|Name||Shirley High School Performing Arts College|
|Ofsted Inspection Rating||Requires improvement|
|Address||Shirley Church Road, Croydon, CR0 5EF|
|Number of Pupils||1047 (47.7% boys 52.3% girls)|
|Number of Pupils per Teacher||15.5|
|Academy Sponsor||Shirley High School|
|Percentage Free School Meals||29.6%|
|Percentage English is Not First Language||33%|
|Pupils with SEN Support||21%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (16 January 2019)
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Information about this school
Shirley High School Performing Arts College is an average-sized secondary school. It is an academy, run by Shirley High School. Shirley High School is governed by a governing body. Two thirds of pupils are from a range of minority ethnic backgrounds. A third of all pupils speak English as an additional language. An above-average proportion of pupils are known to be eligible for the pupil premium funding. An above-average proportion of pupils have special educational needs. The proportion of pupils with an education, health and care plan is in line with the national average. The local authority’s secondary hearing resource centre is based at the school. It is managed by the Croydon Sensory Support Service. A small number of pupils are currently on roll at the school as part of the hearing resource centre.
Summary of key findings for parents and pupils
This is a school that requires improvement Pupils’ overall progress by the end of key stage 4 is well below the national average. Too many pupils leave the school without good grades in English and mathematics. In 2017 and 2018, disadvantaged pupils in Year 11 made much less progress than their peers in other schools. The effectiveness of teaching is not improving quickly enough, particularly in mathematics. Achievement in mathematics remains weak. Evaluation of the quality of teaching by leaders is overgenerous. In subjects with weak outcomes, leaders have not provided effective support. Teachers do not insist on high standards of spelling and presentation. This means that basic spelling errors are repeated. Expectations of pupils are not high enough, particularly for the most able. As a result, they are not routinely challenged. In too many lessons, time is not used effectively, particularly at the beginning of lessons. Where this is the case, teaching lacks challenge, and pupils make less progress. Questioning does not consistently stretch pupils. This is because teachers do not probe pupils’ understanding or attempt to deepen their thinking. The school has the following strengths This is an inclusive community where pupils feel safe and happy. Leaders’ arrangements to safeguard pupils are effective. Students in the sixth form make good progress and are well supported in their applications for university and employment. The school’s personal development curriculum, supported by the assembly and tutor programme, is very effective. It prepares pupils well for life in modern Britain. Attendance is above the national average. Systems to support behaviour are effective and have led to a reduction in the number of behavioural incidents. Exclusions are rare because pupils at risk of exclusion are well supported. The performing arts continue to make a rich contribution to the school’s culture and ethos. Pupils enjoy music, drama and dance lessons, as well as the performances and shows that take place throughout the year.