Cheney School

Name Cheney School
Ofsted Inspection Rating Good
Inspection Date 28 January 2015
Address Cheney Lane, Headington, Oxford, Oxfordshire, OX3 7QH
Phone Number 01865765726
Type Academy
Age Range 11-18
Religious Character Does not apply
Gender Mixed
Number of Pupils 1480 (51% boys 49% girls)
Number of Pupils per Teacher 15
Academy Sponsor Community Schools Alliance Trust
Local Authority Oxfordshire
Percentage Free School Meals 17.1%
Percentage English is Not First Language 32.8%
Persisitent Absence 20.1%
Pupils with SEN Support 16.8%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available Yes

Information about this school

The academy converted to become an academy on 1 January 2013. When its predecessor school, Cheney School, was last inspected it was judged to be good overall. In October 2014, the academy undertook the sponsorship of Bayards Hill Primary School. One of the deputy head teachers from Cheney School is currently the interim headteacher of Bayards Hill. The academy is a larger than average-sized secondary academy. It is divided into six colleges, each of which has its own leader. The academy has an additional learning resource base known as ‘Cheney Plus’ to support a targeted group of students who have additional needs. This includes students who have a statement of special educational needs, young carers, looked after children and students who need extra help and guidance. The proportion of students supported by the pupil premium (additional funding to support disadvantaged students known to be eligible for free school meals and children who are looked after) is above average. Students come from a wide range of ethnic backgrounds, with just less than half being White British and just over one in 10 being Pakistani. Nearly a third of students speak English as an additional language. A small number of students are educated off site at Meadowbrook College and the Oxford Hospital School. The proportion of students who are disabled or have special educational needs is slightly above average. The academy meets the government’s current floor standards, which set the minimum expectations for students’ attainment and progress.

Summary of key findings for parents and pupils

This is a good school. The headteacher, leaders and governors are dedicated to ensuring students with diverse needs achieve success and are nurtured. Students from significantly lower-than-average starting points achieve above average in English and mathematics GCSE. Students achieve well in academic GCSEs, notably history, science and French. Teaching is effective because approaches to foster positive attitudes to learning are used to good effect. The governing body is highly knowledgeable and committed to improving students’ future chances. It plays an important part in ensuring this is an effective academy. Some subject leaders are outstanding. They have high levels of expertise in how students learn best in their subjects. Subject leaders keep a watchful eye on students’ progress and ensure they receive the extra help needed to succeed in GCSE and A-level examinations. Students behave well and attendance is rising. Leaders and support staff use their detailed understanding of the potential risks individual students face to keep them safe. The sixth form is good. Leaders and teachers are rigorous in ensuring students gain the necessary skills and qualifications to be successful. The more able are well catered for. Their progress in Key Stages 4 and 5 is monitored effectively by a dedicated leader. Transition arrangements are good and support students in settling in well to the next phase of their education. It is not yet an outstanding school because: The academy’s work to develop reading and writing skills has not yet ensured the rapid progress of students who made weak progress during Key Stage 2. Teachers do not routinely use their assessments of students’ work to plan tasks that ensure underachieving students catch up quickly. Senior leaders are not analysing information from subject leaders’ monitoring of students’ progress well enough. As a result the good progress made in Key Stage 4 is not replicated across all subjects, year groups and students, including those who benefit from additional pupil premium funding.