|Name||The Hayesbrook School|
|Address||Brook Street, Tonbridge, TN9 2PH|
|Number of Pupils||444 (98.2% boys 1.8% girls)|
|Number of Pupils per Teacher||17.5|
|Academy Sponsor||Brook Learning Trust|
|Percentage Free School Meals||16.6%|
|Percentage English is Not First Language||8.2%|
|Pupils with SEN Support||8.2%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (13 June 2013)
Note: There may have been more recent inspections, since 13 June 2013, such as monitoring visits or short inspections. For details of all inspections, please see above.
Information about this school
The Hayesbrook School is smaller than the average-sized secondary school. The school converted to an academy in December 2010 and is part of The Hayesbrook School Academy Trust. When its predecessor school, of the same name, was last inspected by Ofsted, it was judged to be outstanding. The school has specialisms in mathematics and sport, and is a designated teaching school. The majority of students are White British with very small numbers of Asian, Caribbean and mixed heritage students. The proportion of students who speak English as an additional language is below average. The proportion of students known to be eligible for the pupil premium, which is additional funding for students in receipt of free school meals, children looked after by the local authority and children from service families, is in line with the national average. At the time of the inspection, there were a small number of children in local authority care and none from service families. The proportion of students eligible for the Year 7 catch-up premium is above the national average. The proportion of disabled pupils and those with special educational needs supported through school action is above the national average. The proportion of students supported at school action plus or with a statement of special educational needs is well above the national average. A small number of students who are at risk of being excluded attend alternative provision at off-site programmes such as the West Kent Student Support Centre, Hadlow College and K College. At the end of Year 11, a significant number of higher attaining students leave the school to continue their sixth form education in neighbouring grammar schools. The school meets the government?s current floor standards, which set the minimum expectations for students? attainment and progress at the end of Key Stage 4.
Summary of key findings for parents and pupils
This is a good school. Standards are in line with national averages and students make good progress from their very low starting points. Progress in English and mathematics is good and improving. Disabled students and those with special educational needs as well as students eligible for the pupil premium make good progress as a result of extra support including help with their reading. Teaching is consistently good with an increasing proportion that is outstanding. Teaching is improving as a result of careful monitoring and focused training and development. Students? attitudes to their learning are excellent. They feel safe, behave exceptionally well in lessons and take considerable pride in their school. They are courteous, considerate and respectful towards staff, visitors and one another. Academy Trust staff, the governing body, the Principal and senior staff have worked relentlessly together to successfully address the dip in the 2012 results by focusing on improving the quality of teaching. The governing body has been tenacious in holding the school to account for its performance and monitoring strengths and weaknesses through classroom visits and analysis of information on students? progress. Students? spiritual, moral, social and cultural development is a strength. Students value the range of sporting opportunities on offer. The school is highly regarded for the support it provides to partnership schools in helping them to raise standards, improve teaching and develop leadership and management. Provision in the sixth form is good. It is not yet an outstanding school because: There is not enough teaching that is outstanding to ensure that all students make rapid and sustained progress. Lessons do not always cater for the full ability range or stretch more-able students. Opportunities for students to make use of technology within and outside the classroom are limited. Marking does not always give students clear guidance on how well they are doing and what they must do to improve. The school does not make sufficient use of available information to identify, evaluate and pursue trends in attainment and progress. The achievement in the sixth form is not rising as quickly as it is in the main school.