Maiden Erlegh Chiltern Edge


Name Maiden Erlegh Chiltern Edge
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.
Address Reades Lane, Sonning Common, Reading, RG4 9LN
Phone Number 01189721500
Type Secondary
Age Range 11-16
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 355 (47.6% boys 52.4% girls)
Number of Pupils per Teacher 18.8
Academy Sponsor Maiden Erlegh Trust
Local Authority Oxfordshire
Percentage Free School Meals 18.9%
Percentage English is Not First Language 6.9%
Persistent Absence 14.3%
Pupils with SEN Support 10.8%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (07 March 2017)
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.
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.

Information about this school

The school meets requirements on the publication of specified information on its website. The school is smaller than the average-sized comprehensive school. The proportion of pupils who are disadvantaged is below the national average. The proportion of pupils who speak English as an additional language is well below the national average. The proportion of pupils with an education, health and care plan and/or statement of special educational needs is above the national average. The majority of pupils are from White British backgrounds.

Summary of key findings for parents and pupils

This is an inadequate school Leaders have not acted effectively to secure a high quality of education. Pupils, especially boys, do not achieve the standards they are capable of. Teachers? expectations of what pupils can achieve are too low. Learning in lessons does not challenge pupils sufficiently. Teachers do not check pupils? understanding closely or use it to inform next steps in learning. Pupils? work is often incomplete and poorly presented. Pupils do not know what they need to do to improve their work and make more rapid progress. Middle leaders do not track pupils? progress rigorously enough. They fail to hold teachers to account for the progress of pupils in their classes. Leaders do not tackle pupils? use of derogatory language, particularly towards those who have special educational needs and/or disabilities. Pupil premium funding is not used effectively to support disadvantaged pupils. These pupils make inadequate progress in English, mathematics and science. Leaders do not make regular checks on the quality of teaching. Their self-evaluation is weak and improvement activities are not focused sufficiently well to raise standards quickly. Standards in reading are too low. Pupils do not read well or widely enough. This restricts their access to the wider curriculum. Governors do not challenge leaders effectively. They are too accepting of the information they receive about the school?s performance. Leaders at all levels are not held to account for the impact of their work. They do not check to see what difference their actions make. The school has the following strengths Safeguarding is effective. Leaders have developed robust systems for identifying and acting on child protection concerns. Recent work to improve the attendance of disadvantaged pupils and those who have special educational needs and/or disabilities is having a positive impact. The quality of teaching in 3D design, dance, physical education and geography is consistently better than in other subject areas. Pupils achieve well in these subjects. Pupils conduct themselves well around the school and during breaktimes. Most are respectful towards each other.