Notley High School and Sixth Form

Notley High School and Braintree Sixth Form

Address: Notley Road, Braintree, Essex, CM7 1WY Unique reference number (URN): 137013

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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.

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How we evaluate safeguarding

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

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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.

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Inclusion Strong standard

Leaders and staff at all levels are determined that every child thrives. They have established highly effective systems and a caring, personalised approach. This has significantly improved the experiences of, and increased opportunities for, pupils, including those who are disadvantaged. Pupils in all key stages praise the support and encouragement they get. Staff skilfully support pupils in receipt of pupil premium funding. Leaders ensure that these pupils participate in a rich diet of opportunities.

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Inclusion Strong standard

When pupils join the school, staff use checks to precisely inform how to teach and support them. They rigorously check pupils' progress through the curriculum. Working with pupils, parents and carers, they determine if additional support is required. Staff ensure pupils access the curriculum, making any necessary adaptations. Leaders offer pupils an extensive range of support, including Lego therapy, reading interventions and support from trained counsellors. In addition, they work closely with external professionals such as the virtual school. Leaders make excellent use of alternative provision. Placements are short and tailored to pupils' needs. This helps pupils overcome barriers that may make them reluctant to attend school. Pupils in the school's speech and language centre get the specialist help that they need to successfully access the curriculum. They participate fully in school life.

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Leadership and governance Strong standard

Leaders have taken highly successful action to rapidly and substantially improve this school. They prioritised areas of the school's provision, starting with the curriculum, behaviour and attitudes. Leaders have taken clear, robust steps to improve each aspect. The school is a happy, highly welcoming place to be. Pupils enjoy learning and are achieving increasingly well. Leaders, including trustees and governors, rigorously check the quality of the school's work. Trustees and governors act as a critical friend, challenging leaders to make pupils' experiences the best that they can be. Leaders measure the impact of their decisions, starting with the impact on disadvantaged pupils and those who experience barriers to their learning and/or wellbeing. Leaders listen to the views of staff and pupils. They adjust the school's curriculum and offer to meet pupils' needs. This means that changes are manageable and have a sustained impact.

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Leadership and governance Strong standard

Staff are highly positive about working here. They benefit from a range of high quality professional development opportunities. This is informed by educational research. Subject and pastoral leaders are fully involved in developing the work of their teams. This has had, and continues to have, a notable impact on the quality of staff's work. Leaders support them with their wellbeing and workload, involving them in important decisions. Staff at all levels understand the school's aims and work towards achieving them.

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Leadership and governance Strong standard

Leaders, trustees and governors engage very positively with parents and carers, such as through an active parent forum. Parents are now typically very positive about the school. Consequently, the school is now over-subscribed in years 7 and 8, and the sixth form is growing.

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Achievement Expected standard

Pupils in both key stage 4 and 5 typically achieve in line with national averages in national tests and examinations. Barriers to pupils' attendance, behaviour and improvements to the curriculum have been addressed. Pupils communicate their ideas clearly and accurately, both in their written work, and when speaking about their learning. They have secure and sometimes detailed knowledge across a range of subjects. Their creative work is often of a very high quality. Leaders have clear plans to ensure that pupils who are able to extend and deepen their understanding gain the breadth and depth of knowledge that they need to achieve highly.

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Achievement Expected standard

Pupils have deliberate, daily opportunities to read often and to improve their knowledge and comprehension. Staff provide a range of targeted interventions to boost pupils' numeracy, handwriting and reading skills. This includes phonics for pupils who struggle to read fluently and accurately. These specific sessions are highly effective. They help pupils to gain the knowledge that they need to keep up with their peers. Pupils go on a wide range of destinations.

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Attendance and behaviour Expected standard

Pupils' attendance has improved. This is largely because the school is a happy and engaging place to be. Some pupils previously did not like coming to school. They missed too many lessons. Staff work tenaciously to identify, and tackle, any barriers to regular attendance that pupils may have. They work with parents, carers and pupils to get them into school. Now, all groups of pupils are attending close to national averages. Leaders are ambitious to improve attendance still further.

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Attendance and behaviour Expected standard

Leaders have high expectations of pupils' conduct. School rules are clear and staff consistently apply them. Pupils see the benefit of changes in behaviour expectations. For example, not having access to mobile phones in school. Pupils are keen to do well and gain a range of rewards. Lessons are typically calm and purposeful. Staff welcome pupils at classroom doors. Pupils settle quickly to their work. They generally work hard and focus on their learning. Leaders are working to ensure that pupils are supported to be independent, resilient and self motivated. If pupils struggle, staff work with pupils to help them understand the impact of their actions, so that they improve their conduct. Out of lessons, boisterous and unkind behaviour is rare. Any instances of bullying and discriminatory language are also infrequent. Staff take robust action to stop these when they do occur.

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Curriculum and teaching Expected standard

Leaders have taken highly effective steps to improve the quality of the curriculum. They ensure that it is taught well. The curriculum is broad, carefully ordered and engaging. Staff identify the key knowledge that pupils need to secure to achieve well. They structure lessons so that pupils secure the knowledge they need. Pupils regularly revisit prior learning so that they remember it. Teachers use their subject knowledge to introduce and model new learning clearly. Pupils are supported to apply what they have learned. Staff know the needs of pupils very well. Pupils who have barriers to their learning are very well supported to access the curriculum. When necessary, pupils receive high-quality support to improve their reading, writing or numeracy. As a result, pupils, including those who attend lessons in the speech and language centre, gain the knowledge that they need.

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Curriculum and teaching Expected standard

Pupils get useful feedback that helps them to further improve the quality of their responses. Staff are highly consistent in how they check pupils' learning. They are effective at identifying where pupils may need additional support. At times, checks on learning do not to identify where pupils can deepen their understanding or progress through the curriculum more quickly.

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Personal development and wellbeing Expected standard

Pupils at Notley receive a thoughtfully constructed, relevant weekly 'PDT' programme. They learn about a range of topics that prepare them to be good citizens. Pupils learn what democracy is, and how the rights of individuals and groups are protected in law. They know the characteristics of healthy and unhealthy relationships. Pupils also understand the importance of consent. Pupils are very well supported by staff. They have trusted adults to speak to. Pupils know that if they have any worries or need support, caring and approachable staff will help them. Religious education is a very popular subject. Pupils learn about a range of faiths and consider ethical and moral issues. They are often well-informed and consistently positive and respectful of others.

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Personal development and wellbeing Expected standard

Lunchtimes are an increasingly vibrant time in school. There are a plethora of clubs on offer. These reflect the diversity of pupils and their interests. Pupils enjoy letting off steam in boxing therapy. They play games and participate in drama and a range of sports. Sixth formers run a LGBTQ+ club. Many pupils attend these clubs as well as range of trips, for example a French trip to Paris. Leaders check that pupils participate in these opportunities. They ensure that all pupils are able to access them. Although there are some pupil leadership opportunities, these do not yet have a high profile in school.

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Personal development and wellbeing Expected standard

Pupils follow a comprehensive careers programme. They learn first hand about the world of work. Pupils understand how different subjects and skills are relevant to a range of careers. They get clear support and guidance when they are exploring their interests. This helps pupils make informed choices about their next steps.

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Post 16 provision Expected standard

Students in the sixth form are highly positive about their experiences. They value how well staff know them and the close support that they get. Like the rest of the school, the sixth form is highly welcoming. Staff work positively with students to ensure that they overcome barriers that they may to their learning. This helps pupils attend well and participate fully. When students join the sixth form, they are taught how to study and use their time productively. This ensures the transition from Year 11 to 12 is a smooth and successful one. Students are increasingly taught very effectively in lessons. Staff have high expectations and students aspire to meet them. As a result, students generally progress well through the curriculum, particularly when studying applied vocational courses. Students enjoy a relevant and engaging personal development programme. They learn how to keep themselves safe on the roads and the dangers of drugs and alcohol. The weekly

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Post 16 provision Expected standard

programme beyond the academic develops students' skills and interests. Students volunteer to support younger pupils in their own school and in primary schools. They go onto a wide range of destinations, including universities. Students also learn about other routes, such as apprenticeships. They learn about budgeting and personal finance. This ensures that they are well-informed and ready for adulthood.

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

Pupils at Notley High School are united in their view that their school has improved significantly in recent years. The school is a welcoming, positive place for everyone. Pupils enjoy coming to school. Most pupils attend well. They strive to achieve 'HEART' points to gain a range of rewards. Pupils learn about the importance of diversity and equality. For instance, students in the sixth form take part in a 'Model United Nations' day. This helps them to understand different countries and global issues. Pupils show their understanding of equality in how they respect each other. Incidents of discrimination or bullying are very rare. Pupils rightly have confidence that if they report any issues, staff will support them and prevent issues from reoccurring. Pupils learn how to keep themselves safe online and in the community. They feel safe in school.

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

Pupils gain the knowledge that they need to achieve well in national tests and examinations. The curriculum is typically taught well. Lessons follow consistent routines. They are calm and purposeful. Staff know their pupils very well. They take highly effective steps to ensure that pupils overcome any barriers to learning that they make have. Pupils who require additional support to enable them to access the curriculum successfully receive this.

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

Pupils have opportunities to broaden their interests. They can, and often do, attend a wide range of clubs. These range from arts and crafts to futsal and astronomy. They also enjoy taking part in theatre and musical performances. Many pupils go on overseas trips, as well as to places such as museums. Pupils learn about different faiths. They encounter a well chosen range of visitors, including from universities and apprenticeship providers. Leaders work to ensure that pupils, including those who are disadvantaged, access these opportunities fully. Pupils are well prepared, both to make informed choices about their futures, and to contribute positively to life in modern Britain.

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Next steps

Leaders should further build on their work to ensure that pupils experience high-quality learning experiences across the curriculum, so that they achieve highly in national examinations and tests. Leaders should ensure staff use assessment skilfully to identify opportunities to accelerate pupils’ progress through the curriculum and to deepen their understanding.

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Team inspectors:

Rowena Simmons, Ofsted Inspector Sarah Fowler, Ofsted Inspector Sharon Pritchard, Ofsted Inspector Mike McKeaveney, His Majesty's Inspector

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Facts and figures used on inspection

Leaders should increase the range of opportunities for pupils to develop their independence, self-motivation and resilience.

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About this inspection

Notley High School and Braintree Sixth Form is a member of the Bridge Academies Trust. The trust is overseen by a board of trustees, chaired by Margaret Wilson. The chief executive officer of the trust is Mark Farmer.

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About this inspection

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

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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.

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About this inspection

The inspection team spoke with school and trust leaders. They also held discussions with representatives of the trust board. Inspectors also spoke to leaders at other provisions who work with the school's looked-after pupils and those attending alternative provision.

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About this inspection

The inspectors confirmed the following information about the school:

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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.

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About this inspection

The school currently makes use of 5 alternative provisions, 3 of which are unregistered.

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About this inspection

The school operates a specially resourced provision for pupils with education, health and care plans for speech, language and communication needs. 8 pupils currently attend this provision.

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About this inspection

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

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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.

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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.

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What does this mean?

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

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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.

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What does this mean?

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

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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.

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What does this mean?

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

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What does this mean?

The type of Special Educational Needs provision provided at the school (if applicable).

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English and maths GCSE

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

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national average

2024/25 (final) 37.6% 45.4% Close to average

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national average

2023/24 (final) 38.5% 45.9% Close to average

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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.

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national average

2024/25 (final) 44.9 46.1 Close to average

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national average

2023/24 (final) 44.1 45.9 Close to average

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national average

2022/23 (final) 42.5 46.3 Close to average

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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.

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national average

2023/24 (final) -0.11 -0.03 Close to average

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national average

2022/23 (final) -0.25 -0.03 Close to average

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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.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

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

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national average

2024/25 (final) 21.6% 25.8% Close to average

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national average

2023/24 (final) 21.3% 25.8% Close to average

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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.

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national average

2024/25 (final) 32.1 34.9 Close to average

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national average

2023/24 (final) 35.3 34.6 Close to average

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national average

2022/23 (final) 32.0 35.0 Close to average

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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.

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national average

2023/24 (final) -0.40 -0.57 Close to average

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national average

2022/23 (final) -0.79 -0.57 Close to average

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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.

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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.

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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.

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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.

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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).

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A-level average point score

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

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national average

2023/24 (final) 32.66 34.38 Close to average

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A-level value added

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

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national average

2024/25 (final) 0.0 0.0 Close to average

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national average

2023/24 (revised) 0.0 0.0 Close to average

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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.

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national average

2024/25 (3 term) 9.6% 8.4% Close to average

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national average

2022/23 (3 term) 10.3% 9.0% Close to average

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Persistent absence

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

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national average

2024/25 (3 term) 22.9% 23.4% Close to average

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national average

2022/23 (3 term) 29.5% 26.5% Close to average

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Exceptional

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

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Strong standard

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

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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.

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Needs attention

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

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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