|Name||St Clere’s School|
|Ofsted Inspection Rating||Good|
|Inspection Date||17 September 2014|
|Address||Butts Lane, Stanford-le-Hope, Essex, SS17 0NW|
|Number of Pupils||1293 (54% boys 46% girls)|
|Number of Pupils per Teacher||15.2|
|Academy Sponsor||Osborne Co-Operative Academy Trust|
|Percentage Free School Meals||13.4%|
|Percentage English is Not First Language||3.5%|
|Pupils with SEN Support||9.9%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
St Clere’s School is an average-sized secondary school. The school converted to become an academy on 1 September 2011. When its predecessor school, St Clere’s School was last inspected by Ofsted, it was judged to be good overall. The academy is part of the St Clere’s Co-operative Academy Trust which includes St Clere’s School, Thameside Primary School, East Tilbury Primary School and Stanford-le-Hope Primary School. The academy has specialist status for science and sport education. The great majority of students are of White British heritage and the proportion of those from a minority ethnic background is well below the national average. The number of students who speak English as an additional language is also well below the national average. The proportion of disadvantaged students known to be eligible for support through the pupil premium is below average. The proportion of disabled students and those with special educational needs receiving support through the new education, health and care plan is average. The proportion of students supported through a statement of special educational needs is below average. The academy manages a specially resourced hearing and visual impairment provision for pupils with special educational needs. There are 14 students from the academy, who attend on a full-time basis. Staff who work at this unit also provide services across the local borough to children and young people. A very few students are taught in alternative provision away from the academy via Right Directions which is part of Inspiration Youth Call, Thurrock. Ten students are in part-time work placements at Thameside Primary School, East Tilbury School, Stanford-le-Hope Primary School, Horndon Timber Produce, Bloomin’ Babies Nursery and Laurens D’Auray Hair and Beauty. The academy 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 a good school. Students achieve well. They reach above-average standards by the end of Year 11. This represents good progress in relation to their starting points which are average and sometimes below average. The development of students’ literacy and numeracy skills is particularly good. The progress of disabled students and those who have special education needs is good, while students who are hearing or visually impaired make outstanding progress. Teaching is good. There are very positive classroom relationships and students respond well to the challenge provided by their teachers. The progress of disadvantaged students is good and gaps between their attainment and that of other students are closing. Students behave well. They are very proud of their school, and display good attitudes towards their work and to each other. They feel very safe and their attendance is well above average. Students’ spiritual, moral, social and cultural development is good because the academy promotes it very well. As a result, their understanding of British values, including the rule of law, parliamentary democracy and the dangers of extremism, equip them to be valued citizens. Leaders and governors have a very accurate view of the academy’s strengths and remaining areas for improvement. Thoughtful leadership has improved the quality of education provided, particularly the quality of teaching. It is not yet an outstanding school because : Marking and teachers’ comments in books and on work do not support some students to develop the higher level writing skills needed in order to further raise their attainment. Not all teachers make good use of the information they have about what students already know and can do to set work that is matched to students’ abilities.