In June 2009, a team of OfSTED visited the school for the first time since Mr Marshall became Headteacher. The inspectors recognised our drive, ambition and the significant progress made by declaring we are “a rapidly improving school”
Governors and all staff can be very proud that the 2009 GCSE results backed up these judgements - their dedication and hard work resulted in all School and Local Authority targets being met or exceeded, for example, 66% of all the students attained the benchmark ‘five or more grade Cs’, almost half as many again as in 2008 and the progress made by students provisionally places the school in the top 10% of all schools nationally.
A full copy of the report is available below in pdf format but key highlights include:
“Humphry Davy is a satisfactory and rapidly improving school with a good capacity to improve further. Students’ personal development and well-being and the care and support provided for them are good.
Students at Humphry Davy enjoy school and in lessons display positive attitudes and are eager to learn. Students’ behaviour is good. They demonstrate respectful and positive relationships towards one another and staff.
Students are helped to develop into positive, well-rounded individuals. Their spiritual, moral, social and cultural development is good. They have a good understanding of the importance of a healthy lifestyle, feel safe and enjoy school. They feel that they have an important influence on the development of the school and their views are welcomed. Students appreciate the opportunities to enrich their learning and personal development that have resulted from the school’s specialist music status.
The specialism in music is a particular strength that pervades many areas of students’ achievement and personal development, from learning an instrument to a general appreciation of music. The school has gained regional and national recognition for its work in this subject, and it enhances greatly the links with the local community.
Provision for students with learning difficulties and/or disabilities is good and targeted to their individual needs. There are many opportunities for extracurricular and extension activities offered by the school and local community; however the take-up by students is relatively modest.
The recently appointed headteacher has provided clarity of purpose and direction and is deeply committed to securing quality in every aspect of the school's work. The headteacher’s strong leadership is complemented by a restructured senior management team with drive and ambition. They work cohesively to ensure that both personal development and academic achievement are priorities. Governors now feel well informed about the school’s achievements and priorities and as a result they provide an appropriate balance of support and challenge.
The school is developing students’ understanding of the wider community in Europe and globally, and recently established international partnerships, linked with schools in very different parts of Britain, will further support this. Understanding of the needs of the local community is strong and the school is now evaluating its community strategy in order to plan for further development.”
(OfSTED, June 2009)