|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||17 April 2018|
|Address||Linden Road, Saltburn-By-the-Sea, TS12 2SJ|
|Religious Character||Does not apply|
|Number of Pupils||800 (49% boys 51% girls)|
|Number of Pupils per Teacher||16.5|
|Academy Sponsor||Northern Education Trust|
|Local Authority||Redcar and Cleveland|
|Percentage Free School Meals||23.0%|
|Percentage English is Not First Language||0.3%|
|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. The vast majority of pupils are White British. The proportion of pupils who are disadvantaged and receive support from the pupil premium is significantly above the national average. The proportion of pupils who have SEN and/or disabilities is broadly average. The school provides mathematics lessons for two post-16 students on a part-time basis. A new principal was appointed 18 months ago. Leaders of the trust took the decision to cease post-16 provision from September 2017. The school uses six alternative providers: Redcar and Cleveland Training, Tees Valley College, Educ8 Creative Care, Educ8 Learnfit, Archway and Evolve. The school is a member of Teesside Learning Trust. Responsibility for the school rests with the board of trustees. The structure of the trust’s governance and management can be found on the school’s website. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ progress and attainment in English and mathematics by the end of Year 11.
Summary of key findings for parents and pupils
This is an inadequate school Over time, pupils’ progress from their different starting points is very poor in a number of subjects. In 2017, pupils’ progress was significantly below the national average in English, mathematics, science and humanities. The progress of the most able pupils and disadvantaged pupils is inadequate. In many subjects, they continue to make extremely weak progress. Leaders, including governors and trustees, have been unable to halt the decline in the quality of education that pupils receive. A significant minority of parents, carers and staff believe that the school is not as good as it used to be. The quality of teaching, learning and assessment is far too variable. Teachers do not consider pupils’ starting points well enough. They often set work which is too easy, for example, covering ground from primary school that does not stretch or challenge pupils. Leaders’ checks on the quality of teaching, learning and assessment do not consistently identify the substantial problems that exist. Safeguarding is not effective. Procedures to confirm the whereabouts of pupils who attend alternative provision are not fit for purpose; Leaders are unsure where pupils are for extended periods of time. Attendance rates are below average overall and for most pupil groups. Pupils are more likely to be persistently absent than others nationally, especially disadvantaged pupils and pupils who have special educational needs (SEN) and/or disabilities. The behaviour of pupils is inadequate. This is characterised by above-average rates of fixed-term exclusions and low-level disruption in a large majority of lessons. Systems to deal with disruptive behaviour are not used consistently and have limited success. Instances of bullying are not rare. Teachers’ assessment of pupils’ understanding and progress is inaccurate. There is little correlation between pupils’ assessment grades and the progress they make. The school has the following strengths The progress of pupils who have SEN and/or disabilities in the ‘platinum’ groups is improving. Teaching is personalised and meets pupils’ varying needs more effectively. Careers education is strong. Pupils receive a wide range of impartial advice and guidance. The proportion of pupils who progress to further education, training or employment is high.