Thurstable School Sports College and Sixth Form Centre

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

p.1

James Ketley Headteacher Thurstable School Sports College and Sixth Form Centre Maypole Road Tiptree Colchester Essex CO5 0EW

p.1

College and Sixth Form Centre

This letter sets out the findings from the monitoring inspection that took place on 2 May 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.

p.1

College and Sixth Form Centre

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.

p.1

College and Sixth Form Centre

During the inspection, I discussed with you, senior leaders and governors 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 carried out visits to lessons, met other staff and reviewed documentation provided by the school, including curriculum and self-evaluation documents. I have considered all this in coming to my judgement.

p.1

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

necessary for the school to become good.

p.1

Main findings

Since the previous inspection, the school has been affected significantly by the discovery of reinforced autoclaved aerated concrete (RAAC). For a period of five months, pupils were educated in temporary accommodation. In the first half term, most pupils were also educated remotely for part of the school week. This has affected leaders’ ability to implement change at the pace they wished. Despite this, leaders have ensured they have maintained their focus on improving the quality of education.

p.2

Main findings

The school has successfully improved the quality of education following its last inspection. A comprehensive review of the needs of pupils with special educational needs and/or disabilities (SEND), supported by external guidance, has ensured that the school has a clear understanding of the specific needs of pupils. The implementation of a school-wide programme of coaching has improved the consistency and quality of curriculum delivery. Where inconsistencies in the quality of pupils’ written work remain, the school is taking appropriate action to address this. The school has further plans to change the structure of the school day and provide the opportunity for staff to engage in weekly professional development sessions. These improvements are considered, appreciated by staff, and are benefiting pupils.

p.2

Main findings

The processes for identifying those pupils who struggle to read are now clearly defined. Pupils receive regular reading support sessions. Their progress is monitored closely. While some pupils have not yet made the progress that leaders intend, the school is working diligently to ensure these pupils catch up and keep up with their peers. There are an increasing number of opportunities for pupils to read more widely across the curriculum. Leaders and staff at all levels are committed to maintaining this improvement.

p.2

Main findings

The overall attendance of pupils has improved since the last inspection. The systems for monitoring and tracking attendance are now more forensic and searching. Leaders have a deep understanding of the individual circumstances surrounding pupils’ absence. Improvements in attendance have been especially noticeable for disadvantaged pupils. However, the attendance of pupils with SEND has not followed the same trend. Leaders are aware that they must redouble their efforts to ensure attendance of pupils with SEND improves in line with positive changes seen for other groups of pupils.

p.2

Main findings

Pupils’ behaviour is improving. The number of pupils being suspended has fallen significantly since the last inspection. Pupils agree that behaviour around the school is improving. The same rigour that has been applied to the tracking of attendance has been applied to behaviour. Typically, staff have high expectations of behaviour but low-level behaviours are still tolerated in a minority of lessons, for example the punctuality of some pupils to lessons. As a result, learning is disrupted.

p.2

Main findings

There is no doubt that leaders have a clear vision for the quality of education for pupils at Thurstable. This has been frustrated by the interruptions created by RAAC. Since the last inspection, the school has reviewed the structure of its senior team responsibilities and wider staffing. This means that there are more staff and a far clearer focus on priorities. Over the last 14 months, governors have supported and challenged the changes proposed by school leaders. They have a clear understanding of the position of the school and acknowledge that further improvement is necessary to ensure the school is good.

p.2

Main findings

I am copying this letter to the chair of the board of trustees, the Department for Education’s regional director and the director of children’s services for Essex. This letter will be published on the Ofsted reports website.

p.3