John Ferneley College, located in Melton Mowbray, Leicestershire, underwent an inspection on April 16 and 17, 2024. The overall effectiveness of the school was rated as requiring improvement, a significant decline from its previous inspection grade of good. The quality of education was also deemed to require improvement, while behaviour and attitudes, as well as personal development, were rated as good. Leadership and management were identified as areas needing improvement.
The headteacher, Terry Claridge, leads the school, which is part of the Mowbray Education Trust. The trust is overseen by CEO Christine Stansfield and a board of trustees chaired by Anne Frost. The school has faced several changes in senior leadership over the past few years, which has impacted the consistency and quality of education provided to students. As a result, some pupils are not achieving their full potential, and there is a level of dissatisfaction among parents regarding the school's performance. New leadership is aware of the necessary improvements and has begun to formulate plans, but these are still in the early stages and have yet to yield significant results.
Despite the challenges in educational quality, the school has made strides in improving student behaviour. Most pupils exhibit good behaviour during lessons, and there are positive relationships between staff and students. Pupils generally feel safe and report that while bullying does occur, they trust that staff will address any issues promptly. The school offers various opportunities for students to engage in school life, including roles as ambassadors and participation in extracurricular activities such as sports clubs and revision sessions.
However, the school has not established a clear and ambitious vision for the quality of education. There is a lack of precise understanding regarding the delivery of the curriculum, leading to inconsistencies in teaching practices. While the curriculum is well-planned for most subjects, there are gaps in clarity regarding key knowledge and its sequencing in some areas. This inconsistency affects the overall quality of education provided.
Teachers generally possess good subject knowledge and present information clearly, but not all consistently check for student understanding. Some teachers fail to identify gaps in learning, which can hinder student progress. Additionally, there are issues with the quality of student work, as some pupils frequently make spelling and punctuation errors that go uncorrected, impacting their writing development.
The school has made efforts to support pupils with special educational needs and disabilities (SEND), ensuring that teachers receive the necessary information to assist these students. However, not all teachers adapt their teaching effectively to meet the needs of SEND pupils, resulting in some not achieving their potential. The school has implemented a clear behaviour system that is generally understood by students, contributing to improved behaviour in lessons. Nonetheless, there are instances where the system is not applied consistently, leading to disruptions.
The school has planned well for the broader development of pupils, covering essential topics such as online safety and British values. Most staff feel supported by leadership and take pride in their work at the school. The safeguarding arrangements are effective, ensuring a safe environment for students.
To improve, the school must focus on ensuring that teachers systematically check for understanding, address gaps in learning, and maintain high standards in student work. Consistent application of the behaviour policy is also crucial, as is addressing the inconsistencies in curriculum implementation. By focusing on these areas, the school can work towards enhancing the quality of education and overall student outcomes.
