Setting

Store Street Manchester M1 2WD T 0300 123 1231 www.gov.uk/ofsted

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Sam Fox Principal Future Academies Watford Horseshoe Lane Garston Watford Hertfordshire WD25 7HW

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Requires improvement monitoring inspection of Future Academies Watford

This letter sets out the findings from the monitoring inspection that took place on 12 March 2024, on behalf of His Majesty’s Chief Inspector of Education, Children’s Services and Skills. The monitoring inspection was carried out under section 8(2) of the Education Act 2005 and took place because the school has received two successive judgements of requires improvement at its previous graded (section 5) inspections.

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Requires improvement monitoring inspection of Future Academies Watford

The purpose of a monitoring inspection is not to grade the school’s overall effectiveness, but to identify and report on the school’s progress. It is to highlight to the school and parents any improvements that school leaders have made since the school’s previous graded inspection.

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Requires improvement monitoring inspection of Future Academies Watford

During the inspection, I discussed with you, other senior leaders, the chief executive officer, representatives of the local governing body and the trust board, including the chair, the actions that have been taken to improve the school since the most recent graded inspection. We discussed the ongoing impact of the COVID-19 pandemic. I also met with pupils and members of staff and visited some lessons. I have considered all this in coming to my judgement.

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Leaders have made progress to improve the school, but more work is

necessary for the school to become good.

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Main findings

Since the previous inspection, you have joined the school alongside two new vice principals. You have acted quickly to address the issues facing the school. There is now a renewed and fresh focus on the key improvement areas. Leaders have worked to address a culture and ethos of low aspiration and expectation. This has already demonstrated success in moving the school forward. In a short time, you have developed a climate where pupils are happy. They are behaving better and learning more.

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Main findings

Leaders have considered and acted on how well teachers support pupils with special educational needs and/or disabilities (SEND). Teachers now receive clear information about pupils’ specific barriers to learning. Suggested strategies help staff make appropriate adaptations to their teaching. These adaptations mean that pupils with SEND can learn the curriculum without limitation. They are able to produce work that is of equal quality and quantity to their peers.

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Main findings

You have recently implemented a new approach to support all pupils become confident and fluent readers. Appropriate testing for all pupils highlights those who need support. Using the information from assessments, targeted intervention sessions precisely address specific challenges pupils face. Pupils who need the most support access a phonics programme. The staff responsible for delivering this programme are well trained. This means that they teach the programme as intended. Other pupils follow separate programmes that address different elements of reading, for example some focus on fluency, others comprehension. Although it is too early to determine the full impact of these strategies, the early indicators suggest that they are having a positive impact for pupils.

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Main findings

Alongside a new executive team at the trust, leaders have reenergised staff and given them a clear sense of direction. Together, you have brought impetus to the rate of progress, raising the level of expectation and ambition. You have instilled a sense of belief that everyone can achieve the highest standards. Staff and pupils understand this and are responding to this challenge positively. Pupils talk about how their experience at school has got better in recent months. They demonstrate pride in their school and their achievements. Staff welcome being part of the trust. They highly value the support and training provided by experts. This helps them understand and deliver your shared vision.

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Main findings

You have changed the approach to how staff support pupils to meet the high expectations of behaviour and conduct. You have made these expectations clear to staff, pupils and parents. Simplified systems and routines mean staff responses to behaviour are consistent. Precise teaching of how to behave means pupils understand how to meet your high expectations. As a result, behaviour in lessons has improved. The classrooms I visited were all calm and purposeful. However, there were some instances of passive, disengaged behaviour. At times, pupils switch off and do not pay attention. Pupils report that the majority of their learning now proceeds without interruption. They enjoy their lessons and feel they are learning more. A few, particularly younger pupils, feel unsettled by occasional boisterous behaviour in corridors. However, pupils feel the school is a safe and welcoming environment.

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Main findings

I am copying this letter to the chair of the board of trustees and the chief executive officer of Futures Academies Trust, the Department for Education’s regional director and the director of children’s services for Hertfordshire County Council. This letter will be published on the Ofsted reports website.

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