pdf Section 8 inspection report - Ofsted

Tribal
1-4 Portland Square
BRISTOL
BS2 8RR
15 December 2010
Ms Sue Snowdon
Executive Headteacher
Hainault Forest High School
Harbourer Road
Hainault
Ilford
Essex
IG6 3TN
Dear Ms Snowdon
Special measures: monitoring inspection of Hainault Forest High School
Following my visit with George Rayner and Hugh Betterton, Additional Inspectors, to
your school on 18–19 November 2010, I write on behalf of Her Majesty’s Chief
Inspector of Education, Children’s Services and Skills to confirm the inspection
findings.
The inspection was the first monitoring inspection since the school became subject
to special measures following the inspection which took place in May 2010. The full
list of the areas for improvement which were identified during that inspection is set
out in the annex to this letter. The monitoring inspection report is attached and the
main judgements are set out below.
Progress since being subject to special measures – satisfactory.
Newly Qualified Teachers may not be appointed.
This letter and monitoring inspection report will be posted on the Ofsted website. I
am copying this letter and the monitoring inspection report to the Secretary of State,
the Chair of the Governing Body and the Director of Children’s Services for
Redbridge.
Yours sincerely
Gill Close
Her Majesty’s Inspector
T 0300 123 1231
Text Phone: 0161 6188524
enquiries@ofsted.gov.uk
www.ofsted.gov.uk
Direct T 0845 123 6001
Direct F 0117 315 0430
Direct email: Fiona.allan1@tribalgroup.com

Annex
The areas for improvement identified during the inspection which took
place in May 2010
� Raise students’ attainment and achievement by:
maintaining consistently high expectations of students’ performance
training staff on using data effectively to monitor the progress of students
and to plan appropriate learning activities
utilising effectively a range of partnerships to help raise attainment and
improve teaching and learning.
� Improve the quality of teaching and learning by:
making sure that the whole-school focus is consistently upon the quality
of delivery in the classroom
providing regular opportunities for staff to share ideas and to observe
each other teach
focusing the monitoring and evaluation of lessons more sharply on what
teachers need to do to improve
ensuring students receive their ICT entitlement to support their learning
and independent study.
� Improve behaviour, through the consistent and rigorous application of the
school’s classroom management procedures, so that learning is not impeded.
� Raise attendance by:
identifying early those at risk of poor attendance
planning enjoyable and relevant learning opportunities which encourage
students to attend school.
� Improve outcomes in the sixth form by:
providing a suitable curriculum that meets the academic needs of all
students
making full use of local partnerships to enhance the quality of provision.

Special measures: monitoring of Hainault Forest High School
Report from the first monitoring inspection on 18–19 November 2010
Evidence
Inspectors observed the school’s work, scrutinised documents and spoke with the
executive headteacher, associate headteacher, staff, groups of students, the Chair of
the Governing Body, a representative from the local authority and the School
Improvement Partner.
Context
Since the last inspection, the school has formed a partnership with a successful local
school. The headteacher from that school has become the executive headteacher at
Hainault Forest. An associate headteacher has been seconded from the partner
school to take day-to-day charge of the running of Hainault Forest. The local
authority has seconded two of its staff to the school’s senior leadership team. The
size of the sixth form has increased to 120 students. The pastoral structure is now
based on single-age year groups rather than mixed-age groups.
Pupils’ achievement and the extent to which they enjoy their learning
Students say they are enjoying their learning more. Contributory factors are that
activities are better organised and fewer lessons are taught by short-term temporary
staff. Expectations of pace in lessons have improved, but expectations do not always
convey well enough the quality of work needed from all students or provide
sufficient challenge, especially for higher attainers. The school’s records and
inspection evidence show that the proportion of lessons in which students make
inadequate progress has fallen, but there are still too many occasions when students
do not achieve their potential. There remain, however, lessons in which students
make at least good progress because of the strength of the teaching.
The 2010 results show a rise in the proportion of students gaining five GCSE grades
A* to C including English and mathematics, a reflection of the school’s speedy
actions following the last inspection. Nevertheless, attainment at Key Stage 4 fell in
some subjects. There are signs that attainment at Key Stage 3 in the core subjects
of English, mathematics and science improved in 2010. However, achievement in the
sixth form fell across the range of courses.
The school’s data for current students use finer gradations at Key Stage 4 to identify
attainment near borderlines more easily. Although the accuracy of these
assessments is an area for development, there are indications that Year 11 students
are on track to improve attainment, motivated by early entry for GCSE and a
subsequent chance to re-sit. The closer match of Year 10 courses to students’ needs

has the potential to raise standards, but it is too soon for data to show the impact
on students’ progress and attainment.
Progress since the last section 5 inspection on the areas for improvement:
� Raise students’ attainment and achievement by:
maintaining consistently high expectations of students’ performance
training staff on using data effectively to monitor the progress of students
and to plan appropriate learning activities
utilising effectively a range of partnerships to help raise attainment and
improve teaching and learning – satisfactory.
Other relevant pupil outcomes
Students say they are more proud of the school and wear the uniform more smartly.
Inspectors found students polite to adults during their visit. In lessons seen,
students applied themselves to their work and behaved soundly. There is improved
consistency in managing low-level disruption in lessons, although some still occurs.
Rules are more clearly emphasised and behaviour has improved. Students say they
feel safer and more confident to report any bullying, which is dealt with more
effectively. Exclusions have fallen in number and are having a better impact on
future behaviour.
Attendance levels this term are similar to those at the same time last year although
the number of students who have a high level of absence has fallen slightly. Heads
of year are more focused on dealing quickly with attendance issues and some
changes have been made in working with families to raise attendance. However,
improvement has been slow and there is much more to do to ensure that the impact
of these initiatives is evident by next term. Students report that attendance at
lessons has improved because teaching is more effective.
Progress since the last section 5 inspection on the areas for improvement:
� Improve behaviour, through the consistent and rigorous application of the
school’s classroom management procedures, so that learning is not impeded –
satisfactory.
� Raise attendance by:
identifying early those at risk of poor attendance
planning enjoyable and relevant learning opportunities which encourage
students to attend school – satisfactory.
The effectiveness of provision
Teaching is improving. There is a lower proportion of inadequate lessons than at the
time of the last inspection. Nevertheless, much teaching is no better than

satisfactory, so does not enable students to overcome previous underachievement to
reach the standards of which they are capable. The move away from supply
teachers and the appointment of cover supervisors have given more consistency and
better knowledge of the students’ needs. The linking of teaching assistants to
subjects has provided more focused support. Revised guidance on planning has
contributed to more structured lessons and better time management. The lessons
observed reflected good relationships between staff and students, who showed
sound attitudes to work even when it was not sufficiently demanding. The stronger
lessons were characterised by activities that were well tailored to students’ needs,
challenging questions that extended understanding and clear guidance on what
students needed to do to improve.
In the satisfactory or weaker lessons observed, teachers spent too long talking and
did not involve students in activities that developed their independence or thinking
skills. Work was not targeted effectively enough to challenge all students,
particularly the higher attainers in the class. Teachers did not ensure that all
students answered questions or check everyone’s understanding. Some students
who speak English as an additional language were not given explanations of the
meanings of key words or phrases within the work being taught. Marking of
students’ work was sometimes scant, so students were unsure whether it was
correct, and there was little guidance on how to improve. Students had a clearer
understanding of how to reach their targets in some subjects than in others.
Senior leaders acted quickly after the last inspection to alter the options offered to
the current Year 10 students in order to provide a wider range of vocational courses
that better meet everyone’s needs, including some offered by partners. The
refurbished area for students with special educational needs and/or disabilities is
attractive and welcoming. It is now used better to provide support and enhance
learning. Resources for information and communication technology (ICT) have been
purchased although some technical difficulties impede their use. Changes in ICT
provision in Key Stage 3 provide better access to the required curriculum, although
not all Key Stage 4 students have such access.
Through rapid action since the last inspection, senior leaders have substantially
increased the number of students in the sixth form. There is now a wider range of
academic and vocational courses at advanced and lower levels, including some
offered by partners. Entry requirements have been adjusted to improve the match
between student and course, although a few students have recently dropped out.
Leaders have correctly identified the need for improved information, advice and
guidance, and have begun to offer this to Year 11 students. Students are keen to
learn and the school’s data indicate that progress is improving, although a check to
identify and overcome potential slippage was not made early this term.
Progress since the last section 5 inspection on the areas for improvement:

� Improve the quality of teaching and learning by:
making sure that the whole-school focus is consistently upon the quality
of delivery in the classroom
providing regular opportunities for staff to share ideas and to observe
each other teach
focusing the monitoring and evaluation of lessons more sharply on what
teachers need to do to improve
ensuring students receive their ICT entitlement to support their learning
and independent study – satisfactory.
� Improve outcomes in the sixth form by:
providing a suitable curriculum that meets the academic needs of all
students
making full use of local partnerships to enhance the quality of provision –
satisfactory.
The effectiveness of leadership and management
Senior leaders quickly made significant changes to the curriculum and the support
for students during the summer term, which improved provision and attainment.
They recognise the need for a substantial change in teaching quality to obtain longterm
improvements in students’ achievement and attainment. Governors are aware
of developments but have not focused their support and challenge on each key issue
or on ensuring there is appropriate external support. Reorganisation of pastoral
structures into year groups and links with the partner school have brought staff
together effectively to concentrate on improvement. Planning for improvement has
narrowed its focus onto key priorities, to which middle leaders have begun to link
their plans. There is a change in impetus, with staff clearly focused on raising
attainment. While some departments have a strong emphasis on raising the quality
of teaching to achieve this, the sense of urgency of this approach is not consistent
across the school.
Senior leaders have taken steps to improve teaching, particularly where it was
weakest. All teachers have been observed and records of areas for development in
their teaching have been produced, with the intention of providing coaching on
them. However, because of the large number of teachers delivering satisfactory or
weaker lessons, a substantial amount of external support is needed to achieve
improvement through this route. Also, it is not clear how incremental improvement,
for example while teaching remains satisfactory, will be judged. Understanding of
how to judge and improve teaching is growing through shared observation with
middle leaders. However, the records of lesson observations give limited evidence of
the progress of students, particularly the higher attainers, and this may contribute to
some generous judgements. The joint observations made by senior leaders during
the inspection were accurate. Teachers in some subjects are beginning to share
planning and observation of each other’s lessons.

Class teachers and form tutors have been given some training on the use of data
and are more involved in using records to see how their students are doing. Heads
of year are able to use data more effectively to check who is behind now that they
have records for all students in a year. Nevertheless, the central system does not
provide a simple way for staff to identify any underachievement across the
attainment range. It gives information about attainment, particularly at grade C, in
Key Stage 4 and about progress in Key Stage 3, where calculations are unclear and
detail is too fine.
External support
The local authority’s speedy actions in putting into place senior leaders and a
partnership with a local school have underpinned the satisfactory progress to date.
The local authority’s statement of action meets requirements. Nevertheless, its plans
for action do not contain explicit quantified support for each element within the
areas for improvement, based on negotiation with the school. There is a particular
need now for more external support for raising teaching quality and improving
attendance. Opportunities for involving parents have not been fully explored. The
school has found the financial and professional support from London Challenge
helpful, but does not have a clear view of how it will continue. The School
Improvement Partner has provided useful challenge and practical advice.