William Edwards School, located in Grays, Essex, underwent an inspection on November 7 and 8, 2023. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education, behavior and attitudes also marked as requiring improvement. However, the personal development and leadership and management aspects received a good rating. The headteacher, Simon Bell, leads the school, which is part of the South West Essex Community Education Trust, overseen by CEO Stephen Munday and a board of trustees chaired by Viv Northall.
Students at William Edwards generally feel a sense of belonging within the school community and have noticed positive changes, particularly in behavior during social times. They believe the school provides adequate support and takes their concerns seriously. Instances of unkind language among pupils are rare, contributing to a safe environment. However, in some lessons, the expectations set by staff do not consistently challenge students, leading to a lack of clarity regarding their learning and difficulties in retaining important information. Some students do not take pride in their work, resulting in a lower quality of output that is often overlooked by teachers.
Behavior in the classroom is inconsistent, with some students struggling to concentrate due to disruptions caused by poor behavior. This issue is not always addressed effectively, leading to ongoing challenges in maintaining a conducive learning environment. Despite these challenges, the school offers opportunities for character development outside the classroom, including a robust Duke of Edinburgh’s Award program and various extracurricular activities. Students can also engage in leadership roles, such as becoming sports leaders.
The quality of education is hindered by a curriculum that lacks ambition in certain subjects, with assignments sometimes being too simplistic for the students' age. Resources provided do not always support effective learning, and assessment methods are not utilized effectively to gauge student understanding. Feedback on work is often not valued or acted upon by students, which further impedes their progress. While there is a focus on reading, it is not rigorous enough to ensure that struggling readers make significant progress, although leaders are taking steps to address this.
The identification and support for students with special educational needs and disabilities are effective, with teachers well-informed about their students' needs. The school environment during social times is generally calm, with students enjoying interactions with peers. Recent changes to the mobile phone policy have been positively received by students. However, behavior in lessons remains a concern, with inconsistent application of the behavior policy leading to disruptions that affect learning.
The school has made efforts to improve attendance, which is now above the national average, and students arrive on time. The personal, social, and health education program is appropriate, with most students understanding how to maintain their health and safety. Leaders are ambitious for the school and have a clear vision for improvement, although the impact of their actions has yet to be fully realized. The school faces challenges in staff recruitment and retention, which may affect its progress.
Overall, while there are positive aspects to the school, significant improvements are needed in the quality of education and behavior management to ensure that all students can achieve their potential. The school engages well with the community, and staff express pride in their work environment, indicating a supportive atmosphere for both students and teachers.
