Brook Sixth Form and Academy

Inspection of Brook Sixth Form and Academy Yew Tree Avenue, Rainham Road South, Dagenham RM10 7FN

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Inspection dates: 19 and 20 November 2024

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

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Previous inspection grade Not previously inspected under section 5 of the Education Act 2005

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The principal of this school is Kim Donovan. This school is part of the Partnership Learning Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Roger Leighton, and overseen by a board of trustees, chaired by Saadat Mubashar. 19 and 20 November 2024

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What is it like to attend this school?

Pupils are proud to attend this small setting. Staff know pupils well and are always on hand to help them improve their work. Pupils particularly enjoy studying technical courses in subjects such as engineering and media studies. They appreciate the industry-standard equipment available to them in these subjects. Pupils engage positively with project briefs which are designed by employers. Pupils, and students in the sixth form, also study a range of academic GCSEs and A levels.

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What is it like to attend this school?

The school has high expectations of pupils’ achievement. These expectations are more fully realised in the results of vocational subjects than in academic subjects. Pupils’ behaviour is mature and respectful. Pupils say that discriminatory language is not tolerated here. They learn the importance of respecting people who are different from themselves. Boys and the small number of girls interact well. As a result, the school is a calm and purposeful environment where all pupils feel safe. They use study spaces effectively to consolidate their learning.

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What is it like to attend this school?

Pupils are exceptionally well prepared to take their next steps. They benefit from high- quality opportunities to experience the world of work. For example, engineering students visit a range of well-regarded employers. When they leave school, pupils progress to well- regarded destinations. These include further education, apprenticeships, and employment.

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What does the school do well and what does it need to do better?

Pupils join the school in Years 10 and 12 having had varied experiences of education. On their arrival, staff assess pupils carefully. They identify any gaps in prior learning or any special educational needs and/or disabilities (SEND) that pupils may have. Pupils receive one-to-one support to develop confidence and fluency in their reading. This has a positive impact on their reading knowledge. Staff prioritise teaching subject-specific vocabulary. Teachers are well informed about pupils’ SEND needs. They use this information to make appropriate adaptations. Pupils with SEND access the same curriculum as their peers and achieve well.

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What does the school do well and what does it need to do better?

The school has considered the content it wants pupils to learn and the order in which they learn it. In some cases, this goes beyond the ambition of the course requirements. For example, engineering pupils start with a design project. This includes skills such as sand casting, screw threading, computer-aided design and laser cutting. These advanced skills prepare pupils well for future study.

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What does the school do well and what does it need to do better?

Typically, staff are adept at checking pupils’ understanding. They pick out common misconceptions. Staff adapt their teaching to revisit content that pupils have not understood. Pupils value planned opportunities to recall prior learning. Teachers provide invaluable feedback that pupils act upon to improve their work. Pupils’ practical and written work shows that they develop detailed knowledge and skills. However, subject leadership and staffing are not embedded and fully implemented in a few subjects. This 19 and 20 November 2024

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means that the school does not have a secure understanding of where there are gaps in pupils’ knowledge and skills in these subjects.

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The school is quick to follow up on daily attendance and punctuality. Staff work closely with parents and carers to encourage improved attendance, especially in cases of persistent absence. The school celebrates positive attendance. Staff remind pupils that attending every day is important preparation for entering the world of work.

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Pupils demonstrate exceptionally positive attitudes to learning. They work hard and are keen to succeed. They make a positive contribution to the school community, including through the ‘Brook Tea’ student magazine and the student council. Recently, students worked with primary school pupils to organise Black History Month events.

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The school’s offer beyond the academic curriculum is extensive. Pupils enjoy a range of activities that broaden their experiences. The school works closely with employers and their sponsors to provide high-quality work experience placements. There are projects that facilitate pupils’ interactions with employers. For instance, Year 12 students participate in a ‘charity den’ competition. This allows them to work with mentors to develop pitching and presentation skills. The school offers a range of visits to enrich pupils’ experience of the curriculum. Year 12 students also take part in a team-building day. Pupils have visited a show on the aviation industry and ‘Sky-up’ in recent weeks. There are clubs such as karting, media and sports during the school day so that all pupils can attend. The school is keen for pupils to participate in cultural events. It subsidises theatre trips so that everyone can benefit from the experience.

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Leaders are ambitious for pupils and staff at this school. Staff enjoy working here. They appreciate the school’s consideration of their workload and well-being. The local governing body works closely with school leaders to provide support and challenge. Many of the governors have been involved since the school opened.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In a small number of subjects, particularly at A level, the school does not have a secure understanding of where there are gaps in pupils’ knowledge and skills and where refinements to the curriculum need to be made. This impacts on pupils’ achievement. The school should strengthen its leadership of the curriculum in these subjects so that it can have a positive impact on pupils’ achievement. 19 and 20 November 2024

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How can I feed back my views?

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). 19 and 20 November 2024

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School details

Type of school Other secondary/Technical

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School details

School category University technical college

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form

Dates of previous inspection Not previously inspected

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Information about this school

 Brook Sixth Form and academy is a university technical college which opened in December 2021. It is part of the Partnership Learning Trust and is sponsored by the Ford Motor company and University College London.  When its predecessor school Elutec was last inspected by Ofsted, it was judged as requires improvement for overall effectiveness.  Pupils join the school either in Year 10 or Year 12. At key stage 4, pupils follow a core curriculum in English, mathematics, biology, chemistry, physics, media studies and engineering. At key stage 5, students combine the study of technical and vocational courses with the study of A levels in relevant subjects.  The school currently makes use of one registered alternative provision. 19 and 20 November 2024

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 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. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade.

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Information about this inspection

 Inspections are a point-in-time evaluation 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 the school and have taken that into account in their evaluation of the school.  Inspectors met with leaders and staff in the school, including those responsible for the quality of education, behaviour, attendance, personal development and safeguarding.  Inspectors met with the chief executive officer and representatives from the local governing body.  Inspectors carried out deep dives into English, mathematics, the sciences and engineering. 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.

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Information about this inspection

 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 extent to which the school has created an open and inclusive culture around safeguarding that puts pupils’ interests first.  Inspectors looked at responses to Ofsted’s online pupil, staff and parent surveys.

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Inspection team

Lisa Strong, lead inspector His Majesty’s Inspector

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Inspection team

Claudia Harrison His Majesty’s Inspector

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Inspection team

Hannah Glossop His Majesty’s Inspector 19 and 20 November 2024

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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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