguarding and are clear which procedures to follow should they have concerns.  Leaders and governors are very careful when appointing staff and carry out all the checks required to assure themselves of candidates’ suitability for working with children and young people.

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Quality of teaching, learning and assessment Inadequate

 Teaching is inadequate. As a result, in most subjects, pupils do not make the academic progress of which they are capable.  The planning of learning does not provide sufficient opportunity for pupils to make up quickly for the significant gaps in their knowledge, skills and understanding. Pupils’ attainment is well below that typical for their age.  In science, history, geography, religious education and mathematics teachers and subject leaders have implemented the curriculum developed collaboratively across all the secondary schools in the multi-academy trust in a way which emphasises covering content at speed. Consequently, pupils do not develop the depth of transferable knowledge, skills and understanding they need to achieve their potential in GCSE examinations.  Teachers do not take enough account of pupils’ prior attainment when planning work. This results in pupils spending too much time on repetitive activities which do not

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Quality of teaching, learning and assessment Inadequate

provide enough academic challenge.  Teachers do not use a wide enough range of strategies to address the significant barriers to learning faced by the large number of disadvantaged pupils in the school.  Teachers’ expectations of most-able pupils, and particularly most-able pupils who are disadvantaged, are too low. This results in considerable underperformance in comparison to most-able pupils nationally.  Too much teaching fails to engage the interest of pupils. Consequently, some pupils become inattentive and attempt to distract others.  Teachers do not consistently use the strategies and resources indicated in the learning plans of pupils who have special educational needs and/or disabilities. The impact of teaching assistants on the learning of this group of pupils is variable.  The school has long-standing and continuing strengths in the teaching of physical education, dance, art and design and the performing arts.

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Quality of teaching, learning and assessment Inadequate

 Some strong and engaging teaching demonstrates that some teachers in the school have the tenacity, skill and determination to ensure that pupils in their classes behave well, work hard and achieve their best.  There have been some recent improvements in the teaching of English and modern foreign languages. This is due to improved subject leadership and well-received support and collaborative working within the multi-academy trust, in conjunction with Cheshire Vale Teaching School Alliance and specialist teachers in education. The impact on the quality of teaching in other subjects receiving support is much less evident.

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Personal development and welfare

 The school’s work to promote pupils’ personal development and welfare requires improvement.  Some pupils show a lack of respect for staff and their peers. They do not understand the impact of their behaviour on the feelings of others.  Discussions with staff and pupils, as well as scrutiny of school records, indicate that there are instances of bullying in the school but that staff deal with it well.  Some pupils do not take enough pride in their work. They do not put enough effort into handwriting, neatness or accuracy. Consequently, they have difficulty using previous work and notes for revision.  Pupils undertake a programme of careers education, information, advice and guidance (CEIAG) which informs their option choices and their choice of further education, training or employment. Until recently, CEIAG has not been effective in ensuring that pupils in Year 11 choose suitable sixth-form courses.

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Personal development and welfare

 Pupils feel safe in school and understand how to protect themselves from physical and emotional harm.  The school has well-organised and effective arrangements to monitor the attendance and well-being of the small number of pupils who access alternative provision.  Discussions with pupils and staff indicate that they have confidence in the school’s systems to ensure that pupils are safe and well cared for. Pupils know whom to go to if they have concerns. They are confident that staff will always deal well with any issues or problems.  The personal, social and health education programme teaches pupils how to keep themselves safe from harm, how to avoid the dangers of extremism and how to keep themselves safe online. Teachers make pupils aware of how to follow a healthy lifestyle and maintain positive relationships.

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Behaviour

 The behaviour of pupils is inadequate.  The conduct of a significant minority of pupils is poor. In discussions with inspectors and in the school’s own questionnaires, some pupils expressed concerns about behaviour. A typical comment was, ‘It’s always the same few and they get too many chances.’ Minuted reports to SOAC indicate that some pupils are of the view that behaviour is deteriorating. Some of the very small number of staff responses to the Ofsted questionnaire also indicate concerns about behaviour.  Inspectors witnessed a small amount of poor behaviour such as shouting, swearing and the throwing of objects. This type of conduct matches the incidents described by pupils.  Pupils report that minor misdemeanours and attention-seeking behaviour on the part of some pupils disrupt learning regularly. This matches what inspectors observed during the inspection.  Leaders have reviewed the school behaviour policy gradually over time and launched a

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Behaviour

new behaviour for learning strategy in March 2017. Leaders have not yet reflected these changes in the school’s written policy and the impact is not evident in standards of behaviour in lessons and around school.  Teachers and leaders are now making more use of restorative approaches to improve behaviour. However, some staff struggle to manage pupils’ behaviour using either previous or new approaches.  This year, leaders put in place effective strategies to decrease the number of fixed- term and permanent exclusions. As a result, the number of pupils excluded from school has decreased dramatically, with virtually no pupils being removed from learning in school because of poor behaviour.  Overall attendance and the attendance of most groups of pupils remain low. Improvements made are not rapid enough to enable the school to reach national averages. The attendance of too many pupils still falls below 90%. This is particularly

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Behaviour

true of disadvantaged pupils and pupils who have special educational needs and/or disabilities. The progress of both these groups of pupils has been limited by missing out on important opportunities to learn.

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Outcomes for pupils Inadequate

 For the past three years, GCSE results over a range of subjects have been significantly below average because pupils have made weak progress from their starting points. In 2016 pupils’ progress was in the lowest 10% of all schools nationally overall and for most groups, including the most able.  The progress of the large number of disadvantaged pupils in the school has been in the lowest 10% of all schools nationally for the last three years.  The school’s information and inspectors’ analysis of books indicate that this year pupils are making slightly better progress, especially those who have special educational needs and/or disabilities. This improved progress is variable across subjects and not rapid enough to make up for long-standing and considerable gaps in learning.  Over time, progress in English and modern foreign languages has been a little better than in mathematics, science and humanities. The school’s information and inspectors’

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Outcomes for pupils Inadequate

analysis of work indicate that this year the rate of pupils’ progress in English and modern foreign languages continues to improve.  Evidence in pupils’ books and school assessment information indicate that differences between the progress made by disadvantaged pupils and others nationally are now diminishing a little in some subjects. However, the current pace of improvement is too slow to make up for past weaknesses.  The most able pupils, especially the most able disadvantaged pupils, still do not make enough progress. Teachers’ expectations of what they can achieve are not high enough and they do not insist that pupils complete work to a high enough standard.  The school’s assessment procedures have improved as a result of collaborative working across the secondary schools in the multi-academy trust. Assessments are accurate and leaders have a realistic view of pupils’ outcomes and rates of progress.

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16 to 19 study programmes Requires improvement

 Over time, results in the sixth form have been below average for academic courses. Results in general applied courses have been broadly in line with national averages.  There has been significant variability in the progress made by students across the range of subjects offered.  Current student numbers are very low, with some classes having only one student. This has raised questions about the viability of the sixth form and its restricted course offer.  The sixth form is now better led, with improved accountability and systems for monitoring students’ progress and the quality of teaching.  The head of sixth form provided compelling performance information which indicates that progress and attainment are now considerably stronger. Disadvantaged students achieve as well as or better than their peers.  After a history of students being allowed to study courses which did not match their prior attainment, there are now tighter entry requirements. There is also better careers

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16 to 19 study programmes Requires improvement

guidance now.  Teaching has improved and students have a richer and more-demanding learning experience. All students follow the required number of learning hours necessary for their study programmes. Attendance has improved and is now above national averages.  The number of pupils who move on to education, employment or training is slightly above the national figure.  The multi-academy trust’s plans for the sixth form from September 2017 are under way. Working closely with the sponsor, The University of Chester, the trust has devised a new course offer which involves staff from the university. These changes are designed to increase recruitment from the school and further afield. The school’s information indicates that the number of pupils in Year 11 planning to join the school’s sixth form has almost doubled.

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School details

Local authority Cheshire West and Chester

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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 Academy trust

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School details

Date of previous inspection 31 March – 1 April 2015

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Information about this school

 The school meets requirements on the publication of specified information on its website.  The school complies with Department for Education guidance on what academies should publish on its website.  University of Chester CE Academy is a smaller-than-average secondary comprehensive school.  The number of pupils supported by the pupil premium funding is well above average.  The proportions of pupils from minority ethnic groups and of pupils for whom English is not their first language are much lower than national averages.  The proportion of pupils who receive support for special educational needs and/or disabilities is larger than the national figure. The proportion of pupils who have a statement of special educational needs or an education, health and care plan is higher than average.  In 2016, the school was identified as a coasting school because of pupils’ weak progress over the last three years.

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Information about this school

 For a small number of pupils, the school uses alternative provision at West Cheshire College and Progress Sport. In addition, two pupils work from home and are enrolled with NASI Online Education.  The school is part of the University of Chester Academies Trust (UCAT).  The school has been supported by Cheshire Vale Teaching School Alliance, a number of specialist leaders in education and by collaborative activity across UCAT.  The school received designated funding from Cheshire West and Cheshire Local Authority to support the link with Cheshire Vale Teaching School Alliance and with other local schools.  Five days before the inspection, one of the school’s vice-principals took up post as interim principal.

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Information about this inspection

 Inspectors visited classrooms to observe teaching and pupils’ learning. Some of these lesson observations were carried out jointly with senior leaders.  Inspectors observed and spoke to pupils during lessons and at breaktimes.  Inspectors met formally with five groups of pupils.  An inspector heard a range of pupils read.  Inspectors held discussions with staff, middle and senior leaders, members of the governors’ statement of action committee, the chief executive officer of UCAT and a representative of the local authority.  Inspectors observed the school’s work and looked at a range of documentation, including arrangements for safeguarding.  They took account of the school’s information about pupils’ outcomes and scrutinised pupils’ books.  There were only eight responses to Parent View, Ofsted’s online questionnaire, so no analysis could be undertaken. Five free-text comments were considered.

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Information about this inspection

 There were only three responses to Ofsted’s online staff questionnaire.  A school administrative error resulted in pupils being unable to complete Ofsted’s questionnaire, so inspectors considered responses to the school’s own questionnaire for pupils.

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Inspection team

Liz Kelly, lead inspector Ofsted Inspector

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Inspection team

Tim Long 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

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

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

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

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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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