Edgbarrow School

Inspection of Edgbarrow School Grant Road, Crowthorne, Berkshire RG45 7HZ

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Inspection dates: 22 and 23 November 2022

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Sixth-form provision Outstanding Previous inspection grade Not previously inspected

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Overall effectiveness Outstanding

Ofsted has not previously inspected Edgbarrow School under section 5 of the Education Act 2005. However, Ofsted previously judged Edgbarrow School to be outstanding, before it opened as an academy. 22 and 23 November 2022

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What is it like to attend this school?

This school puts pupils at the very heart of its practice. Pupils readily talk about being part of the ‘Edgbarrow family’. They feel safe, are happy and are eager to attend.

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What is it like to attend this school?

The curriculum reflects the school’s ethos of ‘enjoy, grow, achieve’ and is thoughtfully designed to match pupils’ interests and needs. This helps pupils to focus on their futures and ensures that they are exceptionally well prepared for life after school. Pupils are challenged in their learning without being overwhelmed. As a result, they achieve very highly.

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What is it like to attend this school?

Pupils are extremely well behaved. They are very respectful of one another and of school staff. There is very little bullying and if it does happen, it is addressed very effectively by leaders. The school celebrates inclusion and diversity. Pupils feel accepted for who they are. They are enthusiastic about the very well-attended range of clubs and societies.

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What is it like to attend this school?

One parent, expressing the view of many, said: ‘Edgbarrow School has very high standards and is incredibly supportive in helping my child to achieve their potential. My child is encouraged academically and in life skills.’ Pupils agree with this. One pupil, reflecting the views of others, said: ‘We are supported to become happy and high functioning members of society.’

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better?

Teachers have very strong subject knowledge and are highly ambitious for pupils. Leaders have designed a rich curriculum for all year groups, including in the sixth form. Pupils build on their learning with increasingly complex skills and knowledge. They gain confidence through practising what they have learned. Teachers consistently and regularly check pupils’ understanding. This means they are very precise about any further support pupils might need. Reading is prioritised and extra help is in place for those who need it. Consequently, pupils read confidently, access the school curriculum, and are articulate and insightful in discussions.

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better?

Expectations of pupils with special educational needs and/or disabilities (SEND) is strong. They achieve as highly as other pupils. Pupils take great pride in their work and are very eager to do well. The school invests in staffing, resources and facilities to ensure all pupils, including those with SEND and the most vulnerable, are supported in ways that match their individual needs and make them feel valued.

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better?

Pupils play a very active role in their school, contributing to assemblies, peer mentoring, being involved in the school council and making the most of the extensive range of clubs and societies. Participation rates in these activities are high, including for pupils with SEND and disadvantaged pupils. Sixth-form students contribute significantly to the school while also developing their leadership skills. For 22 and 23 November 2022

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example, students train as mental health first aiders, read with younger pupils, act as language assistants in local primaries, and lead clubs and societies for others.

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Pupils from Year 7 to Year 13 benefit from a highly bespoke and tailored careers information, education, advice programme. The school meets the requirements of the Baker Clause.

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Leaders have extremely high standards for pupils’ behaviour. Staff implement behaviour policies consistently, and pupils respond to this with a high level of self- regulation of their own behaviours. Sanctions and rewards are extremely well thought out and tailored to pupils’ needs. Leaders prioritise attendance and, as a consequence, attendance and punctuality are high for all pupils and sixth-form students. There are extremely positive relationships throughout the school.

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The school’s personal, social and health education programme is highly relevant to pupils and developed exceptionally well through ongoing dialogue with pupils. It includes relationships and sex education, and learning about diversity, inclusion and British values. It also offers leadership opportunities, like designing and delivering assemblies with staff.

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Leaders prioritise pupils’ education and well-being. They are highly reflective and proactive in continually improving the school. Leaders take a very structured and systematic approach to reviewing the quality of education and developing their plans for any next steps. Training for staff is extremely effective, balancing whole-school priorities with individuals’ development. Leaders regularly seek the views of pupils, parents and staff, and use them to inform their strategic planning. Trustees and governors are exceptionally knowledgeable about the school and its priorities. They take exceptional care to develop ambitious strategic plans. These plans take account of staff workload and well-being, and have a sharp focus on pupils' achievement, well-being and preparation for their next stage of education or employment.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders manage any safe recruitment or safeguarding concerns robustly. There is rigorous identification of any pupils requiring help, and referrals are expertly managed. Support for vulnerable pupils is very skilfully tailored to their needs. School staff are very well trained and safeguarding policies and practices are effective, including those related to sexual harassment, online sexual abuse and sexual violence (including sexualised language). Pupils know how to access help if needed. 22 and 23 November 2022

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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Further information

You can search for published performance information about the school.

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Further information

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. 22 and 23 November 2022

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School details

Inspection number 10242421 Type of school Secondary comprehensive

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provision

Number of pupils on the school roll 1504

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sixth form

Date of previous inspection Not previously inspected

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Information about this school

 Edgbarrow School converted to become an academy school in January 2018. When its predecessor school, also called Edgbarrow School, was last inspected by Ofsted, it was judged to be outstanding overall.  The school is part of the Corvus Learning Trust.  A small number of pupils attend a registered provider of alternative provision.  The school meets the requirements of the Baker Clause, which requires schools to provide pupils in Years 8 to 13 with information about approved technical educational qualifications and apprenticeships. 22 and 23 November 2022

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Information about this inspection

The inspector(s) carried out this graded inspection under section 5 of the Education Act 2005.

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Information about this inspection

 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors carried out deep dives in English, mathematics, science, languages, geography, and design and technology. For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors met with school leaders, staff and those with responsibility for governance, including the chair of the trust and the chief executive officer of the trust. They scrutinised documents, including those relating to behaviour, attendance and governance.  Inspectors observed pupils at different times of the school day, including tutor time, breaktimes and lunchtimes. They spoke with pupils from all year groups and

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Information about this inspection

took account of the responses to the pupil survey.  Inspectors met with leaders responsible for special educational needs to discuss the provision for pupils with SEND. They visited lessons to look at the support these pupils were receiving.  Inspectors also spoke with leaders responsible for reading, early career teachers, pupil premium funding, and learning and teaching.  Inspectors considered the responses to the confidential staff survey. They took account of parents’ responses to Ofsted Parent View.  To evaluate the effectiveness of safeguarding, inspectors looked at the school’s website and policies, met with leaders and spoke with pupils and staff. They scrutinised school records of the safeguarding checks carried out on adults working at the school and spoke with trustees. They scrutinised a selection of safeguarding records.

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Inspection team

Sharon Cromie, lead inspector Ofsted Inspector

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Inspection team

Jo Petch His Majesty's Inspector 22 and 23 November 2022

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regulates and inspects to 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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