The John Roan School

Name The John Roan School
Ofsted Inspections
Address Westcombe Park Road, Blackheath, London, SE3 7QR
Phone Number Unknown
Type Secondary
Age Range 11-18
Religious Character None
Gender Mixed
Number of Pupils 1058 (55.8% boys 44.2% girls)
Number of Pupils per Teacher 15.2
Academy Sponsor United Learning Trust
Local Authority Greenwich
Percentage Free School Meals 29.1%
Percentage English is Not First Language 23.3%
Persistent Absence 16.3%
Pupils with SEN Support 23.6%%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Inspection

Information about this school

There have been many changes in staff over recent years, including in the senior and middle leadership teams.

There have been five headteachers in three years. The headteacher designate started to support the school’s work in September 2017 and was appointed in February 2018. She currently works four days in school each week.

She will take up her full-time post as headteacher in September 2018. The school runs specially resourced provision, a specialist autistic spectrum disorder unit, which supports 14 pupils aged from 11 to 16. The school uses the Greenwich local authority alternative provision.

Governors brokered support from the University Schools Trust. The school does not meet the current government floor standards. The school meets the Department for Education’s definition of a coasting school based on key stage 4 results for the period 2015 to 2017.

The school is based on two sites. Pupils in Years 7 and 8 are on the Maze Hill site. Years 9 to 11 are based on the Westcombe Park site.

Sixth form students are based on both sites.

Summary of key findings for parents and pupils

This is an inadequate school Leaders and governors have not maintained the school’s good teaching, outcomes and overall effectiveness since the previous inspection. Pupils’ behaviour around the school is frequently unsettled, particularly on the lower school site.

In key stage 3, pupils’ conduct regularly disrupts learning. Pupils often show a lack of respect to staff. Some teachers do not challenge this behaviour.

Teaching, learning and assessment do not typically meet pupils’ needs. There are many teaching vacancies and classes are often covered by temporary teachers. Leaders have not ensured that teachers have strong knowledge of their subjects.

The quality of teaching is poor overall. Pupils’ outcomes in GCSE examinations over time have been well below the outcomes of pupils in other schools with the same starting points. Current pupils generally make poor progress in key stages 3 and 4.

Teachers do not assess pupils’ learning accurately. In Years 7 to 10, assessment information showing pupils’ attainment and progress is unreliable. Leaders have not ensured that the curriculum has a positive impact on pupils’ outcomes, including in reading, writing and mathematics.

Pupils do not receive enough guidance when making their GCSE subject choices. Governors do not check how effectively additional funding, including the pupil premium and special educational needs funding, is used. The school has the following strengths The headteacher designate has worked with leaders to put well-selected initiatives in place to improve teaching and pupils’ outcomes.

In the sixth form, teaching is stronger than in the rest of the school and students’ outcomes in vocational subjects are above national averages. Improvements to the leadership of behaviour and the introduction of the school’s new values are having a positive impact on all pupils’ personal development and, in particular, on behaviour in Years 10 to 13. Provision for pupils in the specially resourced provision is well led and managed.