|Name||Frederick Gent 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||03 June 2015|
|Address||Mansfield Road, South Normanton, Alfreton, Derbyshire, DE55 2ER|
|Religious Character||Does not apply|
|Number of Pupils||756 (50% boys 50% girls)|
|Number of Pupils per Teacher||17.2|
|Academy Sponsor||The Two Counties Trust|
|Percentage Free School Meals||21.9%|
|Percentage English is Not First Language||2.8%|
|Pupils with SEN Support||12.6%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school is smaller than the average-sized secondary school. Most students are White British. Very few students come from minority ethnic backgrounds or speak English as an additional language. The proportion of students known to be eligible for support through the pupil premium is below average. The pupil premium is additional government funding for those students who are known to be eligible for free school meals and for those looked after by the local authority. The proportion of disabled students and those who have special educational needs is just below average. Small numbers of students in Key Stage 4 attend specialist off-site provision at the Alfreton Vocational Academy for two half days a week. They undertake a variety of work-related courses. The school meets the government’s current floor standards, which set the minimum expectations for students’ progress and attainment. A new headteacher was appointed 18 months ago.
Summary of key findings for parents and pupils
This is a school that requires improvement. It is not good because : Students’ literacy and numeracy skills are not sufficiently well developed. Boys achieve less well than girls, particularly in English in Year 11. Not enough of the most-able students achieve grades A or A* in their GCSE examinations. The achievement of disabled pupils and those who have special educational needs is not as good as it should be in some year groups. Teachers do not always have high enough expectations of their students. They do not take sufficient account of the specific learning needs or prior attainment of their students. Teachers’ marking and assessment are not always effective in helping students to make progress. The quality of support given by teaching assistants does not enable disabled students and those who have special educational needs to achieve their best. Students’ behaviour in lessons is not consistently good. Teachers do not have a consistent approach to managing classroom behaviour. Students do not have a good enough awareness of British values such as democracy and the legal system. Students’ attendance is below the national averages The school improvement plan is not as effective as it could be, as it does not enable governors to hold leaders to account. Leaders have not done enough to engage parents in their child’s progress. The school has the following strengths The school’s work to keep students safe and secure is good. Additional funding has been used effectively to accelerate the progress of students’ reading in Year 7. Students’ conduct around the school is good. The headteacher has implemented appropriate changes and re-instilled an ethos of aspiration and ambition. She has worked well with governors to begin to raise the quality of teaching and pupils’ achievement. Rates of progress for students in Year 11 are on track to improve this year and are expected to be close to or exceed national levels. In 2015, the proportion of students attaining five A* to C GCSE grades including English and mathematics is predicted to improve rapidly. Students who study work-related courses achieve well, attend regularly and develop confidence.