Leventhorpe, located in Sawbridgeworth, Hertfordshire, has recently undergone an inspection on April 16 and 17, 2024, resulting in an overall effectiveness rating of Good. The school, which is part of the Rivers Multi Academy Trust, is led by headteacher Malcolm White and has a strong governance structure overseen by a board of trustees chaired by Siobhan Chester. This inspection marks the first routine evaluation since the school was last rated Outstanding twelve years ago, reflecting changes in the educational landscape and the current inspection framework.
Pupils at Leventhorpe report high levels of happiness and engagement within a supportive community. The school fosters strong relationships between staff and students, ensuring that concerns are addressed promptly and effectively. Instances of bullying are reported to be rare, contributing to a positive learning environment. Classrooms are described as calm, allowing students to focus on their studies and produce work that reflects pride and effort. Consequently, pupils generally achieve well academically.
The sixth-form provision at Leventhorpe is particularly commendable, with students expressing satisfaction with their educational experience. They appreciate the variety of academic and leadership opportunities available, which contribute to their personal development. The school has implemented comprehensive support systems to enhance students' academic achievements, and participation in extracurricular activities is actively encouraged, including sports and the Duke of Edinburgh’s Award scheme.
The curriculum at Leventhorpe is designed to be broad and balanced, with careful consideration given to curriculum development across all key stages. Subject specialists teach various subjects, which enhances pupils' understanding of the material. However, the inspection identified areas for improvement, particularly in the assessment of pupils' understanding in some subjects. Misconceptions and mistakes are not always addressed with the necessary precision, leading to gaps in knowledge for some students.
Support for pupils with special educational needs and disabilities is robust, with a well-structured transition process from primary to secondary education. Staff are kept informed about the needs of these pupils, ensuring that appropriate interventions are in place. The school excels in supporting early reading development, with effective tracking of progress for those who struggle with reading.
Behaviour at Leventhorpe is generally positive, with students maintaining respectful relationships. However, the school acknowledges that behaviour during unstructured times can sometimes fall short of expectations. To address this, a new approach is being implemented to improve behaviour in these contexts. The sixth-form students serve as role models, demonstrating maturity and respect within the school community.
Leventhorpe prioritizes extracurricular opportunities, closely monitoring participation to adapt its offerings based on student demand. The school also provides a comprehensive personal, social, health, and economic education programme, promoting physical and emotional well-being. The careers programme is effectively delivered, with sixth-form students expressing confidence in the support they receive for their future educational and employment decisions.
Leaders at Leventhorpe are committed to continuous improvement, accurately assessing the school's strengths and weaknesses. They are responsive to the challenges posed by the pandemic and are dedicated to enhancing the school environment. Staff members value the professional development opportunities available, contributing to a positive workplace culture. The arrangements for safeguarding are effective, ensuring a safe environment for all pupils. Overall, Leventhorpe demonstrates a commitment to providing quality education and fostering a supportive community for its students.
