|Name||Barnhill Community High School|
|Ofsted Inspection Rating||Good|
|Inspection Date||29 February 2012|
|Address||Yeading Lane, Hayes, UB4 9LE|
|Number of Pupils||1441 (51% boys 49% girls)|
|Number of Pupils per Teacher||17.7|
|Academy Sponsor||Middlesex Learning Partnership|
|Percentage Free School Meals||21.4%|
|Percentage English is Not First Language||71.8%|
|Pupils with SEN Support||16%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about the school
This school is larger than the average secondary school and has an average-sized sixth form. The school specialises in sports. The proportion of students entering or leaving the school other than at the usual times is higher than the national average for secondary schools. A significantly above-average number of students are known to be eligible for free school meals. The proportion of disabled students and those with special educational needs is slightly below average, whereas the proportion of those with a statement of special educational needs is slightly above average, most having behavioural, social and emotional difficulties or difficulties relating to speech, language and communication. One third of the students are White British; a large number are from Black African and Indian backgrounds, with smaller numbers from Pakistani and Black Caribbean backgrounds. A high number of students speak English as an additional language and are at varying stages of language acquisition. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress.
This is a good school. The sixth form is satisfactory and improving. The vast majority of students, parents and carers are positive about the quality of the education and care it provides. GCSE results have improved year on year since the last inspection and are now broadly average. The school is not outstanding because although students start from a significantly low base and make good progress in mathematics, science and English literature, their achievement is rarely outstanding and only satisfactory in English language. Teaching is good. Teachers plan lessons that match students’ needs and abilities, set well-structured tasks and check learning. A few lessons lack sufficient challenge and, in these, assessment activities are employed with varying effectiveness to plan learning. In the sixth form, teaching is satisfactory with some that is good. Effective support for disabled students, those with special educational needs and those who are at an early stage of learning English results in the majority making good progress. Attendance is now in line with the average. While the school works actively with external partners to help students stay involved in education, it recognises that it still needs to engage greater numbers of parents and carers in their children’s learning. Students behave very well and the vast majority are keen learners. Previous high levels of exclusions have reduced significantly, in particular of disabled students and those with special educational needs. The vast majority of students progress to post-16 education, employment or training. The leadership team has raised the staff’s expectations of what students should achieve. Targeted professional staff development and a personalised curriculum, along with a strong focus on interventions for underachieving students, have resulted in improving teaching and rising standards in Key Stage 4. This demonstrates good capacity for making further improvements.