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This is a good school Senior leaders have tackled the school's weaknesses with determination and rigour.
New and effective systems have strengthened management. As a result, improvements since June 2015 are significant. School leaders have created a culture where pupils thrive.
Pupils' positive attitudes and increasingly high aspirations are raising standards. Leaders have taken bold decisions about the curriculum. It is carefully planned and provides a broad range of experiences.
This is starting to have a positive impact on pupils' outcomes and their readiness for the next stage of their education. Middle leaders contribute strongly to the school's ...improvement. They know the areas that need to be better and understand their role.
Leaders, including governors, place a strong emphasis on pupils' welfare. Pupils are cared for effectively. Vulnerable pupils are supported well to overcome barriers to learning.
Typically, pupils are polite, courteous and highly respectful of others. Behaviour in lessons and around the school is good. The school takes its duty to promote equality very seriously.
Pupils understand how fundamental British values underpin modern Britain. They have a strong sense of right and wrong and a maturity that is beyond their years. Teaching is effective especially in English, humanities and physical education (PE).
However, teaching quality in science and mathematics remains inconsistent. This means that some pupils do not reach the highest standards. Pupils' achievements are improving, especially in English.
Progress is improving. However, the legacy of poor teaching means that progress lags behind improvements in teaching. As a result, pupils' outcomes require improvement.
The progress of disadvantaged pupils is improving steadily. Achievement is moving closer to other pupils nationally. Provision for pupils who have special educational needs and/or disabilities is improving.
Better support means that pupils' achievements are improving. However, this support is not consistent in all classes.
information about their additional needs for teachers.
Sometimes, support for pupils
who have special educational needs and/or disabilities is not sharp enough and their achievement suffers. The relatively small number of disadvantaged pupils are making better progress than previously. The difference between the achievements of disadvantaged pupils and others nationally, and in the school, is shrinking.
This is the result of the school's aspirational climate and improved teaching and assessment arrangements. The most able pupils, including the most able disadvantaged pupils, are beginning to make improved progress from their starting points. This is because of the successful work to improve teaching, challenge the most able and raise pupils' aspirations.
There are some who do very well and achieve excellent results. However, there are others who are not reaching the higher levels and are underachieving. School details Unique reference number 136663 Local authority Havering Inspection number 10031655 This inspection of the school was carried out under section 5 of the Education Act 2005.
Type of school Secondary comprehensive School category Academy sponsor-led Age range of pupils 11 to 16 Gender of pupils Mixed Number of pupils on the school roll 820 Appropriate authority Board of trustees Chair David Low Headteacher Nicola Jethwa Telephone number 01708 440 304 Website www.abbscross.net Email address [email protected]