This is a good school.
The headteacher, supported by senior and middle leaders, is improving both students’ achievement and the teaching. Students feel valued and are interested in their learning.
- Over time, teaching is good so that from low starting points students make good progress, particularly in English and mathematics.
- All Year 11, students gain appropriate externally accredited qualifications.
- Students’ behaviour improves when they realise the school gives them a fresh start so they can achieve as well as possible. As a result, behaviour is good and students feel safe and secure.
- Students’ spiritual, moral, social and cultural development is promoted well. They gain a good understanding of how people from different cultures contribute to life in modern Britain.
- Arrangements for safeguarding meet requirements and help to ensure students and staff are safe.
- Students enjoy a broad range of subjects that is appropriate for their academic and personal needs.
- Governors are passionate about the school. They have a good grasp of its work and are effective in helping to improve the quality of teaching and to raise students’ achievement.
It is not yet an outstanding school because:
- Teachers do not always provide clear feedback to students about their work. Where the teachers’ guidance is helpful, there are too few opportunities for students to act on it.
- The system for tracking students’ personal and academic progress is new and it is too early to judge its full impact.
- Teachers do not always make clear to students what they are going to learn in every lesson.
- The coaching programme for teachers is not fully developed.
- Sometimes students rely too much on adults to support their learning and behaviour.
Information about this inspection
- Inspectors observed students’ learning in 12 lessons or parts of lessons, all jointly with school leaders.
- Inspectors visited all four sites on which the school operates. Meetings were held with the school staff, the vice chair of governors, the Chair of the Trustees and a representative from the local authority. The inspection team also considered emails from three local headteachers who have placed students at Haybrook College.
- Inspectors observed the school’s work and looked at a number of documents. These included the school’s information on students’ progress, planning and monitoring documentation, the school improvement plans and the self-evaluation summary. Inspectors also reviewed safeguarding policies, records of checks on the suitability of staff and other adults, and behaviour and attendance records.
- There were too few responses to the online questionnaire, Parent View, for a meaningful analysis to be completed. Inspectors considered the school’s own survey of parents’ views. In addition, inspectors took account of the 53 responses to a questionnaire for members of staff.
- Inspectors talked to students about the school’s work and listened to some students reading in class.
David Scott, Lead inspector
Additional Inspector Jackie Blount