|Name||Five Acres High School|
|Ofsted Inspection Rating||Inadequate
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||08 December 2015|
|Address||Five Acres, Coleford, Gloucestershire, GL16 7QW|
|Number of Pupils||570 (50% boys 50% girls)|
|Number of Pupils per Teacher||15.9|
|Academy Sponsor||Greenshaw Learning Trust|
|Percentage Free School Meals||17.8%|
|Percentage English is Not First Language||0.4%|
|Pupils with SEN Support||18.6%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Lakers School is a secondary school of smaller-than-average size. The school is a member of the Lakers Family Cooperative Learning Trust along with Berry Hill Primary School and Berry Hill Under Fives. Most students are from White British backgrounds. The proportion of disadvantaged students supported through pupil premium funding is slightly higher than the national average. The pupil premium is additional funding to support students known to be eligible for free school meals and those who are in the care of the local authority. The proportion of disabled students and those who have special educational needs is higher than the national average. The school does not meet the government’s current floor standards. These set the minimum expectations for pupils’ attainment and progress at the end of Key Stage 4. A small number of students undertake part of their education at Gloucestershire College or at Prospect Training Services.
Summary of key findings for parents and pupils
This is an inadequate school Pupils’ achievement is inadequate and has been for some time. Their progress is too slow and too few leave the school with five or more good GCSE grades, including English and mathematics. Outcomes for disadvantaged pupils are poor and the gaps between their achievement and that of other pupils nationally are widening. Too often teaching fails to challenge or inspire pupils. Teachers’ expectations of what pupils can achieve are frequently too low and this slows their progress. The feedback that teachers give to pupils about their work is inadequate. Marking does not help pupils to improve their work. Teachers’ questioning does not effectively assess or deepen pupils’ understanding. Relationships between the school’s senior leaders and the governors have broken down. They do not work effectively together and this has a very negative impact on the running of the school. School leaders do not spend all of the extra money provided by the government for disadvantaged pupils. No coherent plan exists for the use of this money. Middle leaders’ areas of responsibility and lines of accountability are not clear. There is too much disruption in classrooms. Too many pupils do not consistently show positive attitudes to their learning. Actions taken to tackle the areas for improvement from the previous inspection have been ineffective. As a result, the quality of education the school provides has declined. The school has the following strengths The school provides good careers information, advice and guidance for pupils. The pupils recognise this and talk very positively about it. The school makes effective use of its teaching assistants, who work well with individual pupils and with groups. The school cares for, nurtures and looks after its pupils well. Pupils’ spiritual, moral, social and cultural development is good. Some younger pupils are making good progress in their reading.