|Name||Jane Austen College|
|Ofsted Inspection Rating||Good|
|Inspection Date||18 October 2016|
|Address||46-48 Colegate, Norwich, Norfolk, NR3 1DD|
|Number of Pupils||896 (41% boys 59% girls)|
|Number of Pupils per Teacher||16.3|
|Academy Sponsor||Inspiration Trust|
|Percentage Free School Meals||15.4%|
|Percentage English is Not First Language||10.4%|
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. The school opened as a new school within the Inspiration Trust, a multi-academy trust, in September 2014. It is smaller than the average-sized secondary school and currently has pupils in Years 7, 8 and 9, and sixth-form students in Years 12 and 13. Pupils enter the school in Year 7 with ability ranges similar to the national average. Students join the sixth form from other schools. The proportion of pupils who are disadvantaged and therefore supported by the pupil premium is rising and is currently similar to the national average. Most pupils are of White British heritage. The proportions of pupils from minority ethnic groups and those who speak English as an additional language are well below the national average. The proportions of pupils who have special educational needs and/or disabilities, and those with a statement of special educational needs or an education, health and care plan, are lower than the national average. The school does not use alternative education provision. Jane Austen College sixth-form provision works in partnership with Sir Isaac Newton School, a local sixth-form free school within the same trust. The principal of Jane Austen College is also the executive principal of the sixth-form free school.
Summary of key findings for parents and pupils
This is a good school Leaders, at all levels, have successfully established a school where excellence and endeavour are everyday expectations for all staff and pupils. Pupils make exceptional progress because staff instil the highest expectations of what they can achieve. Pupils’ rapid progress is ensured by ambitious target-setting, rigorous assessment, an excellent curriculum and good teaching. Strong leadership of teaching ensures that, in a new and expanding school, the effective induction of new staff and a relentless focus on all pupils achieving their potential are at the heart of this aspect of the school’s work. Teaching overall is good, not outstanding. Teachers have high aspirations, but learning is not always pitched at the right level and some teaching is too pedestrian. Disadvantaged pupils and pupils who have special educational needs and/or disabilities generally make better progress than other pupils nationally. The progress of some pupils is held back because they are not yet confident with their reading and writing. Pupils who have special educational needs and/or disabilities do not make as much progress in mathematics as they do in English and science. The curriculum promotes and instils high aspirations very effectively. Pupils build strong foundations for their academic achievement and spiritual, moral, social and cultural development. British values are inherent in all aspects of daily life in the school. Standards of behaviour are typically very high. Pupils are polite, respectful, considerate and proud of their school. The atmosphere in lessons and around the school is calm, orderly and purposeful. The school’s work to ensure that pupils are safe is very effective. The welfare and personal development of pupils are non-negotiable priorities for staff at all levels. Sixth-form students make outstanding progress. The proportion progressing to university, employment and/or training is much better than the national average. Governors strike just the right balance of challenge and support, and maintain a sharp focus on ensuring that all pupils achieve well. They are very effective in holding school leaders to account for their performance.