Ofsted
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10 March 2016
John Peckham
Cowes Enterprise College
Crossfield Avenue
Cowes
Isle of Wight
PO31 8HB
Dear Mr Peckham
No formal designation monitoring inspection of Cowes Enterprise College
Following my visit with Seamus Murphy, Her Majesty’s Inspector, to your academy
on 23 February 2016, I write on behalf of Her Majesty’s Chief Inspector of
Education, Children’s Services and Skills to confirm the inspection findings. Thank
you for the help you gave me and the time you took to discuss behaviour in your
academy.
The inspection was a monitoring inspection carried out in accordance with the no
formal designation procedures and conducted under section 8 of the Education Act
2005. The inspection was carried out because Her Majesty’s Chief Inspector of
Education, Children’s Services and Skills was concerned about behaviour at the
academy.
Evidence
Inspectors considered evidence that included:
 observations of pupils’ behaviour and their attitudes to learning in lessons
 observations of pupils’ behaviour throughout the day, including discussions
 with pupils
 documentary evidence
 discussions with school leaders and staff.

 Having evaluated the evidence, I am of the opinion that at this time:
Leaders and managers have taken effective action to improve behaviour and secure
consistently positive attitudes to learning.
Context
Cowes Enterprise College is an 11 to 18 academy of average size with 1,012 pupils
on roll. There are 123 learners in the sixth form. The academy is part of the
Ormiston Academies Trust (OAT), having converted in September 2014. The current
academy has not previously been inspected although the predecessor school, also
called Cowes Enterprise College, was judged to require special measures in
November 2012.
Most pupils are from White British backgrounds. The proportion of disadvantaged
pupils who are eligible for additional government funding through the pupil
premium is slightly below the national average. The number of pupils who have
special educational needs or disability is above the national average, as is the
number of pupils with statements of special educational needs or education, health
and care plans. Since the inspection of the predecessor school, there have been
several changes in the senior leadership team, including the Principal. The current
Principal took up his post in January 2015. The academy moved to a new building in
2014. The academy faces difficulties in recruiting teaching staff, particularly in
mathematics, languages and science.
Personal development, behaviour and welfare
Behaviour requires further improvement in some lessons and for some pupils.
However, there has been much progress since the predecessor school was
inspected in November 2012. Raised expectations of conduct and attitudes to
learning, together with effective packages of support for those pupils whose
circumstances make them particularly vulnerable, have reduced rates of exclusion
and instances of low-level disruption. The academy’s behaviour management
systems and leaders’ optimistic but firm approach to raising standards are restoring
the school’s local reputation and parental confidence.
A new behaviour management policy has already contributed to improvements in
behaviour. Pupils demonstrate that they understand how the systems of warnings,
consequences and rewards work. In addition, the recent zero tolerance policy
regarding mobile phones has had a welcome impact on day-to-day inappropriate
behaviour, squabbles between pupils and potential confrontations with staff. Staff
are impressed with the way in which pupils have complied with the new rule about
mobile phones. Pupils also told inspectors that although they found the new policy
‘annoying’ at first, they now welcome it and feel that it is improving relationships
and conduct around the academy.
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 Most lessons proceed smoothly and there is little low-level disruption. Positive
attitudes to learning were observed in many lessons. For example, pupils are
attentive and diligent when teachers insist upon a punctual and prompt start to
lessons and make sure that all pupils concentrate and listen carefully to instructions
and explanations. Pupils also respond positively when teachers provide sufficiently
challenging work to sustain their concentration and motivation throughout the
lesson.
Academy leaders confirm that one of their key priorities is making improvements to
the quality of teaching, learning and assessment. They have clearly identified that
better teaching has a positive effect on pupils’ attitudes. However, not all teachers
in the academy insist on high enough standards. Pupils told inspectors that although
there had been a lot of improvements in behaviour there were still lessons that
were disrupted by poor behaviour, notably when expectations were too low or when
they felt that lessons were dull or not explained clearly. In a few lessons, inspectors
observed pupils losing concentration and drifting off, chatting aimlessly before the
end of lessons because they had finished work and had nothing else to do. On other
occasions, pupils took too long to get started on their work and whispered among
themselves when they should have been listening to their teachers’ instructions. A
few books seen were messily presented with some inappropriate doodling, which
had not been challenged by the teacher. These pupils were not setting out to be
disrespectful or deliberately careless, but had been allowed to develop poor habits
and a too-casual attitude.
Pupils are polite and friendly to visitors and staff. Relationships between pupils and
staff are respectful and warm and pupils get along well together. Pupils spoke to
inspectors openly and willingly about the recent changes in the academy and clearly
identified what had improved. They are generally happy and positive about their
futures and there is a sense of confidence about what they are working towards.
Academy records show that there are few instances of bullying or derogatory
language and, when they do occur, they are dealt with effectively. Pupils also
confirmed that bullying was rare and that they were confident in academy leaders’
responses to any concerns they had. Pupils who have benefited from intensive
support to improve their behaviour speak honestly about how the academy helped
them and turned their behaviour around.
Breaktimes and lunchtimes are generally orderly and calm and pupils move around
the school between lessons quietly and with consideration. Pupils are well
supervised around the site. A policy of meeting and greeting at the start of the day
promotes safety and care, and helps to tackle any initial concerns with uniform or
punctuality promptly, without interruption to learning. Pupils generally wear their
uniform smartly and few need reminding.
Some overly boisterous, physical behaviour from a small number of boys was
observed by inspectors and a few pupils do not move urgently enough from one
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 lesson to another, taking their time, finishing their snacks and tending to dawdle.
Staff working in the academy canteen reported that most pupils are courteous,
although some younger pupils are not as polite as the older ones. Canteen staff also
reported that pupils left too much litter during breaktimes and lunchtimes. However,
pupils generally treat the building with respect and keep it clean and tidy.
The number of fixed-term exclusions has reduced over the last year. Academy
leaders are rightly pleased that pupils have responded well to raised expectations
and a tougher approach to disruptive behaviour. Individually tailored packages of
support help pupils whose behaviour is particularly challenging. Since September
2015, a new facility has opened for the small number of pupils who are at risk of
exclusion or in need of more intensive support for their emotional and social needs.
It is early days, but Capstan House’s combination of a safe and calm environment,
individual care and therapeutic programmes has already had a very positive impact
on reducing exclusions and use of the isolation room for particular pupils. Parents of
pupils who have benefited from the support from Capstan House report that they
feel reassured and that their children are happier and more positive about learning
and themselves.
Pupils with special educational needs or disability are well supported with a passport
or behaviour plan which provides guidance for class teachers to use in order to
encourage good behaviour in class. Academy leaders meet on a daily basis to
review support for pupils who may be causing concern because of their individual
needs, welfare or behaviour. In this way, academy leaders ensure that pupils are
supported in a prompt and timely way if needed.
Pupils’ rates of attendance continue to improve. Compared with this time last year,
most groups of pupils have improved their attendance and overall figures are close
to national figures, which is very encouraging. However, while improvements have
been made, some pupils who are disadvantaged, or who have special educational
needs or disability, do not attend as well as they should. Academy leaders are
rightly concerned about the higher than national average proportions of pupils who
are persistently absent. The attendance manager takes both a strategic and handson approach to ensuring that pupils improve their attendance. She knows the pupils
at risk of poor attendance and works tenaciously with families to reduce
unnecessary absence.
Procedures for safeguarding and protecting pupils from risk meet requirements.
Records of checks on staff working in the academy are fully in place. Staff are
highly vigilant and report concerns about pupils’ welfare and safety promptly and in
accordance with academy procedures. Referrals to the local authority children’s
services are made in a timely way and are recorded in detail with a helpful
chronology.

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 Priorities for further improvement

Ensure that consistently high expectations of pupils’ conduct in lessons and
attitudes to learning are maintained throughout the academy in every
lesson.

Reduce rates of persistent absence, particularly for disadvantaged pupils
and those with special educational needs or disability.
I am copying this letter to the Chair of the Governing Body and the Regional
Schools Commissioner and the Director of Children's Services for Isle of Wight
Council. This letter will be published on the Ofsted website.
Yours sincerely
Janet Pearce
Her Majesty’s Inspector

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