Five Acres High School

Five Acres High School

Address: Five Acres, Coleford, Gloucestershire, GL16 7QW Unique reference number (URN): 144013

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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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Personal development and wellbeing Exceptional

Leaders have established a deeply embedded culture in which pupils’ personal growth, character development and wellbeing are prioritised in all aspects of school life. Leaders and staff have a shared vision that pupils should leave the school ready to thrive as adults. Pupils recognise the lengths that staff go to support and challenge them to grow and develop. For example, by encouraging them to join a society that may become a new interest. This consistent, unwavering support means that pupils rapidly develop their own self-belief.

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Personal development and wellbeing Exceptional

Leaders have carefully considered the local context when planning the personal development curriculum. This includes ensuring that pupils have the information they need to keep themselves safe and have healthy relationships with others. Leaders proactively seek opportunities for pupils to develop leadership skills both in the school and across the local community. For example, pupils take part in local politics, run activities for younger pupils and support local charities. Pupils maturely reflect on their place within a diverse world by learning about other cultures and religions. Pupils show their understanding of the school’s values within their own conduct. They recognise how these replicate the attitudes that are needed to support fundamental British values. This means pupils are already making positive contributions as citizens.

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Personal development and wellbeing Exceptional

The pastoral support for pupils is extensive. Many pupils and parents shared their heartfelt thanks for the lengths that staff go to help them. Leaders work with other professionals, such as the virtual school, to share their expertise across the local area.

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Personal development and wellbeing Exceptional

The careers curriculum is extensive and designed to provide pupils with all the information they need to make aspirational, informed choices about their next steps. While this is available for all pupils, leaders particularly support pupils who are disadvantaged or have other barriers such as being known to social care.

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Personal development and wellbeing Exceptional

As a result of this highly effective personal development provision, pupils demonstrate remarkable confidence and resilience. Pupils have an impressive sense of how to positively contribute to society. This means that they are exceptionally well prepared for their future adult lives.

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Achievement Strong standard

Pupils, particularly those who are disadvantaged or have other barriers to their learning, progress very well through the curriculum. Pupils produce high-quality work and quickly develop the skills and knowledge they need to be successful in each subject. Leaders have ensured that pupils with gaps in their foundational knowledge of reading, writing or mathematics receive highly effective support. Consequently, these pupils quickly develop the skills they need to achieve well across the curriculum. Pupils achieve very highly in examined qualifications. For example, pupils' achievement in English and mathematics is well above the national average at key stage 4 for all pupils and also for disadvantaged pupils. In the small minority of subjects where achievement is not as high, leaders are making improvements. This means that pupils, regardless of their starting points, are very well prepared for their next steps in education, training or employment.

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Attendance and behaviour Strong standard

Pupils understand that high attendance is an important part of being a successful learner. Pupils talk openly about their desire to be in school so that they do not miss their lessons or the array of other activities and opportunities that the school provides. The school’s overall attendance, as well as the attendance of disadvantaged pupils and those with special educational needs and/or disabilities is above national average. Pupils who need further help to attend receive highly effective pastoral support. This means that the number of pupils who are persistently absent is also reducing quickly.

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Attendance and behaviour Strong standard

The school has very high expectations for pupils' behaviour. There is a culture of personal responsibility and pride in being part of the school community. Pupils appreciate the established routines as well as the clarity and consistency of expectations. Learning takes place without disruption. Pupils show excellent attitudes towards their work. They are highly respectful of each other and as a result bullying is never tolerated. Leaders have put in place a clear system to address conduct issues. Pupils receive effective tailored support to help them to improve their behaviour if required.

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Curriculum and teaching Strong standard

Leaders, with the support of the trust, have developed a highly ambitious curriculum that has been expertly tailored to meet the needs of all pupils. Subject leaders refine and adjust the curriculum to ensure that it continually builds on pupils’ prior learning. Leaders are clear that all subjects should provide the highest standards of teaching for all pupils, particularly those pupils who are disadvantaged or have other barriers to their learning.

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Curriculum and teaching Strong standard

Teachers have the subject knowledge and expertise they need to effectively deliver the curriculum and qualifications offered. Teachers explain concepts clearly. They consistently follow the school’s agreed teaching approaches. This helps pupils to practise and remember their learning. Teachers carefully check pupils' understanding to identify any gaps or misconceptions. Teachers use this information to inform the future activities needed to continually develop pupils’ understanding.

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Curriculum and teaching Strong standard

Leaders prioritise ensuring pupils read, write and reason mathematically to a high standard. Highly effective interventions help pupils to swiftly catch up and keep up with their peers. This ensures that pupils have a solid foundation for future learning. Pupils have extensive opportunities to develop their speaking skills. Consequently, pupils talk with confidence about their education.

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Inclusion Strong standard

Leaders have the highest aspirations for all pupils within the school. Staff know individual pupils very well. Staff relentlessly champion and support pupils to overcome any barriers to learning and wellbeing. They use additional funding, such as the pupil premium, to ensure pupils get whatever help they need to engage with education. As a result, pupils thrive and achieve highly.

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Inclusion Strong standard

Leaders quickly identify the individual needs of pupils with special educational needs and/or disabilities. They ensure that teaching staff have the knowledge and expertise to support these pupils consistently well. Highly effective academic and wellbeing intervention programmes support pupils to catch up and keep up with their peers. When pupils attend alternative provision, this is always in their best interests and aligned to their future aspirations.

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Inclusion Strong standard

Where pupils are known to social care or have other barriers to their learning or wellbeing, such as being young carers, the school is tenacious in their work with other professionals to support them. Leaders recognise the importance of different agencies working together for the benefit of pupils in the community. Consequently, the school is a key driving force within local initiatives to create a sense of belonging in the area.

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Leadership and governance Strong standard

Leaders and those responsible for governance have high expectations for all aspects of the school. Leaders carefully monitor and evaluate the impact of their work so that they have a detailed understanding of the school’s strengths and priorities for ongoing development. They are outward looking across the trust and other organisations to find creative solutions to challenges faced.

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Leadership and governance Strong standard

Trustees meet their statutory duties such as ensuring there is a positive culture of safeguarding. They both support and challenge leaders to continually improve. Local governors proactively seek the views of families and the local community. Leaders make decisions with pupils’ best interests at the heart. Consequently, the school consistently provides opportunities for pupils to achieve, belong and thrive.

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Leadership and governance Strong standard

The school, with the support of the trust, offers a wide range of high-quality professional learning routes. Staff value these opportunities to develop in their respective roles. Leaders are considerate of the workload and wellbeing of staff when planning for changes. Leaders are clear about their vision for the experiences of young people. They inspire the staff to work together towards this goal. As a result, staff have great faith in the leadership of the school.

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Leadership and governance Strong standard

Leaders are committed to making a positive contribution to education beyond the school. They are generous in sharing their knowledge and expertise with other professional partners. Leaders see this work as both part of their moral purpose and as an opportunity to be role models of integrity for pupils and staff.

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

Pupils talk passionately about their pride in being a member of the Five Acres High School community. Pupils feel a sense of belonging and safety that gives them the confidence to engage with all that the school offers. Pupils embrace the school values of determination, confidence, creativity, ambition and respect. They value their education. As a result, they attend well and show positive attitudes towards their learning.

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

Pupils value the warm, respectful relationships they have with their peers and staff. Pupils have high expectations of themselves. They behave very well, with older pupils acting as role models. Learning takes place without disruption. On the rare occasions bullying occurs, pupils are confident to report it so that it can be swiftly resolved.

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

Pupils enjoy learning the broad and ambitious curriculum. Where pupils have barriers to their learning and/or wellbeing, staff take time to understand their individual needs. Pupils recognise the lengths that highly skilled teachers go to, to help them. This means that pupils, particularly those who are disadvantaged, make excellent progress from their starting points. Pupils achieve highly across a wide range of qualifications.

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

The school’s commitment to developing pupils' individual character is exceptional. Pupils have a wealth of opportunities to develop their talents. For example, by taking part in societies for music, drama and sports. Leaders use their knowledge of the local area to help pupils learn about healthy lifestyles. They have won awards for teaching pupils about the nutritional benefits of fish, alongside the cooking skills they need to prepare meals.

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

Pupils proudly wear the Character Education badges they have earned for completing challenges such as representing the school in competitions or taking part in careers events. Pupils take their responsibilities to both the school and wider community seriously. This means that they are well placed to make positive contributions to society, both now and in the future.

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Next steps

Leaders and those responsible for governance should continue to enhance curriculum implementation so that exceptional standards of teaching have a transformational impact on the achievement of all pupils in all areas of the curriculum.

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About this inspection

The school is part of the Greenshaw 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, William Smith, and overseen by a board of trustees, chaired by Karen Roche.

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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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Team inspectors:

Teresa Hill, Ofsted Inspector Benjamin Houghton, Ofsted Inspector Matthew Collins, Ofsted Inspector Helen Kerr, Ofsted Inspector

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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.

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

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What does this mean?

Inspectors spoke with school and trust leaders. Inspectors also spoke with teaching staff, support staff and representatives of those responsible for governance.

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What does this mean?

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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What does this mean?

The inspectors confirmed the following information about the school:

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What does this mean?

The school makes use of 4 alternative provisions, including 2 that are unregistered.

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What does this mean?

Headteacher: Simon Phelps National average: 1,067

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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. National average: 13.4%

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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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English and maths GCSE

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

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national average

2023/24 (final) 47.8% 45.9% Close to average

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national average

2022/23 (final) 48.2% 45.3% 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

2023/24 (final) 49.1 45.9 Close to average

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national average

2022/23 (final) 49.4 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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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

2023/24 (final) 25.0% 25.8% Close to average

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national average

2022/23 (final) 32.1% 25.2% 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

2023/24 (final) 39.2 34.6 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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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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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) 7.8% 8.4% Close to average

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national average

2023/24 (3 term) 9.0% 8.9% Close to average

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national average

2022/23 (3 term) 8.5% 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) 23.6% 23.4% Close to average

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national average

2023/24 (3 term) 26.5% 25.6% Close to average

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national average

2022/23 (3 term) 25.5% 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

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