LEADERS at Stanford-le-Hope's Hassenbrook Academy have accentuated the positive aspects in its latest Ofsted report, published today (Friday, 24 November).

Overall, the school remains designated as 'Requires Improvement', the same verdict delivered at the last inspection in July 2019.

That inspection found that the 'requires improvement' status needed to be applied to all the four criteria on which the school, currently run by the Ortu Trust, is judged.

The categories of 'Effectiveness of leadership and management', 'Quality of teaching, learning and assessment', 'Personal development, behaviour and welfare'and 'Outcomes for pupils' were all rated at the second lowest tier by inspectors.

This time two of the four redefined categories have been elevated to 'Good'.

The verdict is 'Quality of education' and 'Behaviour and attitudes' are rated 'Requires improvement' with 'Good' verdicts returned on 'Personal development' and 'Leadership and management'.

Sally Feeney.

Principal Mrs Sally Feeney says she is delighted with the progress made and told Thurrock Nub News: "After a turbulent period in the Trust's history, staff, leaders and governors are delighted that our hard work has been recognised and a significant proportion of our provision is deemed to be 'Good'. We are excited to work on the areas for improvement ahead of the next inspection."

By the time the next inspection comes around, Ortu will have disappeared, with Hassenbrook (and fellow Ortu schools Gable Hall and Corringham Primary) taken over by the Hackney-based Mossbourne Federation.

Overall the four inspectors delivered positive comments which included:

Most pupils enjoy attending Ortu Hassenbrook Academy. They take part in a broad range of trips, visits, and clubs, including annual musical theatre productions and the Duke of Edinburgh's awards scheme.

These activities develop pupils' confidence and widen their range of experiences and interests.

Pupils can develop their leadership skills through an active school council. Year 11 pupils take part in a mock interview day, as part of the school's well-planned careers programme. This helps to prepare pupils for the next stages in their education and employment.

Most pupils behave well in and out of lessons.

Bullying sometimes happens; when it does, teachers make it stop.

On the whole, pupils treat each other and staff with respect. Pupils learn how to keep themselves safe. The arrangements for safeguarding are effective.

The curriculum identifies the important knowledge pupils need to achieve well. This is broken down so learning build upon what pupils already know. Teachers regularly build in opportunities in lessons, particularly at the start, to revisit pupils' knowledge from previous lessons.

This helps most pupils know and remember more. The curriculum is increasingly well thought through. Many teachers think carefully about what pupils need to know and check how well pupils are learning.

Where the quality of education is most effective, teachers skilfully adapt their teaching to ensure pupils, including those with SEND, can access the curriculum successfully. Weaker readers are supported by interventions that help pupils become increasingly fluent and accurate in their reading.

The school's personal, social and health education curriculum ensures that pupils learn about topics such as healthy relationships and how to keep personal information safe. There are close links to the local community such as during "grandparents' evening" when senior citizens visit the school, as well as charitable fund-raising schemes. Pupils visit local colleges. Some take part in the "brilliant club" programme to raise their aspirations by learning about studying at university. Older pupils can choose to study for a range of vocational qualifications. These prepare pupils well for employment in the local area and university.

Governors and trust leaders, have a clear and accurate view of the school's strengths and areas for development. Leaders have made well considered improvements to the curriculum and pastoral system, with more work underway especially around reading and provision for pupils with SEND. These changes are beginning to improve both behaviour and the quality of teaching but are not fully developed.

Staff, including early career teachers, are provided with training and support to help them implement the important changes. Staff share the view that they are supported with their well-being and workload.

Detailing what the school needs to do to improve they said:

In some subjects, the use of information from assessment to identify weaknesses in the curriculum and to adjust its implementation is not sufficiently precise. As a result, some teachers do not build on what pupils already know, and they do not adapt their teaching accordingly to address any gaps in pupils' knowledge.

The school should ensure that staff understand how to use assessment data precisely to adjust their plans and activities to ensure they revisit knowledge that pupils have not been taught or do not remember.

Plans for pupils with SEND are not routinely used effectively by staff. Staff do not adapt their lessons well around the needs of pupils. When this happens, pupils are unable to access the curriculum effectively. As a result, they do not always make the progress that they should. The school should ensure that staff have the training and monitoring to adapt lessons effectively around the needs of pupils.

Teachers do not apply the behaviour policy consistently well or with high enough expectations of how pupils should behave. Consequently, some pupils disrupt the learning of others. The school should ensure that staff are trained and monitored to implement the agreed behaviour policy consistently and effectively.

The full report can be read via this link.

Kevin Sadler.

Ortu Trust CEO, Kevin Sadler said: In recognising that the school's leadership is good, this inspection report reflects the phenomenal progress that has been made by Mrs Feeney and her team in the last year.

"I have every confidence that this momentum will continue and that Hassenbrook will be a securely good school by the end of the academic year. Inspectors praised the curriculum and the strength of teaching of English, the arts and vocational subjects.

"Everyone at Hassenbrook knows that 'this is our time' as staff, parents and students work tirelessly to address the few inconsistencies that remain'. Mr Sadler went on to say that 'the school is in a very good position to further accelerate this progress when the planned merger with the Mossbourne Federation takes place next year."

The CEO of Mossbourne, Peter Hughes, has already outlined his Trust's plans for the school.

Hassenbrook Chair of Governors, Phil Burr, said: 'We are absolutely delighted with the improvements the school has made, this is down to the hard work of staff and pupils not forgetting the support of parents.

"There is still much to do, but we have taken big steps forward and I know we are all, including those at the new incoming Trust, committed to make the further improvements needed in a short a time as possible. Well done to all!"