The Marlborough Science Academy

Inspection of The Marlborough Science Academy Watling Street, St Albans, Hertfordshire AL1 2QA

p.1

Inspection dates: 29 and 30 November 2023

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Sixth-form provision Outstanding Previous inspection grade Good 29 and 30 November 2023

p.1

What is it like to attend this school?

Pupils are polite, respectful and behave very well. Excellent relationships are evident between staff and pupils. Behaviour and attitudes to learning are very positive. Breaktimes are calm and lessons are productive. Pupils appreciate that leaders prioritise their well-being and safety. As a result, pupils feel safe, cared for and happy in school.

p.2

What is it like to attend this school?

The school is ambitious for all pupils, including pupils with special educational needs and/or disabilities (SEND). Pupils enjoy rising to the challenges they are presented with and consequently engage with their learning and achieve well. As a result of their education, almost all students in the sixth form go on to further education or employment.

p.2

What is it like to attend this school?

Pupils have many opportunities to build important leadership skills and to take on positions of responsibility. Older pupils work alongside younger pupils in developing the work of the student parliament, for example. Pupils have a strong voice throughout their school community. One example is how pupils produce the exceptional school magazine.

p.2

What is it like to attend this school?

Pupils benefit from high-quality extra-curricular activities, including table tennis, swimming, Latin and drama. There are plenty of opportunities to discuss and debate important issues. Pupils demonstrate open-mindedness and respect towards those who are different from them. As a result, they develop into thoughtful young people.

p.2

better?

The school has carefully considered their local and pupil context when designing their curriculum. Leaders have set out what pupils should know and by when. Staff teach new knowledge so that pupils can build on their prior learning. The majority of teachers use leaders’ curriculum plans consistently well so that pupils learn what they should.

p.2

better?

The majority of teachers provide pupils with lots of opportunities to review what they have studied previously. This helps pupils to remember important information over time. In the majority of lessons, teachers consistently check what pupils remember and understand. Staff are skilled at identifying gaps in pupils’ learning. Leaders check for gaps in pupils’ reading skills. Staff use a range of successful strategies, such as morning reading to help pupils to become confident and fluent readers. They provide precise and targeted support for pupils who need to catch up with their reading.

p.2

better?

In a few instances, a small number of teachers do not always check well enough what pupils have learned before presenting new knowledge. This means, at times, a minority of pupils do not achieve as highly as they should. 29 and 30 November 2023

p.2

3

Staff in the sixth form teach students the specific skills needed to be successful. Teachers have strong subject knowledge. Through skilled questioning, they encourage students to combine a range of knowledge and more complex ideas in their responses. Consequently, students acquire an exceptional understanding of the curriculum.

p.3

3

Pupils receive a wide range of information about further study and employment opportunities before they start sixth form and during. Study programmes reflect the local employment background. All students undertake work experience in the sixth form. A high proportion of pupils go on to study at university.

p.3

3

The school identifies the needs of pupils with SEND quickly. Staff across the school provide precise support to overcome the specific challenges they face. Teachers adapt learning as necessary so that these pupils can achieve well, which they do.

p.3

3

Behaviour around the school and in lessons is exemplary. Pupils enjoy their learning and engage positively with their work. They are respectful and polite. Staff support pupils who find learning challenging to access the curriculum and become successful in their studies. Pupils are diligent, present work to a high standard and are proud of their achievements. For example, pupils’ artwork is of an exceptionally high standard throughout all year groups.

p.3

3

The school maintains a sharp focus on improving attendance. They diligently work with pupils and their families to remove barriers and to foster positive habits of regular attendance among pupils.

p.3

3

The school’s commitment to supporting pupils’ personal development and well-being is exemplary. Any incidents involving pupils are promptly addressed, and efforts are made to incorporate solutions within the curriculum whenever possible. Pupils learn to respect different cultures and religions. The school ensures a constant and strong focus on diversity and inclusion, with many associated pupil support groups such as the Diversity group and a group for young women that addresses sensitive issues.

p.3

3

The school provides valuable support to pupils, fostering a safe space for discussions on a wide range of topics. The leadership has delivered life-changing and invaluable support for extremely vulnerable pupils and families.

p.3

3

Staff well-being is a priority for school leaders and governors. Staff highly value leaders’ consideration towards staff workload and well-being. Staff, pupils and parents speak highly of the leadership at the school. Parents overwhelmingly express their support for staff and leaders and the excellent work they do to support pupils and families.

p.3

Safeguarding

The arrangements for safeguarding are effective. 29 and 30 November 2023

p.3

(Information for the school and appropriate authority)

 In a very few instances, teachers present too much knowledge and do not check routinely pupils’ understanding. When this happens, pupils do not learn as well as they should. The school should ensure that staff requiring support are sufficiently supported and trained to deliver lessons that enable all pupils to make strong progress throughout the curriculum.

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’ is used to mean pupils with SEND; pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 29 and 30 November 2023

p.4

provision

Number of pupils on the school roll 1,293

p.5

sixth form

Appropriate authority The governing body

p.5

sixth form

Chair of governing body Jane Walker-Smith

p.5

sixth form

Website www.themarlboroughscienceacademy.co.uk

p.5

sixth form

Date of previous inspection 8 February 2018, under section 8 of the Education Act 2005

p.5

Information about this school

 The school currently uses one registered alternative provider for a small number of pupils.  The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

p.5

Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. 29 and 30 November 2023

p.5

6

Inspections are a point-in-time judgement about the quality of a school’s education provision.

p.6

6

 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 the headteacher and other senior leaders. The lead inspector met members of the local governing body and held a telephone meeting with a representative from the local authority.  Inspectors carried out deep dives in these subjects: English, mathematics, science, humanities, modern foreign languages and art. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. Inspectors also discussed the curriculum in some other subjects.  To evaluate the effectiveness of safeguarding, inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the

p.6

6

extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors considered the views of parents through the responses to Ofsted’s online questionnaire for parents, Ofsted Parent View. The lead inspector also considered several letters from parents.  The inspectors considered the views of staff and pupils through meetings and informal discussions, and through their responses to Ofsted’s online surveys.

p.6

Inspection team

Cindy Impey, lead inspector Ofsted Inspector

p.6

Inspection team

Brenda Watson Ofsted Inspector 29 and 30 November 2023

p.6

7

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 looked after children, 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