SEF

Summary
Harrow Way Community School
Harrow Way School is an average sized community comprehensive school. The school is a Level 2 ‘UNICEF Rights Respecting School’.
The very large majority of students are White British, with very small numbers of European, African, Asian and mixed heritage
students. We had approximately 8-10% fewer higher ability students in the class of (2010 to 2015) when compared to the
national profile (about 10% of the higher attaining students in Andover go to the independent sector, Winchester secondary
schools or the Grammar schools in Wiltshire)
The class of (2010 to 2015) had a high proportion of lower attaining student when compared to schools nationally. There is a
10% difference when compared to the national profile of percentages in the lower attaining band. Our current Year 7, 8, 9 and
10 and 11 have a similar profile to schools nationally in most ability bands. We are now oversubscribed in most year groups and
we currently have 230 1 st Choice applications for September 2016. (180 PAN) Harrow Way Community School is the first school
in Andover to be designated a Lead School by CAS (Computing at School), and to hold the Secondary Geography Quality Mark
(SGQM), awarded by The Geographical Association. The school is a strategic partner within the LEARN and Anton Teaching School
Alliance. Almost 35% of students come from large principally local authority/GLC built estates; 30% live in the town’s poorest ward,
where adult literacy is in the bottom 6% nationally. Andover is a town with high levels of employment, but low percentages of highly
paid jobs and small numbers of people in the highest social groups. The % of students known to be eligible for Pupil Premium is
around the national average and the % of pupils with SEN support is above the national average.
Figure 1. Basic characteristics of the school
Characteristic National School Comparison
Number on roll 957 867 Average
% free school meal eligibility (Ever6) 28.2 25.4 Average
% pupils from minority ethnic groups 25.6 7.9 Below average
% pupils with first language not English 14.4 6.0 Below average
Deprivation indicator 0.22 0.17 Average
Average points score on entry (Class of 2015) 27.9 26.4 Significantly below NA
The overall effectiveness of the school is…
Self-Evaluation – Executive Summary MJS
SLT Draft December 2014
good
Harrow Way School is a good school. Levels of achievement have increased over the last few years despite a dip in performance
in 2015; the progress that current students make is very good given their starting points. The behaviour and safety of pupils are
good. The quality of teaching is improving with a significant percentage (88%) of lessons now graded as good or better.
Leadership and management across the school are good. Pupils’ spiritual, moral, social and cultural development is well
developed and helps to ensure that there is a positive culture for learning. Pupils whose circumstances might make them
vulnerable are very well supported to achieve their best.
Harrow Way school is not outstanding because: (Ofsted July 2013)
• Not enough teaching is outstanding to ensure that students consistently make outstanding progress given their
starting points.
• Marking is variable and does not always provide students with clear guidance on how well they are doing and what
they need to do to improve. Time also needs to be created to respond to marking.
• The setting of homework is variable and opportunities to encourage independent learning skills and research skills are
missed.
• Numeracy and problem solving skills are not sufficiently promoted across other subjects in the curriculum.
SIP – Priorities 2015-16
• All leaders will be highly ambitious for the school and demonstrate an uncompromising and relentless drive for excellence
and continual improvement in achievement
• To develop outstanding teaching and learning in our school
• Develop and create an environment with outstanding behaviour and safety for all
• Develop outstanding achievement and attainment for the students of our school
Figure 2. Summary judgements
Key aspect
Judgement
The quality of leadership in, and
management of, the school
Good 2=
The quality of teaching and learning at
the school
Good 2=
Personal development, behaviour and
welfare
Good 2=
The outcomes of students at the school Good 2=
Overall effectiveness Good 2=
Parents who strongly agree / agree that:
My child is happy to come to school 93%
Parents strongly agree / agree that: My child
makes good progress at this school 92%
Parents strongly agree / agree that:
The school is well led and managed 92%
Based on surveys conducted in summer term,2015.

The outcomes for learners is…
good
Summary
Levels of attainment are now good. Despite a dip in performance in 2015 academic standards have risen year on year and are now in
line or above compared with national averages. We were affected by the grade boundary movements of our Year 11 students in the
iGCSE English paper and a 3-mark movement in their coursework marks. This resulted in 20 students achieving a D rather than a
grade C. Conversion of these students would have resulted in 5ACEM of 66% in 2015. Girls attained relatively more strongly than boys.
Students who completed their examinations in 2014 and 2015 joined the school with attainment which is well below the national
average. From their starting points, in 2014 most students make at least good progress with some making outstanding progress in
some key subjects. In 2014 we were identified as one of the Top 50 most improved schools in the country. We are aware of the below
average APS and Value added in 2015 and this has now been addressed (See SIP 4.1-3 and Achievement File 2016). The progress that
current students make is at least good - strong outcomes are currently predicted in 2016 and 2017 (Above the NA). English were
significantly above expectation at A*-C and APS and the expected and above expected levels of progress in 2014 and below in 2015.
Maths results were in line with national averages in 2014 and these improved again in 2015 with APS and levels of progress above the
national average. Students thrive in an environment that is highly conducive to learning and most groups of students, regardless of
their background or level of ability, make good progress.
Outcomes are not yet outstanding because:
• Progress and attainment in some subjects, notably (English, Graphics and Resistant Materials and PE), is not yet
secure. Particular weaknesses in 2014/15 were noted in Design and Technology, PE and History. Stronger performance
is predicted in 2016. (See LA Reports and METAL reports, High Impact Case Studies, Achievement File)
• Following an upward trend over the last 3 years there was a DIP in performance in 2015. KS4 Value added and average
points score was significantly below the national average.) Value added was significantly below average for the group(s):
disadvantaged, boys, SENwith EHC/statement, SEN without EHC/statement. (see SIP 4.1-4.4)
• There is a need to reduce further in school variation in results and deal with any underachievement. (see SIP 4.3)
Figure 3. Major attainment indicators – 2014 (School data)
%5AC %5ACEM %5AG %A*/A %A*-C
English
%A*-C
Maths
%A*-C
Science
%A*-C
EBacc
Attainment
Gap (5ACEM)
Figure 3. Major attainment indicators – 2015 (School data)
%5AC %5ACEM %5AG %A*/A %A*-C
English
%A*-C
Maths
%A*-C
Science
%A*-C
EBacc
Attainment
Gap (5ACEM)
6 1 50 87 59 75 64 12 15
Overall standards of attainment are good (Figure 3 & Figure 4). Pupils achieve well in Mathematics, Science (Additional and Core),
French, Spanish, Media Studies and Performing Arts (Drama, Dance and Music) Art, Geography with A*-C figures in each of these
subjects high compared with national figures. In all other subjects, pupils achieve above or close to national figures with the exception
of Design and Technology, English in (2015) and PE. In all key performance measures, standards of attainment have shown a yearon-year
improvement with 5ACEM rising from 43% in 2011 to 61% in 2014. The 5ACEM improvement in attainment over the last 3
years places us in Top 50 most improved school in the England. Although this dipped in 2015 it is expected to go back over 60% in
2016. (Standards of attainment in English have risen from 58% A*-C in 2011 to 81% in 2014 – there was dip in 2015 for those students
who were entered for the iGCSE English paper (N.B Our more able students who entered the home board were in line with national
average at A*-C and levels of progress) which has been addressed and current predictions for Year 11 look strong with 74% A*-C.
Maths results have risen from 54% A*-C in 2011 to 75% in 2015. In 2015 of pupils achieved 75% A*-C grades in additional Science
compared to the NA of 63%. In Core Science we achieved 71% compared the NA of 59%. This is compared to a school figure of 37% in
2011. 11% achieved the English Baccalaureate in 2014. (See Achievement File)
RAISEonline data for 2014 and GCSE results for 2014 indicate that the standards of attainment of significant groups of pupils,
including those with special educational needs and/or a disability are broadly in line with the overall school figures (using Capped point
scores). The attainment of students in English (APS) is significantly above national average and broadly in line in Maths. The
difference in attainment between boys and girls is 10% with boys achieving 56% (44% in 2013) 5ACEM in 2014 against a figure of 65%
(65% in 2013) for girls.
RAISEonline data for 2015 and GCSE results for 2015 indicate that the standards of attainment of significant groups of pupils,
including those with special educational needs and/or a disability were below average (using Capped point scores). The attainment of
students in English (APS) is significantly below national average and above in Maths. The difference in attainment between boys and
girls is 20% with boys achieving 38% (NA 51%) 5ACEM in 2015 against a figure of 58% for girls.
The attainment gap between disadvantaged and all other pupils is -11% (-18% in 2014 -30% in 2013) using the 5ACEM attainment
measure. The gap between levels of attainment (A*-C) in Maths for disadvantaged students in 2015 dropped to -16% (-18% in 2014 -
27% in 2013). The proportion of more able pupils in the class of 2014 is significantly below average. These students achieved above the
national averages in English and Maths. Value added for disadvantaged students in 2015 was in line with NA and other pupils in
English, Mathematics, Science and languages. The overall value added was significantly below average for disadvantaged students in
2015. There are 37 students from service families whose attendance is good and who are relatively well settled. There are 8 pupils who
are in local authority care who are achieving well. (See LA report 2014)
The attainment and progress of a small number of pupils, either educated off-site, or with particular special educational needs, is at

Figure 4. Major attainment indicators – 2015
(RAISEonline)
Attainment in 2015
(National figure in brackets)
Sig + + Av. - Sig
-
3 year trend
% 5AC (65) 61% Improving
% 5ACEM (56) 50% Improving
% 5AG (95) 86% Declining
% 5+A*/A 10%
% EBacc (16) 12% N/A
% A*-C English (67%) 59% Fluctuates
% A*-C Maths (70%) 75% Improving
APS Capped (Best 8) 279 Fluctuates
APS - Total
Static
Attainment Gap (28) -11 Improving
Average is taken as +/- 5% of the national average figure
Figure 5. School comparisons
(Ofsted Data Dashboard) 2015 To follow
Similar schools
% 5ACEM
% A*-C English
% A*-C Maths
% A*-C Science
All schools
% 5ACEM
% A*-C English
% A*-C Maths
% A*-C Science
Quintile
1 2 3 4 5
Quintile
1 2 3 4 5
Historic Progress
Attainment on entry for the class of 2014 and 2015 was
significantly below average. In 2015 pupils go onto achieve
levels of attainment that are in line or above with the national
average (5ACEM and APS in English and Maths and
expected/above levels of Progress) In 2015 overall KS4 value
added and APS was below the national average.
Expected/above levels of progress were below the national
average in English.
Figure 6. Major KS4 progress indicators – 2015
(School data) National in Brackets
Progress in English
Progress in Maths
3+ Level 4+ Level 3+ Level 4+ Level
59%(70) 15% (32) 72%(65) 33%(29)
Therefore in 2014, given their starting points, the progress that almost all pupils make is good with elements of outstanding
progress. The performance of girls is significantly above the national average. RAISEonline 2015 shows that there is a significant
difference in the value-added scores for boys, disadvantaged students, SEN with support and SEN with EHCP/Statement (28). The
2015 RAISEonline analysis (Figure 6/7) show that the proportions of pupils making expected progress was above the national
averages in Maths and below the national figure in English. The proportions of pupils making more than expected progress, is below
the national figures in English, and in line with the national figures in Maths.
An analysis of progress by subject shows that in all subjects pupils make expected and greater than expected progress at least in line
with national averages. There was underperformance, D&T Resistant Materials/Graphics, PE, in 2014 and 2015 and English in 2015.
Predictions for 2016 are looking far more positive. (See Achievement File - Levels of Progress SISRA data 2016, LA Reports and
METAL Reports)
Figure 6. Closing the All 2015 Disadvantaged 2015 Non Disadvantaged 2015 Gap 2014 Gap 2015
Gap 2014
5+A*-C In En/Ma 50% 38% 50% -20% -11
3 Levels of progress En 58% 58% 58% -23 -0
4 Levels of progress En 15% 11% 16% -24 -4
3 Levels of progress Ma 72% 59% 75% -16 -11
4 Levels of progress Ma 33% 24% 38% -15 -14
VA 976 933 984 -54 -51
Figure 7. Major progress indicators – 2015
(RAISEonline)
Progress in 2013
(National fig. in brackets)
Sig + + Av. - Sig - 3 year trend
VA Score 976
% 3L English (69) 59
Fluctuates
Fluctuates
% 3L Maths (68) 72 Improving
4+ Levels English
(32)
15% Fluctuates
Figure 8. School comparisons 2014
(Ofsted Data Dashboard) 2015 – To follow
Similar schools
3 level English
3 level Maths
All schools
3 level English
3 level Maths
Quintile
1 2 3 4 5
Quintile
1 2 3 4 5

Progress and learning of current pupils
There are rigorous systems in place to ensure that
students are making good progress. The latest tracking
reports of December 2015 indicate that the majority of
Year 11 pupils (73% - English; 62% - Mathematics- are on
track to achieve their 3 levels of progress and (18% -
English; 25% mathematics) percentage of pupils are on
track to achieve 4 levels of progress) (Figure 9).
Figure 9. Year 11 Predictions December 2015 (School data)
Measure – percentage of
pupils
All
Pupils
Disadvan
taged
Non
Disadvan
taged
% 5ACEM 53 38 57
% 5+A*/A 9 0 11
3L progress English 73 50 79
4L progress English 18 6 22
3L progress mathematics 62 57 64
4L progress mathematics 25 8 29
APS 317 286 326
An analysis of the progress of pupils across the school (Figure 10) demonstrates that the vast majority of pupils are currently on track to
achieve 3 Levels progress in English and mathematics. The progress that pupils make in a wide range of subjects is at least good;
progress is outstanding in Mathematics, French, Spanish, Drama, Dance, Catering, Core and Additional Science, Physics and
Chemistry) (See Achievement File)
The extent to which pupils develop and apply a range of skills in reading, writing communication and mathematics is improving and
is now at least good. The appointment of an AHT who has an overview of Literacy, alongside the introduction of a new feedback policy,
is having a marked impact. There is growing consistency in how literacy is promoted and assessed across subjects. Strategies to
encourage reading for enjoyment are been put into place.
The Pupil Premium is providing support for pupils through an extensive range of additional support and provision including reduction
in group sizes, 1-to-1 support, and a rigorous mentoring programme.
Y9
Y8
Y7
Figure 10. Progress of current pupils – December 2015
Disadvantaged to follow
(% of pupils - School data)
Progress
English
On Target
Maths
On
Target
Att PA Fixed term
Exclusions
Disadvantaged 86.8 70.8 42.9
Non
Disadvantaged
76.6 81.5 2.4
Disadvantaged 60.8 90.2 7.1
Non
Disadvantaged
64.0 79.2 2.4
Disadvantaged 61.9 76.2 16.7
Non
Disadvantaged
Key
English/ Maths on or above target –
Attendance - %
PA – % Persistent absence – below 85% to December 2015
Fixed Term exclusions – % of fixed term exclusions
81.0 83.9 4.8
The progress of those pupils in Year 10 and
11 supported by the Pupil Premium is strong
and current tracking data indicates that the
attainment gap will be reduced further
(5ACEM) with the gaps for 3L and 4L
progress also closing (Figures 9 & 10). Figure
10 shows that the attainment gap is closing
throughout the school.
The Catch-up Premium is used to good
effect to support pupils who enter the
school below L4 in reading/writing and/or
mathematics. (See use of Year 7 catch up
and impact on the school website)
There is a very strong culture of learning and achievement throughout the school. The
quality of learning for all groups of pupils is high and in over 88% of lessons progress is
judged to be good or outstanding. (Termly Teaching and Learning reports and
METAL reports)
CEIAG is a strength of the school and pupils are well prepared for the next stage in
their education, training or employment - as evidenced by the low NEET figure (2015
- less than 2%).
Pupil progress as judged in lesson
observations – progress over time
outstanding 38%
good 50%
requires improvement 10%
inadequate 1%
Based on 153 lesson observations 2014/15?

Summary
The quality of teaching, learning and assessment…..
Good
The overall quality of teaching in the school is good with examples of outstanding teaching. An analysis of lesson observations
(see below) and a consideration of other evidence, including work scrutiny, student feedback and parental surveys, indicate that
teaching is often good and only rarely ‘requires improvement’. Improving the quality of teaching has been and is the school’s highest
priority; teaching is better now than it was last year. The quality of learning from our most recent reviews and lesson observations,
aimed at securing ‘typicality’: 38% Outstanding, 50% Good, 10% RI, 1% Inadequate. (Lesson Observation file).
Teaching in July 2013 was judged not yet to be outstanding because:
• Ofsted 2013 -There is a need to increase the proportion of outstanding teaching, to ensure that students consistently
make outstanding progress given their starting points. (SIP Priority 4&2) See Milestones and actions (Teaching and
Learning reports and METAL reports)
• Ofsted 2013 -Marking is variable and does not always provide students with clear guidance on how well students are
doing and what they need to do to improve. Opportunities need to be created for students to respond to marking.
(SIP Priority 2) See Milestones and actions (Teaching and Learning reports and METAL reports)
• Ofsted 2013 -The setting of homework is variable and opportunities to encourage independent learning skills and
develop research skills are missed. (SIP Priority 2) See Milestones and actions (Teaching and Learning reports and
METAL reports)
Since the last inspection there has been a sustained focus within the school on improving the quality of teaching and learning. This has
resulted in a higher percentage of lessons now judged as good (88%) or outstanding (38%).
Features of the best teaching within the school include: (Teaching and Learning and METAL Reports 2014/15)
The quality of marking and feedback- teachers regularly check pupils’ understanding and adapt teaching strategies and approaches
accordingly. Excellent subject/syllabus knowledge and Year 11 students feel very well prepared for examinations. More consistent
marking and feedback across the school with a better balance between self, peer and teacher assessment. Students are able to
articulate how they have become better learners in most subjects. An improvement in the standard of presentation across the school.
Many examples of ‘teaching to the top’ to ensure challenge for the most able. Very positive feedback about the warhorse project
ensuring new year 7 students move on and do not repeat primary work. Increasing use of SMH to set homework in line with school
policy. All departments have developed a series of ‘I can’ statements in line with the school guidance for assessment without levels.
Figure 11. Lesson observations by subject
Lessons are often
outstanding in
Geography, History,
French, Dance, Drama
Lessons are consistently
good in
English,
Mathematics, Science,
PE, ICT, Drama, PSHE,
H&SC, Film & Media
Religious Education
Lessons occasionally require
improvement in
Design & Technology
Music.
Quality of teaching as judged in
lesson observations
outstanding 38%
good 50%
requires
improvement
10%
inadequate 1%
Personal development, behaviour and welfare ……
Good
Summary
The behaviour and safety of pupils are good. Pupils’ behaviour around school and within lessons is good. Feedback from lesson
observations, pupil, parental and staff surveys, as well as the many positive comments we receive from visitors, all support our
judgement that the behaviour and safety of pupils are good.
The current priorities are:
• To develop the rewards system, further strengthening the strong school ethos. (SIP 3.4)
• Reduction in the number of days lost through exclusion to a figure that matches or is less than the average
number of days for schools with a similar profile. (SIP 3.3)
Attendance has improved over the last three years and currently stands at 95.6%. The proportion of persistent non-attenders has also
fallen as a direct result of the school’s determination to improve attendance through home visits and legal action. Punctuality across
the school is good and carefully monitored. We have a new Bullying Charter that is now in place. Incidents of bullying are extremely
rare and always dealt with seriously. Student Voice is strong and students consistently express the opinion that they ‘feel safe in
school’. The number of days lost to permanent and fixed term exclusions has fallen over the past three years but increased in 2012/13
following the arrival of the new headteacher in September 2012. These have been reduced by 30% during 2014/15 and we are
confident these will go below the NA over the next 18 months. (See Bullying Log, Student Voice survey and Exclusion File)
Figure 12. Absence data
(RAISEonline) Last year in brackets
Absence 2014/1 School National
% Persistent
absentees (15%+) 6.5 5.8
% of sessions missed 5.4 5.2
Figure 13. Exclusion data Latest
(RAISEonline)
Exclusions 2013 School National
Permanent exclusions
(% of pupil group)
0.0 0.14
% of pupils with 1 or more
fixed term exclusion
5.5% 3.7%
Fixed term% of pupil group 10% 7%
Percentage of
pupils who
strongly agree /
agree that:
I feel safe when I am at
school 90%

Summary
The Effectiveness of leadership and management of, the school are…
Good
The leadership in, and management of, the school are good. Rigorous self-evaluation, feedback from parents, pupils, staff and the
LA adviser all support our judgement that leadership and management are at least good. There is clear evidence of outstanding
leadership of some key aspects of school life.
Leadership and management are not yet outstanding because:
• Following a dip in performance in 2015 there is a need to build on our excellent success from 2012-2014 for KS4 even
further in terms of expected/above expected levels of progress in English, 5ACEM, VA and narrowing the gap between
our students who are SEN with support, disadvantaged and non-disadvantaged students to ensure we are consistently
broadly in line or above when compared to national averages. We also need to further reduce the in-school variation in
subject performance.
• Further development of the autonomy of Middle Leaders to secure further improvements in their year groups/
departments.
Particular strengths of the leadership and management of the school include:
• The sense of direction and clear moral purpose provided by the leadership team. The culture and ethos of the school are very
good and help to ensure the good behaviour of pupils in lessons and around school.
• There is a continual pursuit of excellence and improvement. The quality of self-evaluation and the determination to improve
the quality of teaching and learning is leading to a significant reduction of the within-school variation at GCSE. (See LLP
Report 2014)
• Safeguarding arrangements are secure, thorough, and ensure that pupils are safe at all times. All statutory requirements are
met. The school’s curriculum is carefully tailored to meet the needs of all students with a range of academic and vocational
pathways on offer.
Since the last inspection report (July, 2013) there have been further improvements in the quality of teaching, attendance and
punctuality, standards of behaviour and in the spiritual, moral, social and cultural development of all pupils (Figure 14).
Figure 14. Impact of leadership and management
Focus Key strategic developments since last inspection Impact
Attainment
& Progress
Quality of
Teaching
Attendance
&
Punctuality
Behaviour &
Safety
• Greater accountability through a new model of school and
departmental self-evaluation
• Member of PIXL and Deputy Head for Achievement and
Standards and AHT for Intervention
• Progress driven fortnightly line management meetings
• Greater use of data by middle leaders to support
monitoring and evaluation
• SLT/Governors have a clear understanding of the schools
strengths and areas for development
• Leadership of Teaching and learning. AHT for Teaching
and Learning and CPD
• Appointment of 3 Lead Practitioners
• Quality of professional development
• Whole school rewards system
• Development of the role of the attendance/welfare officer.
Now an SLE (Specialist Leader of Education)
• Development in role of Year Leaders
• New Behaviour for Learning policy/ Bullying Charter
AHT for Inclusion and 2 Behaviour Support workers
SMSC • Level 2 Rights Respecting School
• Greater student leadership through year councils and
School Council
Top 50 Most Improved School in Country in 2014
2011- 43% 2012-47% 2013 -54% 2014 -61% 2015 (50%)
2016 -65%
A*-C in English 81% 2014
A*-C in Maths 67% 2014 and 75% A*-C in 2015
Disadvantaged gap reducing in a number of key measures
Significant improvement in Core and Additional Science
(now above NA)
Further reduction in in school variation
Improvement in lesson observation grades:
Outstanding lessons up from 20% to 31%
Good & better lessons up from 79% to 88%
Leaning walks indicate significant improvements in the
quality of feedback
Attendance risen from 93.6% to 94.7%
Persistent Absence reduced by half
Year 11 Attendance 2015/16 (Autumn) – 94%
Fixed-term exclusions reduced by 30% since 2012/13
Permanent exclusions remain at 0%
Very positive, caring, supportive ethos.
Now oversubscribed in Year 7 despite falling rolls locally.
Performance management within the school is rigorous and highly robust and is used to develop, support and challenge the professional practice of all staff.
Although good and outstanding teaching exists throughout the school, there is a direct correlation between salary progression and teacher effectiveness.
Performance Management Outcomes 2014/15
Quality of Teaching code: 1 = Outstanding; 2 = Good; 3 = Requiring Improvement; 4 – Inadequate. Schools have historically graded individual lesson observations
and reported on these for the quality of teaching. However, schools are now advised to use a triangulated evidence base to judge the quality of teaching.
Such judgements are still likely to take place at specific points over the period of the year. Performance management objectives code: F = Fully met; P = Partially met;
N = Not met. Judgement: 1 = Exceeded Expectations; 2 = Achieved Expectations; 3 = Meets minimum expectations with some development required; 4 = Inadequate.
Performance Management Outcomes 2014/15
• 20 out of 53 teachers were judged exceptional, 8 of these are eligible for pay progression the remainder are at the top of their pay scale.
• 29 out of 53 achieved expectations, 18 of these are eligible for pay progression the remainder are at the top of their pay scale
• 2 (4 in 2013/14) out of 53 met minimum expectations with some development required
• 0 (1 in 2013/14) out of 53 was deemed inadequate and is on a management support programme.
The quality of governance is good, as evidenced by governors’ minutes. The governors provide a high level of support and challenge
and help to set the strategic direction for the school. Through rigorous planning and monitoring, governors ensure the financial
stability of the school. (Governors Minutes)