Ofsted conducted a short inspection of Anthony Gell School on 2 October 2018, following its previous judgment of good in February 2015. The inspection confirmed that the school continues to maintain a good quality of education. The leadership team, under Mr. Malcolm Kelly, has effectively combined a caring ethos with a focus on pupil achievement. Since taking over as headteacher, Mr. Kelly has established a clear vision and fostered a more aspirational culture, ensuring that leaders monitor pupil achievements and plan interventions effectively.
While the leadership demonstrates a solid understanding of the school’s strengths, the self-evaluation of certain areas is somewhat over-generous. The identified areas for improvement align with those noted by inspectors, particularly the need for enhanced progress in specific subjects to match the highest performing areas. The school has clear and appropriate plans to address these weaknesses, which will help build on its strengths.
Governors possess a detailed awareness of the school’s strengths and areas needing development, positioning them well to provide support and challenge to the leadership team. During the inspection, pupil behavior was noted to be of a very high standard, with students displaying politeness and good manners. Positive relationships between teachers and pupils contribute to a conducive learning environment, where pupils demonstrate positive attitudes and take pride in their work. Instances of serious poor behavior are rare, and the majority of parents express satisfaction with the school.
Leaders have made progress in improving teaching and learning, with effective use of time and questioning strategies in lessons. Most pupils make progress across subjects, although there is recognition of the need for further consistency and improvement in certain areas. The inspection focused on key lines of inquiry, including the effectiveness of leadership actions to enhance pupil progress, particularly for girls in the sixth form, and the reduction of absence among disadvantaged pupils and those with special educational needs.
Safeguarding practices are robust, with a strong culture of safety evident throughout the school. Record-keeping is thorough, and staff are well-trained to recognize and report concerns. Pupils and parents agree that the school is a safe environment, and pupils feel well-prepared to manage their own safety.
Overall, pupil progress in GCSE subjects has been in line with national averages, with current data indicating that pupils are on track to achieve ambitious targets. However, there are inconsistencies in progress across subjects, particularly with boys lagging behind girls. In the sixth form, while Year 13 students made progress in line with national averages, there was a dip in girls' progress due to a small number of underperforming students. Actions have been taken to address this, resulting in all students completing their courses in 2018.
Attendance rates are generally in line with national averages, but improving attendance for disadvantaged pupils and those with special educational needs remains a priority. The school has implemented various strategies to tackle attendance issues, which are beginning to show positive results. Next steps for the school include improving boys' progress to match that of girls and addressing the underperformance in certain subjects to ensure all pupils achieve similar progress across the board.
