Hockerill Anglo-European College

Inspection of Hockerill Anglo-European College Dunmow Road, Bishop’s Stortford, Hertfordshire CM23 5HX

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Inspection dates: 14 and 15 June 2022, 13 September 2022 and 8 to 10 February 2023

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Overall effectiveness Good

The quality of education Outstanding Behaviour and attitudes Good Personal development Outstanding Leadership and management Good Sixth-form provision Outstanding Overall experiences and progress of children and young people in the boarding provision

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Good

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

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Good

Ofsted has not previously inspected Hockerill Anglo-European College as an academy under section 5 of the Education Act 2005. Until November 2020, the academy’s predecessor school, and, consequently, the academy, were exempted by law from routine inspection, so there has been a longer gap than usual between the last inspection of the predecessor school and the first inspection of the academy.

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Good

Judgements in this report are based on the current inspection framework and also reflect changes that may have happened at any point since the last inspection of the predecessor school. 14 and 15 June 2022, 13 September 2022 and 8 to 10 February 2023

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What is it like to attend this school?

Boarders and day pupils are happy here. They enjoy studying the school’s ambitiously broad range of academic subjects from Year 7 to Year 13. Leaders have very high expectations for all pupils. Usually, pupils study at least two modern foreign languages up to Year 11. All students in the sixth form continue to study at least one language. Pupils achieve highly. They are extremely well prepared for the next stage of their education, training or work.

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What is it like to attend this school?

All pupils build character through the wide range of additional activities. Leaders organise numerous visits abroad, including to France, Italy and Spain. Pupils are strongly encouraged to make an active contribution to the school and local communities. All pupils participate in action, service and community projects as part of their studies. Many pupils take part in the Combined Cadet Force, and the school’s orchestra, and are first-aid trained.

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What is it like to attend this school?

Pupils are safe and generally behave sensibly. Bullying is rare. Staff resolve any problems swiftly. Leaders have established a strong system of pastoral support. Pupils know who to speak to if they have any concerns.

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better?

Leaders have high expectations for pupils and have designed a curriculum that matches these ambitions. Leaders expect pupils to reach high academic success and also make sure that pupils experience a very broad range of enrichment activities. For example, students in the sixth form study six subjects for the International Baccalaureate diploma. In addition to their chosen subjects, students in the sixth form study the theory of knowledge and participate in creative and service enrichment activities. Typically, students go on to study their chosen courses at university.

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better?

Subject leaders give very careful thought to the content of their courses and the order in which it is taught. Pupils build up their knowledge step by step and are ready for demanding work at diploma level in Year 12. Teachers check often what pupils know and remember. When teachers identify any gaps or misconceptions in pupils’ knowledge, they recap key subject content and rectify them swiftly. Subject leaders and teachers review how well pupils have learned important knowledge and adapt their curriculum thinking where needed.

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better?

Leaders are highly ambitious for pupils with special educational needs and/or disabilities (SEND). They are quick to identify any pupils with SEND and provide the support in class that they need to access the full curriculum. Leaders help pupils who have struggled to learn to read and provide appropriate support to build up reading confidence and fluency so that they can access the full curriculum.

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better?

Leaders have high expectations of pupils’ behaviour. Pupils are considerate of one another and learning generally proceeds without interruption. Pupils’ attitudes to 14 and 15 June 2022, 13 September 2022 and 8 to 10 February 2023

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learning are typically positive. On occasion, where teachers’ expectations of pupils’ behaviour are not as routinely high, pupils are not as focused on their work and staff do not always follow up low-level disruption.

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The provision for pupils’ personal development is exceedingly strong. Personal, social, health and economic education includes age-appropriate teaching about positive and healthy relationships, the significance of consent, and physical health and fitness. Leaders have carefully considered how the relationships education programme develops from Year 7 to Year 13. Staff address any issues that may arise.

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Leaders ensure that all pupils have every opportunity to expand their interests beyond the classroom. Many pupils learn to play musical instruments and participate in the school’s choir. They enjoy devising their own performance pieces and take responsibility for scriptwriting, stage design, music and acting. Pupils regularly journey abroad to practise their language skills and to study aspects of the curriculum such as German history. Many pupils achieve the Duke of Edinburgh’s Award. Students in the sixth form lead workshops for local primary school pupils, for example as part of International Day of Women and Girls in Science. Leaders make sure that all pupils receive the information they need to make informed decisions about their future education and careers.

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The governing body understands its statutory role and holds leaders to account effectively. Staff are proud to work at the school and typically feel that their workload is taken into consideration by leaders. They value the support and training that they receive. The overall experiences and progress of pupils in the boarding provision are good.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders ensure that all staff identify quickly any pupils at risk of harm and secure the support they need. They make sure that all staff have up-to-date safeguarding training. Staff recognise possible safeguarding concerns and respond appropriately should any issues arise.

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Safeguarding

Recent improvements mean that safeguarding concerns are usually managed carefully, following appropriate processes. Leaders usually follow up any concerns promptly with appropriate outside agencies and keep accurate records of any referrals. However, during the inspection, inspectors found that, on one occasion, external safeguarding agencies were not consulted when they should have been. This did not lead to harm to children in the school; however, senior leaders failed to manage the concern appropriately. Consequently, a more robust system has been agreed for future concerns. 14 and 15 June 2022, 13 September 2022 and 8 to 10 February 2023

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(Information for the school and appropriate authority)

 On occasion, leaders have not followed the school’s clear safeguarding policy as rigorously as they should. This means that action taken is not consistent with, and closely aligned to, statutory guidance at all times. Leaders should ensure that all safeguarding actions reflect the school’s policies and current statutory guidance precisely and consistently.  Sometimes, teachers’ expectations of pupils’ behaviour across classes and subjects are not consistent. As a result, sometimes pupils’ behaviour varies depending on the subject or member of staff. Leaders must ensure that all staff share their high expectations of pupils’ attitudes and behaviour and apply these consistently.

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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. 14 and 15 June 2022, 13 September 2022 and 8 to 10 February 2023

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Local authority

Hertfordshire Inspection number 10211909 Type of school Secondary Comprehensive School category Academy converter

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sixth form

Date of previous inspection Not previously inspected

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Information about this school

 The school provides boarding provision for pupils in Years 7 to 13 as well as day school provision.  The boarding accommodation and school are located on the same site. Boarders are accommodated in five boarding houses. Some pupils board full time. Others board during the week and return home at weekends. Some day pupils stay on at school at the end of the school day, have their evening meal in the boarding accommodation and then return home. 14 and 15 June 2022, 13 September 2022 and 8 to 10 February 2023

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 Hockerill Anglo-European College converted to become an academy in a single academy trust, Hockerill College Academy Trust, in February 2012. When its predecessor school, Anglo-European College, was last inspected by Ofsted, it was judged to be outstanding overall.  The school uses one registered alternative provider.  The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 7 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

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Information about this inspection

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

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Information about this inspection

 The inspection visits were carried out at the same time as inspection of the school’s boarding provision. The two inspection teams arrived and left the school at the same time at the beginning and end of each inspection visit. Inspectors carried out some inspection activities and held some meetings with leaders jointly with inspectors of the boarding school provision. The boarding provision is the subject of a separate boarding school report.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with school leaders and have taken that into account in their evaluation of the school.  Inspectors carried out inspection visits to the school in June 2022, September 2022 and February 2023. All the visits were part of the same graded inspection. The second and third visits were carried out to complete the inspection after

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Information about this inspection

Ofsted accepted some of the concerns raised by the school about elements of the initial inspection process.  Inspectors met with the principal and other senior leaders. Inspectors met with the acting chair of the local governing body and other members of the governing body.  Inspectors did deep dives in these subjects: English, drama, science, geography and history. For each deep dive, inspectors visited a sample of lessons, reviewed pupils’ work, met with pupils to discuss their learning and met with subject leaders and teachers to discuss the curriculum. Inspectors also considered pupils’ learning in other subjects, including mathematics and modern foreign languages.  Through discussions with leaders, the governing body, pupils and staff, inspectors considered how effectively pupils are safeguarded. Inspectors also looked at records related to safeguarding, including records of employment checks carried out before staff are appointed.

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Information about this inspection

 Inspectors met with groups of pupils in all key stages. Pupils’ behaviour in lessons and at breaktimes was observed. 14 and 15 June 2022, 13 September 2022 and 8 to 10 February 2023

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 Inspectors spoke to a range of staff, including about safeguarding and behaviour. Inspectors also took account of responses to Ofsted’s online surveys for staff, parents and carers, and pupils.

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Inspection team

Georgina Atkinson His Majesty’s Inspector

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Inspection team

Ofsted Inspector 14 and 15 June 2022, 13 September 2022 and 8 to 10 February 2023

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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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