Davenant Foundation School

Davenant Foundation School

Address: Chester Road, Loughton, Essex, IG10 2LD Unique reference number (URN): 136625

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Achievement Strong standard

High aspirations are at the heart of the school’s offer. Pupils achieve very well by the end of Year 11. Over time, their achievement in national examinations is consistently above the national average in most subjects. Disadvantaged pupils achieve consistently better than their peers nationally. Pupils with special educational needs and/or disabilities and those with wider vulnerabilities achieve well from different starting points. Overall, post-16 students achieve broadly in line with others in A-level examinations.

p.2

Achievement Strong standard

Pupils use their learning effectively to produce high-quality work. Careful planning ensures that any gaps in knowledge and understanding are filled quickly. In all phases, pupils are extremely well prepared to take their next steps in education, employment and/or training. Year 11 pupils are very well supported to make informed choices. Many choose to stay on at Davenant post-16. Almost all pupils gain places in appropriate education, employment and/or training well suited to their interests and abilities when they leave.

p.2

Attendance and behaviour Strong standard

Pupils are eager to learn, so they want to come to school. Attendance is consistently above the national averages for all pupil groups. When, occasionally, a few pupils miss school more often, leaders work closely with pupils and families to remove any barriers to attendance. In-depth analysis of all relevant information, including about safeguarding and pupils’ achievement, guides leaders’ successful attendance improvements. Their actions, for example, raised the previously lower attendance of pupils who speak English as an additional language, which is now better than the above-average attendance of their peers.

p.2

Attendance and behaviour Strong standard

Pupils are polite and respectful. They know what is expected of them, so they behave very well. Positive relationships shape the school’s purposeful and inclusive culture. Classrooms are well ordered and productive places to learn. Break and lunchtimes are friendly and social. Pupils appreciate the increasingly diverse school community. Well-embedded school values mean that unkindness or bullying are rare and resolved quickly. Pupils feel safe in school and are taught how to keep safe, including online. They know that staff are on hand if they are worried. Pupils take responsibility for their own behaviour as a result of well- considered and thoughtfully applied changes to the behaviour policy. Post-16 students are especially positive role models for the younger pupils.

p.2

Curriculum and teaching Strong standard

The well-designed, thoughtfully implemented, highly ambitious curriculum prepares pupils consistently well for their next steps in education, employment and/or training. Leaders check pupils’ learning systematically and often. They know what is working well and what needs to change. Leaders act quickly when change is needed, offering additional staff training and support, for example developing the provision in languages so that standards continue to rise. Leaders’ relentless focus on equal opportunities results in high-quality teaching overall. Pupils achieve consistently well across most subjects and pupil groups, including disadvantaged pupils and those facing other barriers to learning. Subject specialist teachers sequence learning carefully, including at post-16. Pupils routinely revisit previous learning, which deepens their knowledge and understanding. Well-considered and thoughtfully actioned support means that pupils with additional needs learn seamlessly alongside their

p.2

Curriculum and teaching Strong standard

peers. The high-quality offer takes account of educational research, enhanced through the school’s role in a large teacher training partnership. Curriculum design is informed by systematic checks on pupils’ progress. Teachers’ checks ensure gaps in learning close quickly. Pupils who need to catch up with basic skills, such as reading and wider literacy, develop their confidence with the support of well-trained staff. Building pupils’ vocabulary and their written and spoken language skills is a priority across subjects.

p.3

Inclusion Strong standard

Leaders and staff are unrelentingly ambitious for all pupils, both personally and academically. They know pupils extremely well, so identify their needs precisely. Timely action means they meet these needs successfully. Thorough checks on learning lead to thoughtful and effective adaptations as pupils’ needs change. Staff get detailed information about any vulnerable pupils’ barriers to learning. Targeted training ensures effective support in the classroom and through tailored guidance. Pupils from all groups, including disadvantaged pupils and those with special educational needs and/or disabilities, gain confidence, self-esteem and independence through the extensive opportunities on offer. They leave school knowing they are valued members of the community. As one leader said, ‘We give them wings and then they fly.’

p.3

Inclusion Strong standard

Leaders work closely with external professionals, including social services. They review individual support plans regularly, updating them with any specialist guidance, as well as pupils’, parents' and carers’ views. This well-considered support underpins the school’s vulnerable pupils’ success. The occasional use of alternative provision is thoughtfully planned and always in the pupil’s best interest.

p.3

Inclusion Strong standard

A deep-rooted understanding and analysis of pupils’ needs means leaders manage and implement the school’s pupil premium strategy very well. Disadvantaged pupils achieve consistently above average GCSE results, and similar to other students nationally in post-16 education.

p.3

Leadership and governance Strong standard

Leaders and governors set high goals for every pupil. Their clear, well-understood ambitions underpin the school’s success. They support the most vulnerable pupils very well, including those facing extra challenges. Pupils get the help they need, so they thrive and achieve consistently well in the school’s caring community alongside their peers.

p.3

Leadership and governance Strong standard

Detailed and thoughtfully analysed information results in accurately identified and successful school improvement priorities. Leaders' actions, for example, continue to sustain attendance and GCSE outcomes consistently above the national average. They focus sharply on raising attainment post-16. Leaders and staff at all levels are proud of the school’s ‘family’ community. Successful strategies are mindful of staff views, shaping manageable workloads and supporting wellbeing. Staff feel valued. They know that the school invests in their development through relevant, highly effective internal and external support. Professional training is well thought out, purposeful and impactful. A sense of pride is well-established in the school’s ‘family’ community. Leaders and staff work collaboratively to share their skills and expertise.

p.3

Leadership and governance Strong standard

Experienced and highly effective governors bring a range of knowledge and skills to their role. Individual governors are appropriately linked to the different school development priorities. They keep in close contact with leaders and school teams. This means they know the school well, and so they provide high-quality support and challenge to keep leaders on track. Leaders and staff at all levels understand their roles in contributing to ongoing improvements. Relationships with parents are typically positive and productive.

p.4

Personal development and wellbeing Strong standard

Leaders are equally ambitious for pupils’ personal development as they are for their academic achievement. The school’s carefully planned programme is threaded thoughtfully through daily school life. The curriculum is closely aligned with pupils’ needs and interests. The programme takes account of local and national contexts, for example in promoting safe and respectful use of social media and mobile phones. Pupils’ views inform ongoing curriculum development, such as in strengthening mental health education. External agencies, including health professionals, provide specialist input. This deepens pupils’ understanding so they speak confidently and knowledgeably about important topics, such as healthy relationships, democracy and respecting individual difference. Pupils value cultural diversity and develop a sense of social justice. They are well prepared to meet the challenges of life in modern Britain.

p.4

Personal development and wellbeing Strong standard

The wealth of personal development opportunities builds pupils’ confidence and resilience quickly. Opportunities include a wide range of well-attended clubs, such as creative and sports activities, theatre trips and other educational visits. The school’s house system encourages healthy competition. Pupils value the social interaction across year groups. They welcome the chance to take responsibilities, for example as elected members of the school council, as house captains, sports leaders or, for older students, as part of the student leadership team. Many pupils, including post-16 students, benefit from their participation in the Duke of Edinburgh’s Award scheme.

p.4

Personal development and wellbeing Strong standard

Pupils value the high-quality, impartial careers education and guidance. Thoughtfully planned contributions from employers, colleges and training providers raise awareness of post-16 choices across all year groups. Well-developed partnerships with employers enrich learning through careers workshops, mentoring, mock interviews and meaningful work experience. Leaders' relentless focus on raising aspirations and addressing disadvantage ensures targeted support for vulnerable pupils. They make the right choices when they leave school. Almost all pupils progress successfully to further studies, education and/or training.

p.4

Post 16 provision Expected standard

The well-planned post-16 curriculum, taught by skilled teachers, combines a wide range of enrichment activities alongside academic studies. Programme design meets students’ needs, interests and abilities. Leaders know their students well, so any barriers to learning are addressed quickly. Overall, students achieve well. Outcomes are similar to other students nationally. Leaders' focus is sharply on raising students’ attainment further across subjects. Revised approaches to checks on students’ learning, for example, continue to develop the precision of teachers’ feedback on what students need to do next to improve their work.

p.5

Post 16 provision Expected standard

Post-16 students are excellent and visible role models for the younger pupils. They play an active role in school, including in the student leadership team. Wider activities give age- related insights into life skills and keeping safe in different environments. Students benefit from educational visits and access to the popular Duke of Edinburgh’s Award scheme. Those new to the school in Year 12 settle in quickly, becoming valued members of the community. The needs of disadvantaged students and those with special educational needs and/or disabilities are thoughtfully met. The curriculum, together with high-quality careers education, ensures students are well prepared to take the next steps in education, employment and/or training. Many go on to university and some to apprenticeships.

p.5

What it's like to be a pupil at this school

Pupils are proud of their friendly and welcoming school. They develop a sense of belonging quickly in this supportive and inclusive environment. Pupils know they are expected to work hard. Their highly positive response to the ambitious expectations set for them is reflected in their academic success, especially at GCSE. It is also seen in their wider achievements, such as in sports and through the popular Duke of Edinburgh’s Award scheme. Disadvantaged pupils and those with special educational needs and/or disabilities achieve consistently better than similar pupils nationally in a wide range of subjects. They are very well prepared for the next stage of education.

p.5

What it's like to be a pupil at this school

Post-16 students gain the qualifications they need to move on to higher level studies, employment or training, including apprenticeships. While students achieve well overall, attainment at A level is not as consistently above the national average as it is at the end of Year 11. Leaders’ improvement actions continue to focus sharply and successfully on continuing to raise post-16 standards.

p.5

What it's like to be a pupil at this school

Positive relationships are at the heart of the highly developed sense of community across the school. Classrooms are calm and orderly. Pupils know that school is a safe space. They understand the Davenant Foundation high expectations, so they behave well and attend school regularly. Bullying is rare and managed appropriately if it occurs. Pupils are active members of the school community. They benefit from an extensive personal development programme, including opportunities to join in choir and school performances. Post-16 students play an active role in school leadership, for example, as senior prefects and in leading house events. Leaders prepare pupils very well to take their place in modern British society. The school's well-promoted values are closely aligned with fundamental British values. Pupils’ respect for others and their individual differences is embedded in daily school life.

p.5

Next steps

• Leaders should continue actions to raise post-16 students’ attainment, including through the revised approaches to checks on students’ learning already underway.

p.6

About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

p.6

About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

p.6

About this inspection

Inspectors spoke with school leaders, governors, staff, pupils and a representative of the Chelmsford diocese during the inspection.

p.6

About this inspection

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.

p.6

About this inspection

This school is a single academy trust, which means other people in the trust also have responsibility for running the school. The trust is overseen by a board of trustees, chaired by Glynne Anthony .

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

This school recently registered as having a Church of England religious character. This is a significant change since the previous inspection. It is yet to have its first section 48 inspection.

p.6

About this inspection

The school makes use of one registered alternative provision.

p.6

Team inspectors:

Robert James, Ofsted Inspector Alan Gray, Ofsted Inspector Michael Skelly, Ofsted Inspector Sharon Pritchard, Ofsted Inspector

p.7

Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

p.7

What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

p.7

What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

p.7

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

p.8

What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

p.8

What does this mean?

The proportion of pupils with reported special educational support needs at the school.

p.8

What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

p.8

What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

p.9

English and maths GCSE

Percentage of pupils who achieved grade 5 or above in English and maths GCSE.

p.9

Attainment 8

A measure of pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

p.9

Progress 8

How much progress pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

p.9

Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

p.10

Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils achieving grade 5 or above in English and maths GCSE.

p.10

Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

p.10

Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

p.11

Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

p.11

Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils who achieved grade 5 or above in English and maths GCSE.

p.11

Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

p.11

Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

p.12

Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

p.12

A-level average point score

The average points that students achieved per A-level entry.

p.12

national average

2024/25 (revised) 35.76 34.99 Close to average

p.13

national average

2023/24 (final) 35.53 34.38 Close to average

p.13

A-level value added

A score showing students’ progress between the end of key stage 4 and the end of their academic qualification studies.

p.13

national average

2024/25 (revised) 0.0 0.0 Close to average

p.13

national average

2023/24 (revised) 0.1 0.0 Close to average

p.13

Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

p.13

Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

p.13

Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

p.14

Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

p.14

Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

p.14

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.14

Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.14

Urgent improvement

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.15

Urgent improvement

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.15

Urgent improvement

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

p.15

Urgent improvement

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

p.15