|Ofsted Inspection Rating||Good
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Inspection Date||30 May 2012|
|Address||St Anne’s Grove, Fareham, Hampshire, PO14 1JJ|
|Religious Character||Does not apply|
|Number of Pupils||754 (49% boys 51% girls)|
|Number of Pupils per Teacher||15.7|
|Academy Sponsor||Fareham Academy|
|Percentage Free School Meals||14.2%|
|Percentage English is Not First Language||2.9%|
|Pupils with SEN Support||13.1%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about the school
The Neville Lovett Community School is a smaller-than-average sized comprehensive school. The proportion of students known to be eligible for free school meals is slightly under the national average. A very low proportion of students come from minority ethnic backgrounds and a very small number speak English as an additional language. The proportion of students who are disabled or have special educational needs and are supported at the school action stage is broadly average. A slightly above-average proportion is supported at the school action plus stage or has a statement of special educational needs. The school has a specialist resourced area for hearing impaired students. It has specialist status in mathematics and computing. The school meets the government floor standards, which set the minimum expectations for students’ attainment and progress. The current headteacher took up post in September 2010.
This is a good school. Under the transformational leadership of the headteacher attainment has risen rapidly and the quality of teaching has improved since the last inspection. Professional development and performance management are sharply focused on students’ outcomes. The school is not outstanding because : the drive for improvement has not yet had long enough to secure consistently exceptional achievement over time. Examination results in 2011 were significantly better than in past years; in 2012 they are set to rise further and to exceed the national average by a significant margin. A legacy of underachievement means that outcomes in science are predicted to be average this summer, rising steeply thereafter. Teaching is good. Lessons are routinely well planned and keenly focused on students’ progress. In the best lessons students are given opportunities to take responsibility for their own learning and to think critically and independently; however, this very effective practice is not yet sufficiently widespread. Students’ attitudes to learning are highly positive and their behaviour is good. Students overwhelmingly expressed the view that behaviour is much better than in the past and that they feel safe at school. Attendance has consistently been in line with national averages and is improving, although at a faster pace in lower years than in Years 10 and 11. During the past two years, there have been significant changes in personnel, in curriculum and in teaching methodology. Although many parents and carers are highly supportive of the direction of the school, a significant number expressed doubts and concerns, for example about standards of behaviour or curriculum changes. Senior leaders acknowledge the need to communicate the rationale for developments more effectively and to secure stronger parental confidence in the school’s development.