Thursday, April 18, 2024

Inadequate teaching at Hassenbrook Academy highlighted in Ofsted report

hassINADEQUATE teaching and poor behaviour have been highlighted by Ofsted in their latest inspection at Hassenbrook Academy in Stanford-le-Hope.

The overall report has informed the school that it “requires improvement “. This is the second such report in under two years. If the school are judged to require improvement again then they may be placed in special measures.

Worryingly, the new head Michelle Bamber may be worried that one of the “good” grades in the June 2012 report was leadership but this time, leadership has gone down to the “requires improvement” level.

Among the criticisms are:

1 Pupils’ attainment and progress have varied over time and between subjects. They have been better in mathematics than in English.

2.Some teaching still requires improvement or isinadequate. In these lessons,teachers do not challenge students enough and some inappropriate behaviour results.

3.Students are not consistently showing that they can explore ideas or take the lead in learning in lessons.

4.Best practice in classroom skills is at an early stage of being shared across the school. The work set is not always closely matched to students’ abilities.

5.The quality of marking varies across subjects. Students are not consistently shown how to reach the next steps and often do not make the corrections indicated by teachers.

6.Students’ behaviour and attitudes to learning are still not good enough in a small number of lessons. The new, sharper behaviour policies have not yet had a full impact.

7.Although now rising,attendance is still low.

The positive comments in the reports were:

1. Progress rates are rising in line with the school’s message that a C grade is not always good enough.

2. Pastoral systems are increasingly strong. Parents feel that their children are safe and students know that there is always someone to talk to.

3.The new headteacher has acted swiftly to improve achievement and teaching but has not yet had time to fully embed all her initiatives.

4.Subject leaders have developed their monitoring and evaluation skills, but are not always confident in using their own initiative to lead improvements.

5.Governors are supportive and knowledgeable but recognise that there is still work to be done to raise the school’s overall quality to good.

6.Students’ spiritual, moral, social and cultural development is good. They are increasingly proud of their school.

7.Students have engaged with the notion of ‘restorative justice’ to improve behaviour.


  1. Behaviour for learning is the crucial feature! Once this is established, all other areas of weakness should fall into place…sorted!


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