|Name||Foxford Community School|
|Ofsted Inspection Rating||Requires improvement
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||17 May 2016|
|Address||Grange Road, Longford, Coventry, CV6 6BB|
|Number of Pupils||Unknown|
|Academy Sponsor||Castle Phoenix Trust|
|Percentage Free School Meals||27.1%|
|Pupils with SEN Support||15.4%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school is an average-sized community secondary school and has a sixth form. The level of pupil mobility is high, with an increasing number of pupils being admitted after the normal school starting date, many of whom speak little or no English. Less than one half of pupils are from White British backgrounds. The proportion of pupils from minority ethnic backgrounds is above average. The proportion of pupils who speak English as an additional language is also above average. The proportion of pupils who have special educational needs or disability is above average. The proportion of pupils who are eligible for support through the pupil premium is above the national average. The pupil premium is extra funding given to schools to support pupils who are eligible for free school meals, or who are looked after by the local authority. The school is supported through partnership with a local Foundation Trust board involving Coventry City Council, the University of Coventry, NHS Trust, Ricoh Arena, Henley College and CREATE. A number of pupils attend placements at an alternative provision at Learnfit, Henley College, Brakes, Coombe Abbey, Moor Farm, CWT (Coventry Warwickshire Training) and City College. The school’s sixth form provides a range of academic and some vocational courses, all of which are taught on-site or at the City Consortium. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress. The school meets requirements on the publication of specified information on its website.
Summary of key findings for parents and pupils
This is a school that requires improvement Pupils’ outcomes in all key stages are not consistently good. Although achievement is improving, particularly in English, too few pupils make good progress in mathematics by the end of Year 11. The proportion of pupils achieving five or more good GCSE grades, including English and mathematics, although improved, remains below average. Teaching is not consistently good. Expectations of what pupils can achieve are sometimes too low. Work set lacks challenge, especially for the most able. Not all teachers adhere to the school’s marking policy. This means that some pupils are unclear how to improve their work Sometimes in lessons pupils lack motivation and a few misbehave. The school’s high expectations of pupils’ behaviour are still not understood and applied by all. Learners in the sixth form do not achieve as well as they should. Sixth form leaders do not ensure that information about learners’ learning is used systematically in order to check that 16–19 study programmes meets learners’ needs. Although attendance is improving, the proportion of pupils who are regularly absent is too high. The school has the following strengths Senior leaders are ambitious. They have raised expectations of staff and pupils. Teaching and pupils’ outcomes, behaviour and attendance are all improving as a result. The governing body is rigorous in its support and challenge of the headteacher and other leaders. Pupils who enter the school with low levels of literacy and numeracy are supported effectively in Years 7 and 8. Additional funds to support disadvantaged pupils are used effectively. Their progress is now improving quickly as a result. The school’s actions to keep pupils safe and secure are effective. Pupils feel safe and well cared for in school. The support given to vulnerable pupils is very effective. Partnerships forged beyond school have been effective in supporting school improvement.