Five Acres High School

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About Five Acres High School

Name Five Acres High School
Ofsted Inspections
Mr Simon Phelps
Address Five Acres, Coleford, GL16 7QW
Phone Number 01594832263
Phase Academy
Type Academy sponsor led
Age Range 11-16
Religious Character None
Gender Mixed
Number of Pupils 789
Local Authority Gloucestershire
Highlights from Latest Inspection

What is it like to attend this school?

Pupils are very positive about the quality of education they receive at Five Acres High School.

The curriculum enables them to develop knowledge of a range of subjects. For example, pupils visit museums and theatres, and engage in public debate. Pupils have many opportunities to develop their physical health through sport.

They benefit from programmes such as the Duke of Edinburgh's Award. Most pupils, including pupils with special educational needs and/or disabilities (SEND), attend a breadth of clubs at lunchtime and after school. Pupils enjoy discussing books, playing chess and singing in the choir.

Pupils behave very well in lessons. There is a calm environment in classrooms. Pupils stated that bullying is uncommon and that if staff know about it, they resolve it quickly.

Pupils feel safe and cared for.

The curriculum nurtures high aspirations among pupils. Staff provide pupils with carefully tailored information about careers and further education.

Pupils are well informed about their next steps. Pupils participate in programmes that introduce them to higher education.

Pupils learn about the importance of leadership through applying to join the school council.

Pupils take the responsibility of representing the school seriously. For example, pupils sing at Gloucester Cathedral.

What does the school do well and what does it need to do better?

Leaders have created a strong reading culture at the school.

Pupils engage well and enjoy the books they read throughout the day. Leaders and staff enable pupils to read a broad range of interesting books. Leaders use assessment information well to create tailored reading programmes for some pupils.

Leaders have created a well-sequenced curriculum. Pupils draw on their prior knowledge to enable them to learn new concepts. For example, in Spanish, pupils build on their knowledge of the simple present tense to learn more complex tenses.

The mathematics curriculum is a strength of the school. It enables pupils to review what they have learned so that they can develop their reasoning and problem-solving. Pupils are motivated and want to achieve well.

However, leaders have not ensured that the curriculum helps pupils to communicate what they have learned in a sophisticated way.

The curriculum includes everyone. Pupils with SEND study the same curriculum as their peers.

They learn confidently and achieve well in many subjects. However, some pupils with SEND do not receive the consistent support in the classroom that they need. Where this is the case, some pupils with SEND do not learn the curriculum as successfully as they could.

Leaders have designed a very effective careers education for pupils. The school meets the requirements of the Baker Clause, which requires schools to provide pupils in Years 8 to 13 with information about approved technical education qualifications and apprenticeships. Pupils learn about the opportunities in the world beyond school.

For example, pupils regularly visit universities.

Children looked after receive exemplary support. Leaders ensure that such pupils receive tailored pastoral and academic guidance.

In addition, leaders and staff have improved the attendance of disadvantaged pupils. Leaders monitor and track attendance closely, to ensure that pupils are in school and learning.

Leaders have established highly effective systems for managing behaviour.

Pupils understand school routines well. Staff and pupils have positive relationships. As a result, most pupils are kind, respectful and friendly towards each other.

Leaders have succeeded in reducing the number of suspensions at the school.

Pupils learn a well-constructed personal, social and health education curriculum. They are well prepared for life beyond school.

Parents are overwhelmingly positive about the education their children receive at the school. One parent's view echoes the views of many: 'The school has high expectations for all students.'

Trustees and governors hold school leaders to account well.

They gather pertinent information to pose challenging questions. Leaders, trustees and governors support the well-being and training needs of staff, including early career teachers. The vast majority of staff are positive about the support they receive from leaders.


The arrangements for safeguarding are effective.

Safeguarding leaders are vigilant about the emotional and physical safety of pupils. They know the potential safeguarding issues posed by the local area well.

Pupils know where to get help if they have a concern. They work closely with external agencies to keep pupils safe from harm. Leaders provide appropriate and timely support for pupils who may be at risk.

Staff receive appropriate safeguarding training, which is periodically updated. They know how to identify if a pupil is at risk, and how to refer their concerns. Leaders ensure that all adults working at the school have undergone appropriate background checks.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum does not enable pupils to develop detailed knowledge and skills in some subjects. As a result, pupils do not learn how to communicate what they have learned as well as they could. Leaders and staff must ensure that pupils develop their literacy skills in all subjects.

• Some pupils with SEND do not receive consistently effective support. This means that they do not make progress through the curriculum as well as they could. Leaders and staff must ensure that all pupils with SEND receive the support they need to learn with confidence and success.

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