|Ofsted Inspection Rating||Good|
|Address||Compton Place Road, Eastbourne, BN20 8AB|
|Number of Pupils||1228 (48.5% boys 51.5% girls)|
|Number of Pupils per Teacher||16.5|
|Academy Sponsor||Gildredge House Free School|
|Local Authority||East Sussex|
|Percentage Free School Meals||14.7%|
|Percentage English is Not First Language||7.6%|
|Pupils with SEN Support||7%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (27 November 2018)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
Information about this school
Gildredge House School provides for a range of age groups. It comprises an average-sized 11 to 16 secondary phase and a primary phase which currently caters for pupils from Reception Year up to Year 5. The school also has a sixth form, currently smaller than average but growing. Most pupils are from White British backgrounds. The proportion of pupils with SEND is below the national average. The proportion of disadvantaged pupils is below the national average. A small number of key stage 4 pupils attend alternative provision at East Sussex College and Plumpton College.
Summary of key findings for parents and pupils
This is a good school Leaders are determined to provide the best possible experiences for pupils in the school. Governors are ambitious for academic excellence as well as a need to develop confidence, resilience and independence. Following the last inspection, leaders were slow to respond to the challenge of sustainability as the school grew rapidly. Since his appointment in April 2017, the headteacher has taken effective action to tackle previously declining standards. During the last year, the headteacher has reorganised and strengthened leadership throughout the school. Middle leaders are committed to enabling further improvement and are developing well. Leaders at all levels, such as the primary phase leaders, embrace new responsibilities. Leaders have improved the quality of teaching, which is good overall. However, there are some inconsistencies in teaching. Teachers do not use assessment information consistently well to provide the right level of challenge and support to pupils, including disadvantaged pupils. Capable governors carry out their duties conscientiously and rigorously. They visit regularly and have a more accurate understanding of the school than previously. Teachers? strong subject knowledge fosters an eagerness to learn across the school. Pupils show highly positive attitudes. Pupils? behaviour is good. Strong relationships between staff and pupils help pupils feel secure and promote their learning and personal development well. Children make a good start and achieve well in the early years. Students in the sixth form have high aspirations and achieve well. They are well prepared for their next steps. The curriculum is broad, rich and ambitious. Pupils benefit from a wide range of enrichment and extra-curricular activities. Outcomes are improving, but the impact of good teaching is not yet evident throughout the school. Not enough pupils make good progress from their starting points. The most able pupils do not achieve as well as they should. Disadvantaged pupils do not consistently make strong enough progress to catch up with their peers.