Frederick Bremer School


Name Frederick Bremer School
Website http://www.bremer.org.uk/
Ofsted Inspection Rating Good
Inspection Date 08 December 2015
Address Siddeley Road, Walthamstow, London, E17 4EY
Phone Number 02084983340
Type Secondary
Age Range 11-16
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 841 (66% boys 34% girls)
Number of Pupils per Teacher 14.6
Local Authority Waltham Forest
Percentage Free School Meals 18.3%
Percentage English is Not First Language 41.9%

Information about this school

Frederick Bremer is a smaller than average-sized secondary school and has more boys than girls. The school serves a diverse community. The four largest groups of pupils include those of Pakistani, White British, White European and African heritage. The proportion of pupils who speak English as an additional language is high. The proportion of pupils eligible for the pupil premium (additional government funding provided for pupils known to be eligible for free school meals, or looked after by the local authority) is much higher than that found nationally. The proportion of pupils requiring special educational needs support is above average. The proportion with a special educational needs statement or an education and health care plan is high in comparison with the national average. The school has an autism resource centre which provides for 19 pupils with autism. The school works with other schools and colleges to provide alternative provision for seven pupils at the following: Epping Forest College; The Hawkswood Centre; Conel College; Waltham Forest College; and Big Creative Education. The school works jointly with the local teaching school alliance and with the following good or outstanding schools in neighbouring authorities to develop a range of leadership and teaching projects: Little Ilford School and Seven Kings School. The school does not use early entry to GCSE examinations. The school’s 2015 GCSE results met the government’s floor standards, which set the minimum level expected for pupils’ progress and attainment.

Summary of key findings for parents and pupils

This is a good school The headteacher has been relentless in driving improvement over the last three years. As a result, the quality of teaching is increasingly strong and pupils are making rapid progress. Other leaders and managers, including governors, have not flinched from taking the school through a challenging period of change. The school’s systems for holding staff to account and for tracking pupils’ attainment and progress are now robust. GCSE results are not significantly different to the national average. In 2015, pupils’ rates of progress improved further and were significantly above average for pupils. The school was in the top 25% of schools nationally. Pupils’ personal development, behaviour and welfare are good. They enjoy being a part of the strong inclusive school community and have confidence in each other. Effective provision is in place for pupils with a statement of special educational needs and for those with an education, health and care plan. Alternative provision is also well planned. The attainment gap between disadvantaged pupils and their peers in the school is closing quickly. Safeguarding provision is strong. Pupils are well informed about keeping safe; they feel safe in the school. The curriculum provides breadth and balance. Opportunities to learn to play an instrument; take part in enrichment activities and travel abroad cultivate their spiritual, moral, social and cultural development. Parents are supportive and appreciative of the school’s work. Partnership work with other schools and businesses is strong. It is not yet an outstanding school because : The quality of teaching is not consistently good or better in all departments to ensure that pupils can achieve as well as they can. The quality of marking and pupils’ pride in their work and presentation skills are not consistently good. Marking is intermittent and does not help pupils to improve their work further. Speaking skills are not well developed to enable pupils to engage fully in formal conversations. The most-able pupils are not all meeting or exceeding the highest grades in the GCSE examinations. Pupils with special educational needs have lower attendance and higher rates of exclusions. Middle leaders are enterprising, but new to their roles and require more time to develop their leadership and management skills. Full report