Ofsted Rating of Schools

Reading Schools - Current Ofsted ratings - updated 28 June 2016

(definitions at end of list below)
Outstanding (1)
  • All Saints Junior - academy
  • Blagdon
  • Blagrave
  • Caversham Primary
  • Caversham Nursery
  • Churchend
  • Emmer Green Primary
  • Geoffery Field Infant
  • Kendrick School - secondary - academy
  • New Bridge
  • Norcot
  • Reading School - secondary - academy
  • St John's CE Primary - academy from 1st June 2016
  • The Avenue School - academy
  • UTC Reading (University Technical College) - academy
Good (2)
  • Alfred Sutton
  • All Saints Infants
  • Blessed Hugh Faringdon - secondary
  • Caversham Park
  • Christ the King
  • Coley Primary
  • EP Collier Primary
  • English Martyrs
  • Geoffery Field
  • Highdown School & Sixth Form - secondary - academy
  • Katesgrove
  • Maiden Erlegh - secondary - academy
  • Manor Primary
  • Micklands Primary
  • Moorlands - moved up from Requires Improvement June 2016
  • New Christ Church
  • Oxford Road Primary
  • Park Lane Primary
  • Phoenix College
  • Redlands Primary
  • Southcote
  • St Anne's
  • St Martin's Primary
  • St Michaels Primary
  • Thameside
  • The Hill
  • The Holy Brook School
  • The Ridgeway
  • Whitley Park
  • Wilson
Requires Improvement (3)
  • Battle Primary Academy - academy
  • Cranbury College
  • Meadow Park Primary - academy
  • New Town - academy from 1st June 2016
  • The Palmer Academy - academy
  • Prospect School - secondary - academy
  • Ranhiket - academy
Inadequate (4)
  • John Madejski Academy - secondary - academy
  • Reading Girls - secondary - to become an academy in late 2016
  • St Mary's & All Saints - to become an academy in 2016/17
Academies yet to be inspected
  • Civitas
  • Thames Valley School
  • The Heights Primary School
  • The Wren School

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Grade descriptors for the quality of teaching, learning and assessment

Note: Grade descriptors are not a checklist. Inspectors adopt a ‘best fit’ approach that relies on the professional judgement of the inspection team.
Outstanding (1)
  • Teachers demonstrate deep knowledge and understanding of the subjects they teach. They use questioning highly effectively and demonstrate understanding of the ways pupils think about subject content. They identify pupils’ common misconceptions and act to ensure they are corrected.
  • Teachers plan lessons very effectively, making maximum use of lesson time and coordinating lesson resources well. They manage pupils’ behaviour highly effectively with clear rules that are consistently enforced.
  • Teachers provide adequate time for practice to embed the pupils’ knowledge, understanding and skills securely. They introduce subject content progressively and constantly demand more of pupils. Teachers identify and support any pupil who is falling behind, and enable almost all to catch up.
  • Teachers check pupils’ understanding systematically and effectively in lessons, offering clearly directed and timely support.
  • Teachers provide pupils with incisive feedback, in line with the school’s assessment policy, about what pupils can do to improve their knowledge, understanding and skills. The pupils use this feedback effectively.
  • Teachers set challenging homework, in line with the school’s policy and as appropriate for the age and stage of pupils, that consolidates learning, deepens understanding and prepares pupils very well for work to come.
  • Teachers embed reading, writing and communication and, where appropriate, mathematics exceptionally well across the curriculum, equipping all pupils with the necessary skills to make progress. For younger children in particular, phonics teaching is highly effective in enabling them to tackle unfamiliar words.
  • Teachers are determined that pupils achieve well. They encourage pupils to try hard, recognise their efforts and ensure that pupils take pride in all aspects of their work. Teachers have consistently high expectations of all pupils’ attitudes to learning.
  • Pupils love the challenge of learning and are resilient to failure. They are curious, interested learners who seek out and use new information to develop, consolidate and deepen their knowledge, understanding and skills. They thrive in lessons and also regularly take up opportunities to learn through extra-curricular activities.
  • Pupils are eager to know how to improve their learning. They capitalise on opportunities to use feedback, written or oral, to improve.
  • Parents are provided with clear and timely information on how well their child is progressing and how well their child is doing in relation to the standards expected. Parents are given guidance about how to support their child to improve.
  • Teachers are quick to challenge stereotypes and the use of derogatory language in lessons and around the school. Resources and teaching strategies reflect and value the diversity of pupils’ experiences and provide pupils with a comprehensive understanding of people and communities beyond their immediate experience.
Good (2)

  • Teachers use effective planning to help pupils learn well. Time in lessons is used productively. Pupils focus well on their learning because teachers reinforce expectations for conduct and set clear tasks that challenge pupils.
  • In lessons, teachers develop, consolidate and deepen pupils’ knowledge, understanding and skills. They give sufficient time for pupils to review what they are learning and to develop further. Teachers identify and support effectively those pupils who start to fall behind and intervene quickly to help them to improve their learning.
  • Teachers use their secure subject knowledge to plan learning that sustains pupils’ interest and challenges their thinking. They use questioning skilfully to probe pupils’ responses and they reshape tasks and explanations so that pupils better understand new concepts. Teachers tackle misconceptions and build on pupils’ strengths.
  • Teachers give pupils feedback in line with the school’s assessment policy. Pupils use this feedback well and they know what they need to do to improve.
  • Teachers set homework, in line with the school’s policy and as appropriate for the age and stage of pupils, that consolidates learning and prepares pupils well for work to come.
  • Teachers develop pupils’ reading, writing and communication, and where appropriate mathematics, well across the curriculum. For younger children in particular, the teaching of phonics is effective in enabling them to tackle unfamiliar words.
  • Teachers expect and encourage all pupils to work with positive attitudes so that they can apply themselves and make strong progress.
  • Pupils develop the capacity to learn from mistakes and they become keen learners who want to find out more. Most are willing to find out new information to develop, consolidate and deepen their knowledge, understanding and skills, both in lessons and in extra-curricular activities.
  • Most pupils commit to improving their work. They are given time to apply their knowledge and understanding in new ways that stretches their thinking in a wide range of subjects, and to practise key skills.
  • The school gives parents accurate information about how well their child is progressing, how well their child is doing in relation to the standards expected, and what their child needs to do to improve.
Teachers challenge stereotypes and the use of derogatory language in lessons and around the school. Teachers promote equality of opportunity and diversity in teaching and learning.

Requires improvement (3)

  • Teaching, learning and assessment are not yet good.

Inadequate (4)
Teaching, learning and assessment are likely to be inadequate if one or more of the following applies.
  • Teaching is poorly planned.
  • Weak assessment practice means that teaching fails to meet pupils’ needs.
  • Pupils or particular groups are making inadequate progress because teaching does not develop their knowledge, understanding and skills sufficiently.
  • Pupils cannot communicate, read, write or apply mathematics as well as they should, so they do not make sufficient progress in their knowledge, understanding and skills because they are unable to access the curriculum.
  • Teachers do not promote equality of opportunity or understanding of diversity effectively and so discriminate against the success of individuals or groups of pupils.





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