Foxford Community School

Inspection of Foxford Community School Grange Road, Longford, Coventry CV6 6BB

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Sixth-form provision Good

p.1

Overall effectiveness Good

Previous inspection grade Not previously inspected under section 5 of the Education Act 2005

p.1

What is it like to attend this school?

Leaders and staff have high aspirations for all. They say ‘We want pupils to excel in everything they do at Foxford.’ They expect high standards from pupils, staff and themselves. On the whole, these standards are met.

p.1

What is it like to attend this school?

Curriculum leaders have thought carefully about the order in which to teach topics. This ensures that pupils’ learning builds logically on what they already know. As a result, pupils learn more and remember more in most subjects.

p.1

What is it like to attend this school?

Pupils understand leaders’ high expectations for behaviour. Typically, pupils meet these standards. They know there is someone to talk to if they need help or support. When bullying takes place, it is dealt with effectively. Pupils develop trusting relationships with their peers and teachers. Pupils value the help available that supports their mental health and well-being. They know how to keep themselves safe and are safe in school. Pupils accept each other’s differences.

p.1

What is it like to attend this school?

Pupils enjoy attending this school. They are happy and polite. They are well prepared for the next stage in their education, training or employment. Pupils take part in a range of visits, sports, music and drama clubs. This extends their learning. Pupils are keen to make a positive contribution to the local community. 6 and 7 December 2022

p.1

better?

Trustees, leaders and staff are ambitious for pupils. They have put in place a broad, enriched curriculum, including in the sixth form. The subjects that form the basis of the English Baccalaureate sit at the heart of the curriculum. Curriculum leaders have considered the order in which topics are taught. This ensures that pupils’ learning builds logically on what they already know.

p.2

better?

Teachers have good subject knowledge, especially in the sixth form. In most subjects, teachers plan activities that help pupils practise and consolidate what they already know. This deepens understanding of complex topics. Most pupils and sixth- form students, including those who are disadvantaged and those with special educational needs and/or disabilities (SEND), build on their learning over time.

p.2

better?

In most cases, teachers use assessment effectively. Teachers use questioning to check that pupils have understood what has been taught. Leaders have introduced a strategy known as ‘STAR’. This allows pupils to respond to areas for improvement identified by their teachers. This ensures that pupils are able to practise and learn from their mistakes.

p.2

better?

Leaders ensure that effective support is in place for pupils with SEND. Teachers receive appropriate training, so that they can meet pupils’ individual needs. However, not all teachers consistently apply the school’s effective strategies to support pupils with SEND. When this happens, pupils’ work is of a lower standard, incomplete or not attempted.

p.2

better?

Many pupils start at the school needing support with reading. They are well supported by staff. This helps pupils to develop their confidence and fluency in reading. As a result, pupils can access the curriculum and read for pleasure.

p.2

better?

Leaders have high expectations for behaviour. Pupils say that behaviour has improved significantly over time. Pupils behave well in lessons and at break and lunchtimes. Most lessons are free from disruption. Positive and caring relationships between staff, pupils and sixth-form students are commonplace. Most pupils arrive at their lessons on time and ready to learn.

p.2

better?

Leaders provide pupils, including those who are disadvantaged and those with SEND, with a range of activities that support their personal development. Pupils enjoy the music, drama and sports clubs that are available to them. Some pupils are part of the school’s LGBTQ+ group. Sixth-form students told inspectors that they enjoy their enrichment opportunities. Students support a foodbank which they know is an important resource for some within their local community. Pupils talk about being respectful and inclusive. Diversity is celebrated. As a result, pupils are well prepared for life in modern Britain. Pupils and sixth-form students receive clear and impartial careers advice and guidance. 6 and 7 December 2022

p.2

3

Senior leaders know their school well. They are committed to improving it further. Trustees, governors and members of the academy trust’s central team provide effective support and challenge. Staff value the training, development and guidance they receive. They know that leaders are mindful of their workload and well-being.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Staff are vigilant. All staff receive regular training. This ensures they are alert to the signs that may indicate a pupil is at risk of harm. Leaders work effectively with external partners to give pupils and their families the support that they need.

p.3

Safeguarding

Through the curriculum, pupils learn how to keep safe and about risky behaviours and how to avoid them. Pupils are confident to seek help from staff if it is needed.

p.3

Safeguarding

Leaders carry out the correct checks on adults in school.

p.3

(Information for the school and appropriate authority)

 Not all teachers consistently apply the school’s effective strategies to support pupils with SEND, such as providing well-matched work, or adapting their teaching to meet pupils’ needs. When this happens, pupils’ work is of a lower standard, is left unfinished or is not attempted. Leaders should ensure that all staff consistently support pupils with SEND, so that learning is matched to their needs. They should do this, so that all pupils achieve as well as possible.

p.3

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.

p.3

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school. 6 and 7 December 2022

p.3

Further information

You can search for published performance information about the school.

p.4

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. 6 and 7 December 2022

p.4

School details

Inspection number 10256812 Type of school Secondary

p.5

provision

Number of pupils on the school roll 1066

p.5

sixth form

Date of previous inspection Not previously inspected

p.5

Information about this school

 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 education qualifications and apprenticeships.  The school joined Castle Phoenix multi-academy trust (MAT) in October 2018.  The headteacher joined the school as acting headteacher in January 2020. This was made permanent from October 2020.  The school does not have any pupils placed in alternative provision. 6 and 7 December 2022

p.5

Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005.

p.6

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 met with senior leaders, subject leaders and curriculum leaders from the MAT.  The lead inspector met with the chair of the local governing body, a selection of MAT trustees and the chief executive officer.  The lead inspector spoke with the school’s challenge partner.  Inspectors reviewed a range of documentation relating to safeguarding, including a sample of the school’s record-keeping. Inspectors spoke to staff about how they keep their pupils and students safe. Inspectors also spoke to pupils and students about how they are taught how to keep themselves safe and what to do if they need help or support.  Inspectors held discussions with staff and considered the responses to Ofsted’s

p.6

Information about this inspection

survey for staff.  Inspectors spoke with pupils from all year groups and considered the responses to Ofsted’s survey for pupils.  Inspectors considered the views of the parents who responded to Ofsted’s parent survey. This included the free-text responses. The lead inspector spoke to one parent by telephone in response to a free-text comment.  Inspectors carried out deep dives in mathematics, English, languages and science. In these subjects, inspectors met with subject leaders, considered subject curriculums, visited a sample of lessons, spoke with teachers, spoke with some pupils about their learning and looked at samples of pupils’ work.  Inspectors also visited lessons and sampled pupils’ work in other subjects.

p.6

Inspection team

Richard Gill, lead inspector Ofsted Inspector

p.6

Inspection team

Graeme Rudland Ofsted Inspector 6 and 7 December 2022

p.6

7

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.

p.7

7

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 .

p.7

7

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 .

p.7

7

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

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7