Higham Ferrers school meeting expected standards despite ‘inconsistencies in teaching’, says Ofsted

The school in Queensway, Higham Ferrers, was visited by Ofsted inspectors on March 3, where it was seen that it is meeting the expected standard in attendance and behaviour, inclusion, leadership and governance, and post-16 provision.

There, inspectors noted that leaders have a clear vision for the school, and that necessary changes have been brought about to improve the leadership at the school, though the report notes that some improvements are ‘still in their early stages’.

Richard Spencer, executive principal at Meridian Trust, said: “It is positive to see the hard work of Clare Raku and her team recognised in this report card. While there is still important work ahead to ensure The Ferrers School reaches its full potential, this outcome reflects clear progress across a number of key areas.

“I am confident in the direction the school is moving and look forward to seeing its continued development and success in the years ahead. I would also like to thank all colleagues across Meridian Trust for their ongoing support and commitment to the success of the school.”

A total of 940 students are enrolled at The Ferrers School within a possible capacity of 1,100. The ‘broad and ambitious curriculum’ is effective for pupils with special educational needs and/or disabilities, who benefit from individualised curriculum adaptations.

It became clear to inspectors that behaviour is a key priority for the school, which it notes is committed to making sure that learning is not disrupted by poor behaviour by implementing effective routines in lessons, and around school, to make sure that classrooms and corridors are calm and orderly.

However, Ofsted noted the school is still lacking in achievement, and that some students’ choice are limited after school due to not achieving expectations.

The report reads: “In recent years, pupils have not achieved as well as they should. This is demonstrated by the published outcomes of national examinations. This has improved in the sixth form, where students typically make progress in line with national averages. However, at key stage four, achievement remains below that of other schools nationally, including for disadvantaged pupils.

“While almost all pupils move on to pursue education, training or employment when they leave the school, their choices are limited because they do not achieve as well as they might at key stage four.

During the inspection in March, Ofsted representatives spoke with the principal, Mrs Raku, the executive principal and other school and trust leaders, as well as staff and pupils during the inspection.

It was determined that pupils are happy at the school, students show positive attitudes to learning, and bullying is rare. The school’s safeguarding measures are effective.

A major change from the school’s previous inspection in July 2021, whereby it was determined as a good school, is Post-16 support and provision, switching to in-house teaching from a consortium with other schools, meaning students ‘progress well through their studies and achieve in line with national averages.’

However, it was noted in the report that leaders know there are inconsistencies in teaching, and that teaching in the sixth form is ‘more effective’ than other areas of the school.

It adds: “Teachers do not check pupils' understanding or assess the quality of their work precisely enough. Consequently, they do not reliably identify when pupils have misconceptions or gaps in their knowledge or have not grasped key skills.

“This makes it difficult for pupils to connect their knowledge and to remember what they have learned. Leaders have provided training and outlined the strategies they expect teachers to use. These are beginning to have an impact. Teachers are subject experts and typically provide pupils with clear explanations.”

Read the full report online here.