|Address||Depot Road, Horsham, RH13 5HR|
|Religious Character||Does Not Apply|
|Number of Pupils||1516 (100% girls)|
|Number of Pupils per Teacher||17|
|Local Authority||West Sussex|
|Percentage Free School Meals||6.5%|
|Percentage English is Not First Language||6.6%|
|Pupils with SEN Support||17.7%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (15 May 2014)
Note: There may have been more recent inspections, since 15 May 2014, such as monitoring visits or short inspections. For details of all inspections, please see above.
Information about this school
The school is a larger-than-average sized, non-selective girls-only secondary school. The school has a specialism in languages and since July 2011 has been a teaching school. The school also leads the Millais Alliance of over 30 schools committed to school to school support and improving professional development for staff at all levels. The headteacher is supporting a school recently assessed as requiring special measures. In March 2014 the school suffered a fire which damaged a significant proportion of the main building. All of the staff and students were evacuated successfully and within two or three weeks the school was running normally. The school leaders ensured that all members of the community were cared for both physically and psychologically. In addition there is a major building project underway at the school which has had an impact on the site. The proportion of students from an ethnic minority background or who speak English as an additional language is below national averages. A below average proportion of students is eligible for the pupil premium, which provides additional funding for specific groups, including looked after children and students known to be eligible for free school meals. About 29 Year 7 students are eligible for catch-up funding which is for pupils who did not achieve the expected Level 4 in reading or mathematics at the end of Key Stage 2. The proportion of disabled students and those with special educational needs supported through school action is below the national average. The proportion of students supported at school action plus or with a statement of educational needs is also below the national average. The most common needs relate to behavioural, emotional and social difficulties. Seven students attend off-site provision with a range of providers to support their educational needs. These include: Lancing Alternative Provision College, Crawley Alternative Provision College, Chalk Hill Child and Adolescent Hospital and The Lodge, Tanbridge House. The school meets the government’s current floor standards, which set the minimum expectations for students’ attainment and progress.
Summary of key findings for parents and pupils
This is an outstanding school. Students of all abilities make rapid and sustained progress in a wide range of subjects, including English and mathematics. Their GCSE results are very high. Students entitled to additional funding, such as those who are disabled, with special educational needs or supported by the pupil premium, are making outstanding progress so that the achievement gap is closing rapidly especially in English and mathematics. Students develop a wide range of literacy and numeracy skills to great effect and use these widely in lessons so that they make outstanding progress across subjects. The students’ oral skills are especially well developed. Teachers are enthusiastic and knowledgeable, plan their lessons well and set clear targets so that students know what they need to do to improve their work. Teachers are committed to their professional development and act as excellent role models to the students. As a result teaching is outstanding. Students’ behaviour in lessons and around the school is outstanding. They are courteous and polite, arrive to lessons on time and are ready to learn. They confirm that the school is a safe place where learning flourishes. The range of subjects and topics is broad and balanced between academic and work-related courses so that students achieve exceptionally well. Students’ spiritual, moral, social and cultural development is promoted exceptionally well through tutor time, lessons and the wide range of extra-curricular activities provided. The headteacher, governors and other senior and middle leaders’ leadership is outstanding. They provide the successful drive and ambition to keep improving the quality of teaching, students’ achievement and the use of modern technology.