Lynch Hill Enterprise Academy

Inspection of Lynch Hill Enterprise Academy Stoke Road, Slough, Berkshire SL2 5AY

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The quality of education Requires improvement Behaviour and attitudes Good Personal development Good Leadership and management Good Previous inspection grade Requires improvement

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The headteacher of this school is Chris Thomas. The school is part of The Slough and East Berkshire Church of England Multi-Academy Trust, which means that other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Chris Spencer, and overseen by a board of trustees, chaired by Chris Tomes. 29 and 30 April 2025

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What is it like to attend this school?

Pupils at Lynch Hill Enterprise Academy enjoy being part of this inclusive school community. They appreciate that staff get to know them well and provide them with the care and support they need. Pupils feel safe at this school and know that they can speak to an adult if something is concerning them. This includes bullying, which pupils generally agree is tackled effectively. Although some pupils are concerned about disruptive behaviour in their lessons, this has reduced over time and is managed well by teachers using the school’s systems.

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What is it like to attend this school?

Despite improvements to the quality of education at the school, pupils still do not achieve as well as they should. Pupils recognise that the school has high expectations of them, but these are often not realised. Some pupils struggle to access the work in lessons because the curriculum is not adapted consistently well.

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What is it like to attend this school?

The school prioritises pupils’ personal development, including through a wide range of extra-curricular clubs. Educational trips and visits are used to broaden pupils’ horizons and enable them to understand the world around them. There is a particular emphasis on careers and encouraging pupils to think ambitiously about their futures by visiting workplaces and meeting with employers.

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

The school has thought carefully about its curriculum so that it is clear what pupils should learn over time. In some subjects there have been recent changes to the curriculum which reflect the school’s ambitious vision. Over time, the proportion of pupils entered for the subjects that make up the English Baccalaureate has been very low, particularly languages. A greater proportion of current pupils are now studying these subjects in key stage 4.

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

Following some poor published outcomes, the school has sought to make improvements to the quality of education. For example, professional development for teachers has helped to strengthen their knowledge of effective classroom practice. The school ensures that there are regular checks on pupils’ knowledge. There is now a more systematic approach to identifying those pupils who need support with reading and helping them to catch up. Despite these improvements, the delivery of the curriculum in the classroom remains variable in its effectiveness. Often the tasks that are given to pupils do not provide them with sufficient opportunities to consolidate their knowledge so that they can apply it confidently and independently.

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

The school recognises the additional challenges to learning that some of its pupils with special educational needs and/or disabilities and some disadvantaged pupils face. Some pupils also find learning more difficult because they start part way through the school year and they speak English as a second language. While the school is effective at identifying such needs, it does not always ensure that this information is used well to make meaningful adaptations to the curriculum. This prevents some pupils from learning as well as they should. 29 and 30 April 2025

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Pupils generally conduct themselves well at school. Some pupils benefit from additional support to improve their behaviour and this is effective. The school uses sanctions such as suspensions and exclusions proportionately and makes decisions in the best interests of pupils.

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Personal development is a strength of the school. Pupils benefit from an effective programme of personal, social, health and economic education. This includes a breadth of opportunities to learn about topics such as mental health, British values and staying safe online. Some pupils enjoy opportunities to take on leadership roles where they support their peers and uphold the school’s culture and ethos. Careers education is well- considered.

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The school benefits from the work of the academy trust, which provides support with making improvements and checking their impact. Governors work closely with leaders and have a keen understanding of the school’s strengths and weaknesses. Staff appreciate the open and supportive way that leaders engage with them and consider their well-being when making decisions. There is a strong package of support in place for overseas-trained teachers to help them adjust to the school’s expectations.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 The school does not make consistently good use of information about pupils’ needs and ability to adapt the delivery of the curriculum. This means that some pupils do not learn as well as they should. The school should ensure that teachers have the expertise to deliver the curriculum in a way that is more responsive to pupils’ prior knowledge and any additional needs.  Pupils are often given tasks that do not challenge them sufficiently to connect and apply their learning. This means that pupils sometimes remember what they have learned but struggle to apply it confidently, for example in extended writing tasks. The school should ensure that the delivery of the curriculum includes frequent opportunities for pupils to practise applying what they have learned.

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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. 29 and 30 April 2025

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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). 29 and 30 April 2025

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School details

Dates of previous inspection 21 and 22 March 2023, under section 5 of the Education Act 2005

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Information about this school

 The school is part of the Slough and East Berkshire Church of England Multi-Academy Trust.  The school is registered to accept pupils up to the age of 18 but does not currently operate a sixth form. Pupils leave the school at the end of Year 11.  The school uses one registered alternative provision.  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 (early years and/or sixth form 29 and 30 April 2025

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provision). Schools receiving a graded inspection from September 2024, will not be given an overall effectiveness grade.

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 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors spoke with a range of senior staff including the headteacher and deputy headteacher. The lead inspector spoke with representatives of the local governing body and the board of directors. The lead inspector also spoke with executive staff from the trust including the chief executive officer.  Inspectors carried out deep dives in these subjects: English, mathematics, languages, design and technology and religious education. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their and looked at samples of pupils’ work.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single

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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 spoke with a wide range of pupils and staff throughout the inspection. They considered survey responses from pupils, parents and staff.

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Inspection team

Chris Ellison, lead inspector His Majesty's Inspector

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Inspection team

Fae Dean Ofsted Inspector 29 and 30 April 2025

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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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