(updated November 2011)

Angley School, Cranbrook. The last of Kent's 'Thameside High Schools'. Technically comprehensive for years 7 & 8 with transfer of the ablest pupils to Cranbrook School at 13+. However,, many bright boys from the area seek alternatives at age 11, so the number who transfer is fewer than might be expected, and have to compete for places with prospective boarders from private schools across the country.

OFSTED September 2010 placed the school in the Lowest Category 4, "Notice to Improve". It records:

Angley School, a specialist Sports College, is similar in size to most secondary schools. The school roll has fallen and there have been significant staffing changes since the last inspection. Most students are of White British heritage and a few students speak a language other than English as their first language. An average proportion of students are known to be eligible for free school meals. The proportion of students with special educational needs and/or disabilities is above average but few have a statement of special educational needs. The school is involved in a national school improvement programme, and the local authority and governing body have entered into a formal support agreement with a National Support School for the current academic year. Another partner school provided additional leadership capacity during the summer term of the last academic year. The executive headteacher who is a National Leader of Education, head of school and two senior leaders joined the school at the beginning of this autumn term. Her Majesty's Chief Inspector is of the opinion that this school requires significant improvement because it is performing significantly less well than in all the circumstances it could reasonably be expected to perform. The school is therefore given a notice to improve. Significant improvement is required in relation to students' attainment and achievement. In May 2011, a Monitoring Inspection by OFSTED found good progress. Over half empty on allocations in March 2011. Currently run by Executive  Headteacher Mrs D Coslett, shared with Hayesbrook School, Tonbridge.

OFSTED September 2011 categorised the school as 'satisfactory', moving it out of 'Notice to Improve': Information about the School - Angley School is smaller than most secondary schools. It has specialist status for sport and has a farm on site. It is in an area where there is selective education at ages 11 and 13, which means some students leave at the end of Year 8 to attend selective schools. When last inspected, the school was given a notice to improve because it was performing significantly less well than in all the circumstances it could reasonably be expected to perform. Student numbers have fallen this academic year, with Years 7 and 12 being smaller than other years. Staffing has been reduced due to the falling student roll. Most students are of White British heritage, with few speaking English as an additional language. The proportion of students with special educational needs and/or disabilities is above average. Since just before the last inspection, a senior leadership team with an executive headteacher, who is also headteacher of another local school and is a National Leader of Education, has led the school. Main Findings - In accordance with section 13 (5) of the Education Act 2005, Her Majesty’s Chief Inspector is of the opinion that the school no longer requires significant improvement. Since the last inspection, the school has made secure progress in improving students’ achievement so that it is now satisfactory. A previously declining trend in students’ attainment is being securely reversed. The unvalidated results of the most recent GCSE examinations, while below average, were up on the previous year. Current students are making satisfactory and accelerating progress over time and being enabled to tackle their past underachievement. Their skills in basic areas such as numeracy and literacy remain below average. Improving achievement is explained by better quality teaching. While not regularly good or better, a significant and growing proportion is good or outstanding. Students are more engaged in learning and enjoy their lessons more. Teachers now have a satisfactory understanding of what students should be achieving and, after training, support better those with special educational needs and/or disabilities. However, these improvements are not embedded in all teaching. In some lessons, there is too much passive learning in which students do not develop the skills to move their own work forward and/or too little provision to challenge more-able students. Students’ behaviour is good around school and in most lessons, and is indicative of their good social and moral development. The large majority of students are keen to learn and say their opportunities to do so have improved this year because of the better teaching. They attend well and enjoy good levels of care from staff, including those needing extra support. Students have a good understanding of how to lead healthy lives, as reflected in the keen participation of many in sport. Effective curricular adaptations, such as extra teaching, mentoring and adjustments to groups, are boosting older students’ GCSE achievement, particularly in the key areas of English and mathematics. More effective day-to-day teaching is reducing the need for such remedial work but the wider curriculum is underutilised to fully support students’ literacy and numeracy skills over time. The sixth form is satisfactory overall and meets the needs of students reasonably well. However, there is too little choice of vocational provision to meet the needs of all students from Year 11 who want to stay on at the school.Good leadership by the executive headteacher, the head of school and the senior team, strongly underpinned by work with the partner school, is moving things forward securely. Senior leaders understand well the school’s strengths and priorities for improvement and are determined to improve students’ progress. They are succeeding in tackling entrenched weaknesses in core areas of teaching such as assessing students’ progress and low expectations of performance. Parents, carers and students have noticed the change. The quality of governance has also improved sharply and is good, with close monitoring of the school’s work. Those in middle leadership roles, particularly subject leaders, are becoming more involved in improving teaching, but their impact is variable and restricts the school’s capacity to improve more rapidly beyond its current satisfactory level.

The Archbishop's School: This is a very good school which I am delighted to see has replaced its previously bizarre and non-objective oversubscription criteria. The criteria are now clear and objective (although demanding of a strong Christian lifestyle). Parents are now in a position to  form a view on their chances of success in application. Top Kent non-selective school in 2010 English Baccalaureate league tables.

Astor College for the Arts Dover. 10% of places awarded on ability in the visual arts. The school is part of the Dover Federation of the Arts, in conjunction with Shatterlocks Infant School, Barton Junior School and White Cliffs Primary College of the Arts. OFSTED OCTOBER 2011 - a good school. Excerpts from the Report: Information about the school - The college is a larger-than-average, non-selective school in a selective area. Students are predominantly of White British heritage but with an increasing number of students coming from eastern European countries. The proportion of students with special educational needs and/or disabilities is well above national average, although the proportion with statements of special educational needs is well below it. The proportion of students known to be eligible for free schools meals and the proportion of students who speak English as an additional language are broadly average. The college is in a hard federation with three other schools in the area which cater for pupils of primary age. The college is designated as a Specialist Arts College. The college has a military cadre. Main findings - Astor College is a good school with a good sixth form. The college has worked decisively and purposefully since the last inspection and many features of the college’s work are now outstanding. In particular, the attention paid to the care, guidance and well-being of its students and the strong links forged with the community are outstanding. The use of the specialism in the arts to develop students’ emotional intelligence, provide a bridge to the local community and enhance the spiritual and cultural appreciation of students is excellent. The college has worked resolutely to raise attainment in English and mathematics so that the demanding targets of the National Challenge programme have been met and exceeded. Attainment is now broadly average as a result of improved teaching, better use of data and the greater familiarity with examination requirements. Progress is good for most students, including those with special educational needs and/or disabilities and the growing population of students who speak English as an additional language. Students feel safe and have very positive attitudes towards learning and healthy lifestyles. They are polite, friendly and behave well. Students’ successes are celebrated through displays of work across the college, recognised in the Artsmark Gold award and further validated through local art exhibitions and the prestigious National Students’ Art Exhibition. Leaders and managers, in partnership with the governing body, have an excellent understanding of the college's strengths and areas for further improvement. There is a clear track record of improvement since the last inspection.

- Plenty of vacancies for 2011 entry. The Federation is applying to become a Federated Academy. 

Aylesford School 68 first preferences turned away in 2009, with15 first choices oversubscribed on 2nd March 2010. Just 3 out of 55 appeals were successful in 2009. In previous years the school has been able to comfortably admit all applicants but has now been completely rebuilt under a PFI scheme, there is new leadership and two neighbouring schools have declined in popularity. As a result, children from the rural areas to the north who have traditionally gone to this their nearest and only reasonably accessible school lost out, and now face long journeys to other schools. Lost popularity for 2011, with a few vacancies on 1st March.