St Clere's School

Inspection of St Clere’s School Butts Lane, Stanford-le-Hope, Essex SS17 0NW

p.1

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

p.1

The head of school is Jon Purkiss. This school is a member of the Osborne Co-operative 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, Paul Griffiths, and is overseen by a board of trustees, chaired by Trisha Jaffe. 29 and 30 April 2025

p.1

What is it like to attend this school?

The school has high expectations of all pupils. It provides them with a broad, ambitious curriculum. Pupils learn well in most subjects.

p.2

What is it like to attend this school?

Pupils are well-prepared for adulthood at St Clere’s School. They have first-hand encounters with the world of work. They meet employers and do work experience. This helps pupils make informed choices about their next steps.

p.2

What is it like to attend this school?

Pupils learn about the importance of diversity and equality. They learn about other cultures during the popular ‘culture week’. Visually-impaired and deaf pupils are an integral part of the life of the school. Most pupils treat each other with kindness and respect. They strive to do their best. Pupils attend well. They understand the school’s clear behaviour policy. Pupils, however, are sometimes frustrated when this policy is not applied consistently, so that some of their peers do not always behave as well as they should.

p.2

What is it like to attend this school?

Pupils take part in a wide range of clubs, including chess, drama and a range of sports. There are a growing range of trips and opportunities for pupils to develop their leadership skills. Pupils learn how to keep themselves healthy and safe. They understand the importance of their ‘digital footprint’ and consent.

p.2

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

The discovery of reinforced autoclaved aerated concrete (RAAC) in September 2023 significantly impacted upon the work of staff and the experience of pupils at St Clere’s School. This disruption had a negative impact on GCSE outcomes and some aspects of pupils’ conduct. The school has effectively managed this impact and has improved standards of behaviour. Published outcomes do not reflect the current quality of provision.

p.2

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

The school’s curriculum identifies the important knowledge, including ‘star words’, that pupils need to know. Staff have thought carefully about how and when pupils should learn this, so that they can confidently move on to new content.

p.2

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

Most staff teach the intended curriculum well. They have strong knowledge of their subject. They use this to introduce new learning clearly, carefully checking how well pupils are learning. They are aware of where pupils have gaps or inaccuracies in their knowledge and adjust the curriculum to address these. Teachers use ‘do now’ tasks in lessons to revisit prior learning so that it sticks in pupils’ memories. They know pupils’ ability and needs very well. They skilfully adapt the curriculum for pupils with special educational needs and/or disabilities (SEND). As a result, pupils usually learn the curriculum well.

p.2

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

Some staff do not have the expertise to teach the curriculum as well as the school intends. They do not match tasks precisely to pupils’ needs or check pupils’ learning rigorously enough. When this happens, pupils do not always gain the breadth and depth of knowledge that they should. 29 and 30 April 2025

p.2

3

The school understands the importance of reading. It precisely checks how well pupils can read. The school puts in place carefully designed support for pupils who need it. This helps ensure that pupils become confident and accurate readers who can access the curriculum.

p.3

3

The school has raised its expectations of how pupils should behave. It provides pupils with support to improve their conduct and attitudes to learning. Most staff and, therefore, pupils follow the behaviour policy as intended. The school has improved standards of behaviour after a period where these slipped. Pupils can usually focus well on their learning. The school is aware of where further work is needed to ensure all staff follow the school’s policy. Pupils know that any instances of bullying or unkind language will be dealt with robustly so that they stop.

p.3

3

Students in the sixth form are highly positive about their experience. They learn very well. They become adept at using their time productively. Students share their views on what they need to learn, including about topics such as personal finance and applying for higher education. This ensures the curriculum meets their needs well.

p.3

3

The school carefully checks how well pupils are participating in the range of clubs, including those with SEND. The school gives pupils effective guidance and support with their well-being. Pupils learn about British values and the importance of tolerance.

p.3

3

The school is committed to ensuring that every pupil achieves their full potential. The school’s specially resourced provision is exceptional. Pupils here make significant progress from their starting points. The school is aware of where its work is effective, and how it can improve aspects of its provision further. Staff are fully supported with their well-being and workload. The trust and school provide them with high quality professional development to improve their knowledge and skills.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 The school has not ensured that all teachers have sufficient expertise to ensure that activities precisely meet the needs of pupils. When this happens, pupils do not access the curriculum and engage with learning well, so they do not learn as well as they should. The school should ensure that staff receive the support they need to provide high quality learning experiences across the curriculum. 29 and 30 April 2025

p.3

4

 The school has not ensured that all staff apply the school’s behaviour policy consistently as leaders intend. When this happens, a minority of pupils disrupt the learning of themselves and others. The school should support staff so that they manage behaviour consistently and effectively.

p.4

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.

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 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). 29 and 30 April 2025

p.4

provision

Number of pupils on the school roll 1435

p.5

form

Date of previous inspection 27 November 2018, under section 8 of the Education Act 2005

p.5

Information about this school

 The head of school was appointed in September 2023.  The school experienced significant disruption from September 2023 due to the presence of reinforced autoclaved aerated concrete (RAAC) on site. Consequently, the school uses several temporary classrooms. In the first term of that academic year, pupils did a mixture of face-to-face and online learning due to building work on-site.  The school has a specially resourced provision on site for pupils with education and health care (EHC) plans for hearing and visual impairment.  The school’s sixth form opened to students in September 2023. 29 and 30 April 2025

p.5

6

 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.  The school currently uses five registered and three unregistered alternative provisions for pupils.

p.6

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 (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024, will not be given an overall effectiveness grade.

p.6

Information about this inspection

 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 the school and have taken that into account in their evaluation of the school.  The lead inspector spoke to the chief executive officer of the trust, senior trust leaders, trustees and members of the local governing body.  Inspectors carried out deep dives in these subjects: English, mathematics, science, computing, history and hospitality and catering. For each deep dive, inspectors discussed the curriculum with subject leaders, 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 and visited a range of lessons.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single

p.6

Information about this inspection

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 culture around safeguarding that puts pupils’ interests first.  Inspectors held meetings with a range of leaders including the special educational needs and/or disabilities coordinator.  The lead inspector met with early career teachers and staff involved in the induction of new teachers.  Inspectors scrutinised a range of records relating to behaviour and attendance.  Inspectors spoke with several groups of pupils and observed their behaviour at breaktime and lunchtime. 29 and 30 April 2025

p.6

7

 Inspectors considered the responses and free-text comments received during the inspection to Ofsted Parent View. They took account of responses to Ofsted’s staff and pupil surveys.

p.7

Inspection team

Steve Woodley, lead inspector His Majesty’s Inspector

p.7

Inspection team

Wayne Jarvis Ofsted Inspector 29 and 30 April 2025

p.7

8

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.

p.8

8

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.8

8

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.8

8

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

8

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8