|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||18 September 2018|
|Address||Neville Duke Road, Farnborough, Hampshire, GU14 9BY|
|Religious Character||Does Not Apply|
|Number of Pupils||597 (53% boys 47% girls)|
|Number of Pupils per Teacher||15.4|
|Percentage Free School Meals||15.2%|
|Percentage English is Not First Language||13.9%|
Information about this school
Fernhill School is smaller than the average-sized secondary school. A new headteacher and a new chair of governors have been appointed since the last full inspection. Most pupils are from White British backgrounds. The proportion of pupils from a disadvantaged background is above the national average. Likewise, the proportion of pupils who have SEN and/or disabilities is also above national average. The school uses three alternative providers: Rowhill School, The Clock Tower (Hampshire inclusion) and Farnborough College of Technology.
Summary of key findings for parents and pupils
This is a school that requires improvement School leaders are beginning to have a positive impact on improving the quality of teaching, learning and assessment. However, there is still too much inconsistency in pupils’ outcomes. Although subject leaders are focused on the correct priorities for improvement, the quality of provision in English and mathematics is not yet good enough. Disadvantaged pupils do not achieve well enough. The rates of fixed-term exclusions are falling but need to reduce further, especially for pupils in vulnerable groups. Most-able pupils are not always challenged appropriately because expectations are not consistently high enough. Consequently, the most able pupils are not making enough progress. Pupils who have special education needs (SEN) and/or disabilities are cared for well, but they are not achieving as well as they should. School leaders have recently developed a culture where the attendance of every pupil is important. As a result, rates of absence are falling. The school has the following strengths The new headteacher has very quickly communicated his key priorities to improve the school. Staff are fully supportive of his vision and expectations. School leaders, at all levels, understand the school’s strengths and weaknesses well. Pupils feel safe. They are well cared for because staff know them well. Pupils behave well. They are proud of their school and have positive relationships with each other. They learn in a calm and purposeful environment. Teachers are beginning to benefit from a new approach to professional development and training, including the sharing of good practice already evident within the school.