|Name||Eden Boys’ School, Preston|
|Ofsted Inspection Rating||Outstanding|
|Inspection Date||02 May 2018|
|Address||Adelaide Street, Preston, Lancashire, PR1 4BD|
|Number of Pupils||580 (100% boys)|
|Number of Pupils per Teacher||16.6|
|Academy Sponsor||Star Academies|
|Percentage Free School Meals||14.4%|
|Percentage English is Not First Language||64.5%|
|Pupils with SEN Support||9.3%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school opened in September 2015 and subsequently, in August 2016, moved into its permanent accommodation, a completely refurbished building. The school still shares some of its accommodation with a nearby primary school. This arrangement is likely to continue until September 2019. The school is sponsored through Tauheedul Education Trust and the Tauheedul board of trustees oversee the school. The board of trustees delegates powers to a local governing body. The school is smaller in size than the national average and currently has pupils on roll in four year groups. There are 121 pupils in Year 7, 120 pupils in Year 8, 94 pupils in Year 9 and 55 pupils in Year 10. Over time, the school will grow to the full secondary age range, with a sixth form due to open in September 2019. The school is open to boys from the Muslim faith, but this is not exclusive, and boys from other faiths or no faith may be admitted. Most pupils are from Indian or Pakistani heritages. Almost four fifths of pupils speak English as an additional language, which is well above the national average. The proportion of disadvantaged pupils is broadly in line with the national average. The proportion of pupils who have SEN and/or disabilities is below the national average.
Summary of key findings for parents and pupils
This is an outstanding school With the support of the trust, the local governing body and other senior leaders, the principal has built a new school where pupils are thriving. Leaders and governors have a strong sense of moral purpose. They are passionate and committed to securing the very best outcomes for all pupils, irrespective of their background. Leaders have ensured that a strong culture of ambition and resilience permeates every aspect of school life. Pupils are highly motivated and excel in their learning. Governors are extremely knowledgeable. They rigorously hold leaders to account for their actions. Leaders use the additional funding that they receive effectively. Pupils, including disadvantaged pupils and the most able pupils, make exceptional rates of progress across subjects and year groups. They benefit from a broad and balanced curriculum and they are well prepared for life in modern Britain. Senior leaders ensure that all pupils receive the support that they need from staff. Pupils feel safe and happy. Safeguarding is effective and incidents of bullying are extremely rare. Leaders have an incisive view of the strengths of the school as well as where there is still work to do. Middle leaders are keen, enthusiastic and committed to securing the best possible outcomes for pupils. Senior leaders adapt the rigorous and consistent procedures used across the trust, to meet accurately the needs of pupils at the school. Teachers have extremely high expectations of what pupils can achieve. They use highly accurate assessment information to plan activities for pupils that consolidate their prior learning, deepen their understanding and stretch their thinking. Teachers have fostered mutually respectful and supportive relationships with pupils. This means that pupils are confident to seek advice and ask for help with challenging learning. Pupils enjoy school. Their remarkably low rates of absence place the school in the top 1% of schools nationally for rates of pupil attendance. Pupils’ conduct around school is exemplary. They are courteous and kind to each other and their teachers. In lessons they display consistently strong attitudes to learning. Pupils become keen, confident and resilient learners. Pupils aspire to be the best they can be. They are clear about what they want to do when they leave school and they aim high. They value the wealth of opportunities that an excellent education can offer. As the school grows, leaders ensure that high-quality support is in place for less experienced teachers and middle leaders, so that the school’s exceptional standards are maintained.