IES Breckland

Name IES Breckland
Ofsted Inspection Rating Good
Address Crown Street, Brandon, IP27 0PE
Phone Number 01842819501
Type Academy
Age Range 11-16
Religious Character None
Gender Mixed
Number of Pupils 499 (47.7% boys 52.3% girls)
Number of Pupils per Teacher 17.3
Academy Sponsor Sabres Educational Trust
Local Authority Suffolk
Percentage Free School Meals 11.7%
Percentage English is Not First Language 8.9%
Persisitent Absence 20.9%
Pupils with SEN Support 16.1%
Catchment Area Information Available Yes
Last Distance Offered Information Available No
Highlights from Latest Full Inspection
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Information about this school

The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish. IES Breckland opened in 2012. The school was set up by Sabres Educational Trust under the government’s free school initiative. The trust employs International English Schools (IES) as their education provider. The school is a much smaller than the average secondary school. The majority of pupils are White British. The proportion of pupils known to be eligible for pupil premium funding is in line with the national average. The proportion of pupils who have special educational needs and/or disabilities is below average. The proportion of pupils who have an education, health and care plan or a statement of special educational needs is above average.

Summary of key findings for parents and pupils

This is a good school The principal’s decisive and inspirational leadership has led to improvements in the quality of teaching. She sets very high expectations for staff and pupils alike. Sabres Education Trust, International English Schools and the governing body are ambitious for pupils. They work together well to improve provision and give pupils a wide range of learning and development opportunities, including working with their peers in Sweden. Leaders at all levels are united in their desire to achieve the best possible outcomes for pupils. They are effective in identifying priorities and implementing the necessary improvements. Pupils’ progress is improving rapidly because : the quality of teaching in the school is improving. Leaders check the quality of teachers’ work very thoroughly. Regular analysis is used to identify when pupils fall behind in their learning. Rapid action is taken to ensure that leaders and staff plan learning that meets pupils’ individual needs. Disadvantaged pupils make good progress. The student support team provides pupils with well-focused intervention and guidance that helps them to achieve well. Pupils who have special educational needs and/or disabilities make good progress because : of the bespoke intervention they receive. Good leadership results in pupils receiving precise and relevant help when they need it. Pupils’ behaviour is good. Leaders have implemented a clear system that encourages pupils to reflect on their actions. Conflicts are resolved quickly and there are now fewer exclusions. Pupils’ attendance is improving and is now close to national averages. This is due to the school’s partnership with parents. Leaders have further strategies in place to continue to improve attendance. GCSE results in French, computing and business studies were low in 2017. However, recent actions to improve pupils’ achievement in these subjects are starting to improve pupils’ outcomes. Despite changes to the processes in place to communicate with parents, some feel that the new systems are not yet effective.