Writing skills concern raised by Ofsted at Essex school
King Harold Business & Enterprise Academy urged to improve curriculum teaching
King Harold Business & Enterprise Academy in Waltham Abbey received feedback from Ofsted inspectors, pointing out weaknesses in core skills like writing, affecting students' overall academic achievement.
An Ofsted report from a visit in April highlighted how these areas are impacting student progress, which remains modest, with several measures falling behind national standards. The inspectors noted that disadvantaged students generally perform closer to their counterparts nationwide, indicating effective strategies for this group. However, weaknesses in curriculum delivery have led to some pupils not achieving their potential.
According to the report, leaders at the school have identified gaps in students' core skills, particularly writing, as major contributors to reduced achievement levels. They've introduced targeted interventions such as phonics and numeracy programs, which are starting to bolster students’ confidence and curriculum engagement, though the work is still ongoing and not uniformly embedded across the school. On a positive note, reading interventions are helping many students catch up quickly, aiding their learning engagement in various subjects.
The report also commends the school's approach to broader adulthood preparation, noting that students behave well and an efficient attendance strategy has pushed rates above the national average. The school prioritises pupils’ development into confident, well-rounded individuals, with tailored support for pupils facing additional challenges, enhancing their ability to reintegrate and engage with school activities.
Headteacher Andrew Jones expressed satisfaction with Ofsted’s recognition of the school's strengths, including pupils being happy, safe, and positive about their learning experience. He stated that inspectors acknowledged the school’s high expectations and effective support for children, including those with special needs, noting the calm atmosphere and strong safeguarding practices.
Jones acknowledged the areas needing improvement, particularly in curriculum consistency, seeing these as opportunities for further advancement in the school’s development journey. “We embrace these findings positively. They provide a clear roadmap for the next stage of our improvement journey,” Jones said.