Leventhorpe

Inspection of Leventhorpe Cambridge Road, Sawbridgeworth, Hertfordshire CM21 9BY

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Overall effectiveness Good

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

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Overall effectiveness Good

The headteacher of this school is Malcolm White. This school is part of Rivers Multi Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Malcolm White, and overseen by a board of trustees, chaired by Siobhan Chester.

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Overall effectiveness Good

This school was last inspected under section 5 of the Education Act 2005 12 years ago and judged ‘Outstanding’ under a previous inspection framework. This reflected the school’s overall effectiveness under the inspection framework in use at the time.

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Overall effectiveness Good

From then until November 2020, the school was exempted by law from routine inspection, so there has been a longer gap than usual between graded inspections under section 5 of the Act. 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 graded inspection. 16 and 17 April 2024

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What is it like to attend this school?

Pupils attending Leventhorpe are happy. They are part of a welcoming and thriving community. Strong relationships between staff and pupils support this. Pupils have confidence that if a concern is raised or a pupil is having a difficult time, school staff will address this quickly and effectively. Pupils are quick to say that any unkindness or bullying is rare.

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What is it like to attend this school?

Lessons are calm. Pupils can learn in classrooms which are free of any disruption or distraction. They engage well in their learning and almost always produce work that demonstrates pride and thought. As a result, pupils typically achieve well.

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What is it like to attend this school?

Sixth-form students are a credit to the school. They describe articulately how much they enjoy attending Leventhorpe. They are overwhelmingly positive about their experience. Students enjoy the range of academic and leadership opportunities available to them that support their development. Their pride in being part of the school community is clear. The school’s support to improve students’ academic achievement is now comprehensive.

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What is it like to attend this school?

Pupils can take part in a range of extra-curricular activities. They are actively encouraged to participate in sporting opportunities, including representing the school. Large numbers of pupils take part in the Duke of Edinburgh’s Award scheme.

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better?

The school recognises the need to have a broad and balanced curriculum. For example, in Year 7, pupils can study two modern foreign languages. Curriculum development at all key stages is carefully considered to ensure that key knowledge is prioritised. Teaching by subject specialists enables pupils to make the most of their teachers’ strong subject knowledge. As a result, most pupils’ understanding of their topics is clear. A range of strategies are used to assess pupils’ progress. However, in some subjects, pupils’ understanding is not always checked effectively or with sufficient precision. This means that any misconceptions they have, or mistakes they make, are not always picked up quickly and addressed. Consequently, some pupils have gaps in their knowledge.

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better?

Pupils with special educational needs and/or disabilities (SEND) are supported well. When pupils join the school there is a robust transition process from primary school. Staff are aware of the needs of the pupils with SEND they teach through regular updates from the special educational needs coordinator. The SEND base is an environment that enables pupils to access additional support through effective interventions.

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better?

The support for those pupils at an early stage of reading is a strength of the school. Pupils who struggle with reading are identified quickly. Their progress is tracked carefully. They become fluent and confident readers. All pupils are encouraged to 16 and 17 April 2024

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read widely. Initiatives such as the ‘Leventhorpe Book Award’ support this whole- school priority. The Learning Resource Centre (library) is a focal point for these opportunities.

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Pupils typically behave well and attend school regularly. They maintain positive relationships and treat others with respect. The school recognises that during unstructured times the behaviour of pupils does not always meet the expectations modelled by school staff. As a result, the school is implementing a new approach to addressing such behaviours. Sixth-form students model the highest standards of respect and maturity. They describe an inclusive and positive environment in which they thrive.

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The school prioritises opportunities for pupils outside the curriculum. Pupils’ participation in activities is closely monitored to enable the school to extend and change its offer in response to pupil demand. All pupils are welcome to participate. Sixth-form students describe curriculum visits to places such as Bletchley Park and The National Aeronautics and Space Administration (NASA) in Florida. Students are keen to describe the leadership opportunities available to them. These support not only initiatives in the sixth form, but in the wider school community. Student activity to raise money for local and national charities is substantial. The programme for personal, social, health and economic education is comprehensive. It supports pupils in understanding how to stay safe and keep healthy, both physically and emotionally. This is promoted through lessons, assemblies, and form time.

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The school’s careers programme is effectively delivered. Sixth-form students are very positive about the level of support and information they receive. This enables them to make confident decisions about their next steps in education or employment.

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Leaders, including those responsible for governance, accurately evaluate the current strengths and weaknesses of the school. The challenges around pupils’ behaviour posed by the pandemic are diminishing because of the determination of the school community to improve. Leaders acknowledge where improvements are needed and act with integrity to address them. Most staff value the curriculum’s professional development opportunities available to them through ‘Thinking Thursdays’. Staff are proud to work at the school.

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Safeguarding

The arrangements for safeguarding are effective. 16 and 17 April 2024

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(Information for the school and appropriate authority)

 In some subjects, staff do not address misconceptions or amend pupils’ mistakes precisely. This means that misunderstandings are not identified and rectified, and some pupils do not retain the necessary knowledge to be proficient in their subject. The school should ensure that all pupils’ understanding is checked effectively and robustly.

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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’ is used to mean pupils with special educational needs and/or disabilities (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). 16 and 17 April 2024

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provision

Number of pupils on the school roll 1,543

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sixth form

Date of previous inspection 12 and 13 January 2012, under section 5 of the Education Act 2005

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Information about this school

 The school is the single academy within Rivers Multi Academy Trust.  The school makes use of two registered alternative providers.  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.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. 16 and 17 April 2024

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 Inspections are a point-in-time judgement about the quality of a school’s education provision.  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.  The inspectors met with the school’s senior leaders, governors, and trustees.  The inspectors carried out deep dives in English, mathematics, history, science, and design technology. 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.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive

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culture around safeguarding that puts pupils’ interests first.  The inspection team considered the views of parents through responses to Ofsted Parent View. Inspectors gathered the views of pupils and staff through Ofsted’s pupil and staff surveys, as well as interviews and discussions conducted throughout the inspection.

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Inspection team

Jonathan Rockey, lead inspector His Majesty’s Inspector

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Inspection team

Cathy Barr Ofsted Inspector 16 and 17 April 2024

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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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