Ofsted conducted a monitoring inspection of Idsall School on July 16, 2024, following its previous inspection in September 2022, which deemed the school to require special measures. The purpose of this inspection was to assess the progress made by the school since the last graded inspection, rather than to provide an overall effectiveness grade. The inspection involved discussions with senior leaders, the chief executive officer, and the director of education for the trust, as well as classroom visits, document reviews, and informal conversations with staff and students.
The findings indicate that while progress has been made, further work is necessary for the school to be removed from special measures. The leadership team has undergone changes, including the appointment of an assistant headteacher responsible for sixth-form provision and another for the development of the reading program. These appointments have strengthened the leadership team, which is focused on key areas for improvement. The school has successfully filled most vacant positions, particularly in core subjects, although a vacancy remains in science.
Leaders have reset expectations regarding student behavior, clearly communicating these to students and providing staff training to support the implementation of new standards. As a result, students are increasingly meeting these expectations in lessons and throughout the school. However, there is still inconsistency in how staff apply these expectations, leading to disruptions in learning. The school is providing targeted support to staff struggling with behavior management, which is beginning to yield positive results.
Changes have also been made to the processes for managing poor behavior. Previously, students who misbehaved were removed from lessons and placed in other classes, often causing further disruption. The school has now established a reset space where students can work on the same curriculum as their peers, although the quality of work provided in this space does not always align well with the curriculum. Leaders recognize the need for improvement in this area.
The leadership team has been analyzing behavior data to understand the reasons behind some students' difficulties in meeting behavior expectations. This analysis is helping to reshape the support provided to these students, and initial results indicate that this approach is beneficial. Despite these efforts, some parents still hold negative perceptions of the school's behavior management, and the leadership team is working to address this by celebrating positive behaviors and successes among students.
In terms of reading, the school has made strides in identifying students' reading abilities and expanding support for those in need. While this initiative is still in its early stages, it is already having a positive impact on students' reading progress. However, due to the focus on behavior management, there has been limited emphasis on improving teaching practices. Teachers are aware of various strategies but may not always select activities that effectively support student learning. There is a need for further development in assessment practices to ensure that staff consistently meet the needs of all students.
The leadership team continues to collaborate to clarify roles and monitor the impact of their work closely. Support from the multi-academy trust remains strong, and leaders at all levels are committed to ensuring the school improves swiftly. The steps taken thus far indicate a commitment to sustained improvement, although challenges remain in achieving the desired outcomes for all students.
