Coundon Court

Inspection of Coundon Court Northbrook Road, Coventry, West Midlands CV6 2AJ

p.1

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Good Leadership and management Good Sixth-form provision Good Previous inspection grade Good 28 and29 March 2023

p.1

What is it like to attend this school?

The recently appointed headteacher and leadership team have high expectations for every pupil. They have begun to introduce positive changes at Coundon Court. For example, pupils now have a consistent experience in their lessons as teachers follow a shared lesson framework. However, pupils’ learning, in different subject areas, is still too variable.

p.2

What is it like to attend this school?

Pupils are safe at school. Leaders ensure that safeguarding is their top priority. Attendance is improving. However, leaders recognise there is still more work to be done to improve attendance and punctuality.

p.2

What is it like to attend this school?

Staff have clear expectations about pupils’ behaviour. However, some pupils fail to meet the high standards that leaders expect. Many lessons are calm and purposeful. However, too often some pupils misbehave and disrupt learning. The actions leaders have taken to improve behaviour are beginning to have a positive impact. Pupils who frequently misbehave receive sanctions. Although bullying and name-calling does occur, school staff deal with this well. This helps ensure that issues do not increase.

p.2

What is it like to attend this school?

Pupils learn about healthy relationships and online safety as part of their personal development programme. Pupils and students in the sixth form receive useful guidance around their careers and the next stages of their education.

p.2

better?

In the majority of subjects, leaders have considered the precise knowledge and skills that pupils need to develop to be successful. Clear teaching structures develop pupils’ learning. This helps pupils to know more and remember more.

p.2

better?

However, in a small number of subjects, this is not considered in enough detail. Therefore, in these subjects, not all pupils understand the links between the topics that they learn. A minority of teachers do not effectively assess pupils’ understanding. This means some pupils have gaps in their knowledge and make slower progress.

p.2

better?

Most teachers follow the ‘Coundon Lesson Framework’ well. This means that pupils have a consistent learning experience in different subjects. Teachers ask pupils to recall what they have learned previously. This helps pupils to build their expertise.

p.2

better?

Pupils’ recall of their previous learning is less effective in some subjects. In these instances, teachers do not respond effectively to pupils’ misunderstanding. As a result, some pupils cannot make connections between different parts of what they are learning. 28 and29 March 2023

p.2

3

Leaders quickly identify pupils with special educational needs and/or disabilities (SEND). However, the pupil passport provided to teachers is not always specific or precise enough. As a result, teachers do not consistently meet the needs of each pupil. This means that some pupils with SEND do not make as much progress as other pupils through the curriculum.

p.3

3

Leaders focus on improving the reading levels of those pupils who have fallen behind. A structured programme helps these pupils to make rapid progress, which they do.

p.3

3

Some pupils do not behave well enough. Some pupils and parents are concerned about disruption to learning. Too many pupils are suspended for defiant or disruptive behaviour. Leaders have introduced new strategies to bring about improvement. These are beginning to have a positive impact. Most classrooms are quiet, orderly places where pupils can learn.

p.3

3

Staff at the school appreciate the changes made by the new headteacher. The collective work of leaders is beginning to make a positive difference. While it is too early to see the full impact of this, staff are working collaboratively to bring about improvement. Leaders ensure that staff workload and well-being are carefully considered following the recent changes in the school. Staff feel leaders are very supportive of their views.

p.3

3

Coundon Court is an inclusive school. Pupils from different backgrounds say that they settle well and feel part of the community quickly. Leaders have thought about what pupils need to know to be successful in their later lives. The personal development curriculum is relevant and valued by pupils. There is also a well- planned careers programme. Pupils benefit from this.

p.3

3

Trustees have invested time and resources to develop leadership across the school. This is helping to ensure that leaders develop the skills and knowledge needed to make further improvements. Those responsible for governance provide challenge and support to leaders.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The leadership of safeguarding is a strength. Staff training is very effective. Leaders are very knowledgeable about local and national issues. Leaders work effectively to ensure that pupils have a detailed understanding of the risks they face and how to stay safe. All staff understand the role they play in maintaining a vigilant culture of safeguarding. There are clear processes that allow staff to report any concerns. Staff rigorously follow up on these concerns. Leaders work effectively with external agencies where appropriate.

p.3

Safeguarding

Leaders work effectively to ensure that pupils have a detailed understanding of the risks they face and how to stay safe. This means that pupils know who to talk to and 28 and29 March 2023

p.3

4

how they can report any concerns they have. Pupils make use of this effectively. Pupils are taught about how to keep themselves safe, including online.

p.4

(Information for the school and appropriate authority)

 A minority of pupils continue to be disruptive and defiant. Too many pupils are removed from lessons or suspended from school. Leaders must continue to embed the new behaviour policy, consistently, to ensure that all pupils benefit from calm and orderly classrooms.  Some pupils with SEND do not consistently get the support they need. Some of the information in passports written to support pupils’ learning needs is too generic. Consequently, teachers do not all make the adjustments necessary to support these pupils to make progress through the curriculum. Leaders must ensure that pupils’ passports are more closely matched to pupils’ specific needs so that staff know what strategies they must use to adapt their teaching.  Some teachers do not accurately address gaps in pupils’ understanding. Pupils do not build on what they have learned before in these subjects and are not able to make connections between different parts of learning. Leaders must ensure that

p.4

(Information for the school and appropriate authority)

the curriculum and its implementation is improved in these subjects.

p.4

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.4

How can I feed back my views?

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

p.4

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. 28 and29 March 2023

p.4

School details

Inspection number 10240396 Type of school Secondary Comprehensive School category Academy converter

p.5

provision

Number of pupils on the school roll 1916

p.5

sixth form

Date of previous inspection 30 November and 1 December 2021, under section 8 of the Education Act

p.5

Information about this school

 The headteacher was appointed in June 2022.  The school is a single academy trust.  The school uses five alternative providers for a small number of its pupils.  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. 28 and29 March 2023

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 second routine inspection the school has received since the COVID- 19 pandemic began. Inspectors discussed any continued impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors carried out deep dives in mathematics, English, science, computer science, design technology and languages. For each of these subjects, inspectors met with subject leaders, carried out visits to lessons, spoke to pupils and scrutinised their work.  Inspectors also visited lessons in other curriculum areas.  Inspectors met with members of staff undertaking different roles in the school, including support staff, teaching staff, as well as early careers teachers, and leaders in different roles.  Pupils were spoken to in formal meetings and also informally as they went about their day.  Inspectors considered the views of staff, pupils and parents who responded to the

p.6

Information about this inspection

Ofsted surveys.  Discussions were held with the headteacher, other school leaders and members of the governing body.  Bullying, attendance, punctuality and safeguarding records were carefully considered.  Inspectors observed pupils’ departure from school, their experience of tutor time, as well as their conduct at breaktime and lunchtime.

p.6

Inspection team

Thomas Walton, lead inspector Ofsted Inspector

p.6

Inspection team

Mike Onyon Ofsted Inspector 28 and29 March 2023

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