|Name||Forest Hall School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||17 January 2018|
|Address||Forest Hall Road, Stansted Mountfitchet, Essex, CM24 8TZ|
|Religious Character||Does Not Apply|
|Number of Pupils||486 (53% boys 47% girls)|
|Number of Pupils per Teacher||17.2|
|Academy Sponsor||Burnt Mill Academy Trust|
|Percentage Free School Meals||12.4%|
|Percentage English is Not First Language||7.6%|
Information about this school
The school opened as an academy in February 2015 under the sponsorship of The Burnt Mill Academy Trust. The proportion of pupils who are eligible for the pupil premium funding is slightly lower than the national average. The proportion of pupils who have SEN and/or disabilities is much higher than the national average, especially for those pupils who have an education, health and care plan. The school runs a dyslexia support unit which is funded by the local authority and provides education for pupils from the region who meet the local authority criteria for admissions. A very small number of pupils access provision at the local pupil referral unit. The school met the floor standards set by the Department for Education for the achievement of pupils in Year 11 in 2017.
Summary of key findings for parents and pupils
This is a school that requires improvement Leaders have not ensured that the welfare care for some of the most vulnerable pupils is always well thought out and as effective as it should be. Leaders’ and trust systems for reviewing their impact on pupils’ welfare over the longer term are not precise enough. New leaders across a range of areas in the school are still establishing systems to sustain and build on the initial improvements brought about by the executive headteacher and the trust. It is too early to measure the impact of this work. Although improving, the local advisory board are not yet confident to undertake their responsibilities fully without the intensive support of the trust. They do not yet hold leaders fully to account. There is a small amount of weaker teaching and learning that does not meet the specific needs of pupils, including the most able pupils and those who have special educational needs (SEN) and/or disabilities. The school has the following strengths Since the school opened, teaching has improved securely and sustainably. Leaders have recruited and trained staff well. As a result, teaching and learning are now typically good and improving. The executive headteacher has worked tirelessly and successfully to raise academic standards in the school, and widen the curriculum provision for pupils. Consequently, outcomes are good and improving. The trust, led expertly by the chief executive officer, has been pivotal in supporting the school to raise academic standards. The trust’s ‘no-nonsense’ approach to identifying issues and dealing with them effectively has ensured that school leaders have been well supported to improve teaching and raise achievement. Behaviour is securely good. Leaders have established high expectations about how pupils behave. Pupils work hard in lessons, are keen to do well, and are polite and respectful. Almost all pupils, parents and carers are effusive in their praise for the school. A significant number are very positive about the impact of the executive headteacher and the trust. The school’s dyslexia support unit, alongside the nurture curriculum in key stage 3, provides high quality support, education and intervention for pupils with specific needs.