"Sir John Cass Red Coat is an OUTSTANDING School"
Ofsted Report, December 2015

Our School

Ofsted Reports

"Sir John Cass Redcoat is an Outstanding School"
- Ofsted Report, 2015


>>Click here to download a copy of our school's Ofsted report (2015)

>>Click here to view the school's Ofsted reports, directly on the Ofsted website

>> Click here to read the headteachers and chair of governors statement regarding the recent Ofsted inspection

>> Give Ofsted your view on your child's school. Click here to find out more about Parent View

Parent View - Give Ofsted your view on your child's school

>> Click here to view our most recent results from Parent View Survery taken in school - 20/05/2015

>> To read the school's section 48 report, click here


HIGHLIGHTS FROM SIR JOHN CASS REDCOAT SCHOOL'S OFSTED REPORT 2015

We are  delighted to share with parents and  the  Tower  Hamlets community some of the outcomes of the  recent Ofsted inspection of our school. HMI have decided that  Sir John  Cass Red Coat “is an outstanding school”

By way of preparing a digest, school managers have compiled a list of quotes taken directly from the report under the appropriate headings: 

Summary of key findings for parents and pupils: “This is an outstanding school”

• “The  headteacher,  supported   by  the  other  senior leaders, has driven improvement relentlessly to bring about rapid change.    At the same time leaders have ensured that high-quality teaching and outstanding achievement have been sustained.”

• “The governing body knows the school well. It is very supportive but also rigorous in checking and challenging leaders to ensure high quality of welfare and outcomes for pupils.”

• “Personal  development,  welfare  and  behaviour  are outstanding. Pupils are extremely enthusiastic about their learning, are keen to achieve well and conduct themselves with great maturity.”

• “The curriculum is especially well designed so that pupils learn in pathways that are best suited to their needs.”

• “Pupils’ outstanding outcomes are directly attributable to the outstanding quality of teaching, learning and assessment, and progress tracking.”

• “Teachers plan their lessons exceptionally well so that they build pupils’ secure knowledge and understanding in interesting and varied ways.  By the end of Year 11, pupils make outstanding progress in English and mathematics and consistently achieve above national averages.  Disadvantaged pupils, those with SEN and the most able all achieve exceptionally well.”

Effectiveness of leadership and management is outstanding

• “The leadership of safeguarding is exemplary.” “The school is now rightly seen by the LA as a model of good practice”

• “The outstanding curriculum is balanced with strong focus on English and mathematics alongside a broad range of academic and vocational subjects. Pupils are guided to appropriate pathways which ensure equality of opportunity and the best life chances through academic success.”

• “The quality of pupils’ social, moral, spiritual and cultural development is outstanding and at the heart of the school’s work. Learning about other faiths, cultures and fundamental British values is central in helping pupils to have a sense of community and respect for diversity. High expectations of mutual respect and courtesy promote the school’s inclusive values. Daily routines such as the use of classical music to mark lesson times, assemblies and the morning prayers provide shared moments and build a sense of belonging. These aspects, coupled with pupils’ academic achievement and personal development, prepare pupils exceptionally well for life in modern Britain. A parent exemplified this by saying, ‘I am overwhelmed by what the school has done for my child.’”  “Teaching, learning and assessment are of the highest quality”

Quality of teaching, learning and assessment is outstanding

• “Pupils benefit from high quality and energetic teaching across the curriculum. Teachers’ enthusiasm and commitment  for every pupil to succeed is infectious, creating highly positive classroom learning environments.  Teachers  have  high  expectations  of what pupils can achieve.”

• “Pupils find activities interesting and varied. Resources for teaching are well designed and are used effectively across all lessons supporting effective teaching.”

• “The school has high expectations for the presentation of pupils’ work. Most pupils and teachers rise to this challenge, with books showing high quality work.” Parents are overwhelmingly positive about the quality of teaching and the progress that their children make. Concentration levels are high and pupils work with purpose and determination in lessons.”

Personal development, behaviour and welfare is outstanding

• “Pupils’ well-being and welfare is at the heart of the school. They thrive in the school’s caring and welcoming ethos where everyone is valued. The school’s exceptional focus on British values and pupils’ spiritual, moral, social and cultural development is underpinned by developing in them a strong sense of community and belonging.”   “They show exemplary tolerance and respect for each other, regardless of faith, background or ability”

• “From the time they join the school, usually in Year 7 or 12, pupils’ aspirations are raised about what they can do and achieve. Throughout their time at the school, pupils are provided with very good advice and guidance through, for example work experience and career days enabling them to find out for themselves about the choices open to them.   As a result, almost all pupils become highly ambitious to continue their studies at post-16.”

• “The behaviour of pupils is outstanding.   Pupils have outstandingly positive attitudes to learning and their behaviour in lessons, and around school, is exemplary. They show courtesy and respect for the diversity of their peers and staff and act with great maturity.”

• “The … high expectations for behaviour… are replicated by staff and clearly explained to pupils.  Consequently, they understand what is expected of them. They are clear about the sanctions to be taken if these standards are not met, which they view as fair."

• “Relationships throughout the school are very positive.

• Older pupils, particularly those in the sixth form, help out younger ones and provide first class role models. “

• “Pupils attend well because they see this as an important ingredient for successful learning. There is rigorous follow up of any whose attendance falls below the school’s high expectations.”   “Pupils’ exceptional punctuality to school and lessons reflects their keenness to learn and prepares them well for the world of work”

 Outcomes for pupils are outstanding

• “For several years, the school has consistently ensured that a well above average proportion of pupils gain five or more GCSEs at A* - C, including English and Mathematics. This was also the case in many other subjects including science and modern foreign languages – both core academic subjects.”

• “The school’s assessment information shows excellent progress rates for most current pupils across Key Stages 3 and 4 over time.  Scrutiny of pupils work in a range of subjects also indicates strong and consistent progress rates.”  “It also shows higher performance than in 2014 of the most able pupils, with almost all achieving the highest grades”

16 to 19 study programmes

• “Academic outcomes improved in 2015 at A level and were above the national average.”  “Pupils commented very positively about the variety of activities and how teachers plan lessons to build their knowledge and understanding.”

• “The new and well-designed curriculum pathways are ensuring better success at AS level with the highest results recorded for the school in 2015. This is because pupils are following courses better suited to their needs and starting points.”

• “Pupils  make  outstanding   progress  on  vocational courses with outcomes well above national averages”

• “Sixth form leaders are determined in their pursuit of excellence. Pupils have a strong sense of community and fellow ship. They develop excellent knowledge and awareness of British values and what it means to be a responsible citizen in modern Britain.”

• “The school leaders’ work ensures sixth form pupils’ safety is excellent. Pupils are given in-depth and regular guidance about how to keep themselves safe online and from extremism. Pupils new to the sixth form are inducted thoroughly and also gain a detailed understanding of how to stay safe and quickly become integrated in to all aspects of school life.” “The high level of care is much appreciated by pupils who recognise the commitment of staff to ensure their safety and success.”

• The advanced  level “extended  project,  which  builds independence, research and critical thinking skills, achieved well in 2015 with 18 students of the 20 (90%) securing the highest grades (of A/A*)”, 100% gained A*-B.

• “Pupils in the sixth form benefit from strong academic and personal support and guidance.”  “Pupils requiring additional support participate in a highly effective mentoring programme.”

• “Excellent careers advice, the annual higher education fair and guidance and opportunities for work experience at the end of Year 12 help pupils to make choices for when they leave the sixth form.”  “Ensuring that almost all pupils proceed into education, employment or training when they leave.”