|Name||Maiden Erlegh School in Reading|
|Ofsted Inspection Rating||Good|
|Address||81 Crescent Road, Reading, RG1 5SL|
|Number of Pupils||891 (51.5% boys 48.5% girls)|
|Number of Pupils per Teacher||15.8|
|Academy Sponsor||Maiden Erlegh Trust|
|Percentage Free School Meals||16.6%|
|Percentage English is Not First Language||55.7%|
|Pupils with SEN Support||11.9%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (05 June 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
The school opened as a new free school in September 2015. It is sponsored by the Maiden Erlegh Trust. Governance is by a local advisory board which reports to the board of trustees. The school is currently smaller than average and presently has pupils in Year 7 to Year 9. There is no published performance information for the school because no pupils have completed key stage 4. No pupils attend an alternative provision. The proportion of pupils known to be eligible for the pupil premium funding is similar to the national average. The proportions of pupils from minority ethnic groups and of those who speak English as an additional language are well above the national average.
Summary of key findings for parents and pupils
This is a good school This strongly developing new school benefits from experienced leadership and effective support from the Maiden Erlegh Trust. The ambitious headteacher and senior leaders have a clear vision to build on successful practice brought over from the sponsor school, while simultaneously developing the school’s own identity and character. The school’s ethos is built on the values of equality and inclusion, leading to a culture of mutual respect and openness. Diversity and a sense of vibrancy permeate the school. Senior leadership is strong. Middle leaders are committed to driving further improvement and are developing well. There is an eagerness to learn across the school. Pupils show positive attitudes to learning, and teachers are willing to refine their practice. Pupils’ behaviour is good. Strong relationships between staff and pupils help pupils feel secure and promote their learning and personal development well. Attendance is above national levels and improving, and exclusions are low. Safeguarding is a real strength of the school. Vulnerable pupils benefit from timely and effective support when required. The most effective teachers show good subject knowledge and use questions well to encourage pupils to explain their thinking. However, there are some inconsistencies in teaching, and not all pupils are supported or challenged well enough to do their best. The rich curriculum offers pupils a wide choice of subjects. Enrichment programmes offer extension for the most able. Many pupils also enjoy a range of extra-curricular activities. Overall, pupils throughout the school make good progress from their starting points. However, leaders’ evaluation of pupils’ current progress towards their aspirational targets is overgenerous. Pupils who join the school with standards below those typical for their age, and pupils who have special educational needs (SEN) and/or disabilities, make particularly rapid progress. Governors are well informed and visit the school regularly. They are committed to using expertise in the trust to improve the school further. Leaders apply a range of strategies and interventions to improve the quality of teaching and help pupils falling behind to catch up. They do not fully evaluate the impact of these actions on pupils’ achievement.