De Salis Studio College


Name De Salis Studio College
Website http://www.desalisstudiocollege.co.uk
Ofsted Inspection Rating Good
Inspection Date 08 May 2019
Address Wood End Green Road, Hayes, Middlesex, UB4 8JP
Phone Number 02085732097
Type Secondary
Age Range 14-19
Religious Character Does not apply
Gender Mixed
Number of Pupils 127 (57% boys 43% girls)
Number of Pupils per Teacher 10.6
Academy Sponsor The Rosedale Hewens Academy Trust
Local Authority Hillingdon
Percentage Free School Meals 9.9%
Percentage English is Not First Language 70.9%
Persisitent Absence 16.2%
Pupils with SEN Support 4.7%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

This is a much smaller than average secondary school. The studio school specialises in business and commerce-related courses alongside a core curriculum including English, mathematics and science. The college is one of seven schools in the Rosedale Hewens Academy Trust. The trust is managed by the executive group which works through the academy board, made up of nine trustees. A local advisory board of governors meets each term and reports back to the board of trustees. Since the last inspection, the college has moved into purpose-built premises next to another school in the trust. The large majority of pupils speak English as an additional language. A higher-than-average proportion of pupils are eligible for the pupil premium. A very small minority of pupils have SEND. No pupils currently on roll have an education, health and care plan. The college has higher levels of mobility than is usually seen. A significant minority of pupils join the college other than at the usual transition time, including pupils newly arrived in the country. A small minority of pupils leave the college before reaching the end of key stage 4. No pupils attend alternative provision. All students currently in the sixth form had secured a pass in GCSE English and mathematics before their enrolment.

Summary of key findings for parents and pupils

This is a good school Pupils attain well in English, mathematics and science as a result of the consistently good-quality teaching they receive in these subjects. Pupils also make strong progress in a range of other subjects, including psychology, criminology and law. In most subjects, teachers use their strong subject knowledge and their knowledge of examination requirements to prepare pupils very well for their public examinations. Occasionally, teaching does not challenge or inspire pupils well enough. In these instances, the emphasis placed on testing and assessment comes at the expense of deepening and broadening pupils’ knowledge and understanding. Pupils at the early stages of speaking English receive very effective support and quickly develop their English language skills. The curriculum is enhanced by an extensive programme of work- and enterprise-related activities. Good links with employers and opportunities for work experience enhance pupils’ understanding of the world of work. Not all pupils like the long school day. They say it means that opportunities to participate in extra-curricular sports and the arts with pupils from the neighbouring school in the trust are limited. Pupils behave well around the college and in lessons. Relationships between pupils and staff are good. Occasionally, pupils lose focus when teachers’ expectations of how much work they should complete are not high enough. Students’ achievement in the sixth form requires improvement. Until this year, some students were admitted to courses which did not meet their needs well enough. Students’ progress in the sixth form has been affected negatively by turbulence in staffing. This has led to students experiencing some teaching which has been less than good. Admission arrangements have now been strengthened to the benefit of the small cohort of students currently in Year 12. There remains some underachievement in Year 13, however. Leaders and trustees have a broadly accurate understanding of the college’s effectiveness. The school’s self-evaluation is overgenerous, however, because it does not give sufficient weight to the weaker outcomes seen in the sixth form and in subjects which have experienced turbulence in staffing, such as business studies. Strong arrangements are in place to keep pupils safe. Trustees provide excellent oversight of safeguarding.