Basketball Academy Season 2011/12 Prospectus

CHAPTER TITLE PAGES

1 Introduction 2

2 Barking Abbey : The School 3-4

3 Barking and the Surrounding Area 5

4 The Great Britain Regional Institute of Basketball 6

5 What is the Regional Institute of Basketball 7

6 Advanced Apprenticeship in Sporting Excellence (AASE) Program 8

7 Our Coaching Staff 9-10

8 Additional Staff 11

9 National League Basketball 12

10 International Tournaments 13

11 Euroleague Junior Invitational Tournament 14

12 Facilities 15

13 International Honours 16

14 International Representives 17

15 After Barking Abbey 18

16 Former Students in Higher Education 19

17 Academic Qualifications 20

18 Sixth Form Courses available at Barking Abbey 21

19 Exam Results 22

20 OFSTED Report 23-33

Contents

Barking Abbey Basketball

Barking Abbey School established its Basketball Academy

in 2005, giving the opportunity for talented basketball

players to work everyday with high quality coaches in a

elite development environment.

The aim of the Academy is to provide an environment

similar to that found on mainland Europe and in the

United States where basketball is scheduled throughout

the day around academic qualifications.

The major ambition of the Academy is to test elite UK

talent against the best in Europe, whilst preparing

players for professional basketball careers. Barking

Abbey has participated against competition unmatched

by any other program in the United Kingdom, hosting

the Nike Junior Euroleague Invitational Tournament and

featuring in the Sabonis Cup in Lithuania against some of

the best junior club teams in Europe. We have also

hosted our own annual international tournament and

are committed to traveling each year, visiting Lithuania,

Spain, France, and Bosnia in the past four years.

In July 2009, Barking Abbey was announced as the first

pilot Institute of Basketball by the British Basketball

Federation. It intends to use the school as a major part

of its development of young talented players. Barking

Abbey has since been granted the status of Regional

Institute of Basketball establishing it as a centre that

contains the environment and practices needed to

nurture future international basketball players.

Barking Abbey Basketball Academy is committed to

providing a high quality coaching program. The school

has three full time basketball coaches and additional

dedicated support staff in areas of strength and

conditioning and physiotherapy. Students are able to use

the expertise of the onsite Physiotherapist and Strength

and Conditioning coach to make sure that support is

given in all areas needed to produce elite level athletes.

Introduction

Barking Abbey Basketball! 2

Barking Abbey was founded in

1922 as the first co-educational

grammar school in England.

In 1970, Barking Abbey Grammar

School was merged with Park

Modern School to form what

has now become 'Barking Abbey

School: A Specialist Sports and

Humanities College'.

Many traditions of the old

schoo l s rema in , but w i th

important developments to

enable the school and its pupils

to be fully prepared to meet the

challenges and opportunities of

life in the twenty-first century.

One thing remains central,

however : the school is an

outstanding success.

Barking Abbey is a mixed school

of approximately 2000 pupils. It

is traditionally heavily

oversubscribed and each year

takes 270 new pupils.

The school draws its pupils from

a large number of primary and

junior schools particularly from

the London Boroughs of Barking

and Dagenham, Redbridge and

Newham, although the majority

are drawn from the three 'link'

partner primaries, Manor Junior,

Northbury Junior and St .

Margaret's Church of England.

The school operates on two

sites which are just under a mile

apart. Years 7 and 8 are housed

at the Longbridge Road site and

Years 9 to 13 at the Sandringham

Road site.

In recent years, the school has

enjoyed great success across

many areas. In 1997 it was

among the first six schools to be

awarded Spec ia l i s t Spor ts

College status. At the same time

a grant of £2.1 million from the

Sport England Lottery Unit and

the Borough of Barking and

Dagenham enabled the building

of a large Leisure Centre, with

full time nursery provision. In

1999, the school was nominated

by the Government's Chief

Inspector as one of the most

improved s choo l s i n t he

country. Starting in 2000, the

Barking Abbey School


school was given a series of

awards: the Schools' Curriculum

Award, the Investors In People

Award, the Basic Skills Agency

Q u a l i t y M a r k a n d t h e

Sportsmark Award.

This continued in 2001, with the

Government's Achievement

A w a r d f o r E x c e l l e n c e ;

Sportsmark Gold and the

Technology Colleges Trust "Most

Improved Schools" Award.

2002 followed in the same vein:

With a second Government

A c h i e ve m e n t Aw a rd ; t h e

Technology Colleges Trust "Most

Value-added Schools" Award; and

a n i n v i t a t i o n f r o m t h e

Government to become a

Beacon School in order to share

our expertise and success.

More exciting developments in

2003 s aw Ba rk i n g Abbey

selected by the DfES as one of

only five secondary schools in

the county to be an ICT Testbed

School. Over £2 million was

spent over three years on

c o m p u t e r t e c h n o l o g y

equipment.

In 2008 the school underwent

it's latest OFSTED inspection

and was judged overall to be an

“outstanding school”.

Barking Abbey is proud of the

fact that we are a multi-cultural

community and we seek to

celebrate our diversity in as

many ways as possible. Tolerance

of, respect for, and understanding

of others are vital aspects of

preparing young people for adult

life.

The school is well served by

transport links to all parts of

London and also into rural

Essex. The closest tube station

to the school is Upney Station

located on the District Line with

Barking Station, featuring its

overground rail system, a short

bus ride or one stop on the

Underground away.

Local Buses offer services into

the local boroughs of Newham

and Havering. With the A13

motorway and easy access to the

M25 and North Circular Roads

located less than half a mile from

the school sites.



Barking is a suburban town in the

London Borough of Barking and

Dagenham, in northeast London,

England. A retail and commercial

centre situated in the west of the

borough, it lies 9.1!miles (14.6!km)

east of Charing Cross. The area is

identified in the London Plan as one

of 35 major centres in Greater

London.

Once part of Essex, the borough of

Barking and Dagenham was formed

in 1965. Barking began as a fishing

village, and also went on to be

known for its victuallers, spar

makers, and later its shipping trade

and chemical plants; whereas

Dagenham is home to the world

famous Ford Motor Company,

which was producing cars until

1931, but now produces specific

p a r t s s u ch a s e n g i n e s a nd

gearboxes.

The River Roding travels through

part of Barking and Dagenham, but

the main river in the borough is of

course the Thames. England’s largest

fishing fleet, the Short Blue Fleet,

was once based here.

Although the shipping trade is far

less prevalent now, the borough

enjoys water links with parts of the

UK and abroad.

Barking and Dagenham also has

several stations on the London

Underground. Its position in East

London means that it is close to the

new Olympic Park in Stratford, and

is well served by transport links

into Central London.

Located at the heart of the Thames

Gateway, Barking and Dagenham is

approximately 11 miles east of

central London. Situated next to

the Boroughs of Redbridge ,

Newham and Havering.

Most recent figures indicate a

populat ion of approximate ly

166,900, living in just over 69,000

households. The borough is one of

the fastest-growing in the country.

By 2020 the population is likely to

h ave i n c re a s ed to 174 , 000

according to the Office of National

Statistics (ONS). However, the

Greater London Authority, taking

into consideration the increased

house building taking place in the

borough, particularly the Thames

Gateway socia l and phys ica l

regeneration such as Barking

Riverside, estimates the number to

be closer to 205,000.

At present, 26% of the population is

aged 0-16, 62% is aged 17-64 and

12% is aged 65+. The borough has

higher proportion of both older

and younger people than the

London average.

An important recent change has

been the rap id r i se in the

proportion of the borough’s

population which is made up of

black and minority ethnic residents.

In 1991, only 6.8% of the borough’s

population was non-white. This had

risen to nearly 15% in 2001, and is

now estimated to be approximately

23%. Historically, there has been a

s t ab l e wh i t e , work i n g - c l a s s

population in many parts of the

borough, although in areas of

Barking there has been significant

ethnic diversity since the 1960s.

Life expectancy for men and

wo m e n i n t h e b o ro u g h i s

approximately 1.5 years lower than

the UK average. The life expectancy

for men and women has improved

over the past 10 years rising from

73 years to 76.3 years for men and

from 78.8 to 80.3 for women.

Death rates from major causes are

higher than the England average.

Though our death rate is reducing

and life expectancy over the past 10

years has increased, we need to do

more.

Physical Activity Leisure Services

are developing programmes to

increase physical activity across the

borough as part of a tackling

obesity drive, with the borough

recently securing free swimming to

all residents in the borough 18

years and younger.

Barking and the Surrounding Area


In July 2009 Barking Abbey Academy was announced as

the first ever pilot Regional Institute of Basketball by the British Basketball Federation.

Regional Institutes of Basketball (RIB) are a new

initiative, created from collaborative work between

British Basketball, Basketball Wales, England Basketball and Basketball Scotland.

The purpose of the Institutes is to increase the standard

of players and coaches stepping up to Great Britain and

Home Nation National teams.

The Barking Abbey institute enables players to live and breathe basketball every day. Players will reside within

student accommodation and concentrate on improving

their academic and basketball abilities every day. The focus of the programme is the daily delivery of high

quality, intensive individual training.

Barking Abbey School, in East London, was selected as

the first pilot Institute following it's track record of producing Great Britain standard players.

Regional Institutes present a unique opportunity for

young players nearing the end of their High School years

to pursue a basketball career here in Great Britain, without the need to leave home shores.

Ron Wuotila, Head of Basketball Operations for British Basketball, said “British Basketball is pleased that Barking

Abbey School will be the first Regional Institute pilot. The staff and management at Barking Abbey School have

produced a very good basketball environment, one that is

an ideal setting to run this pilot. I look forward to working with them.”

Mark Clark, Barking Abbey School’s Academy Director,

said “We are really excited about the prospect of being the first British Regional Institute.

It is an endorsement of the program we have developed here at Barking Abbey and will help enable the talent we

have in this country to fulfill its massive potential.

To be part of this structure is a tremendous opportunity

and a great responsibility that we are looking forward to.“

What is the Regional Institute of Basketball


“Regional Institutes of Basketball are different from any other basketball opportunity in Great Britain because they carry the

endorsement and support of the British Basketball Federation.”

The Regional Institute of Basketball (RIB) is part of

the Game On Strategy for British Basketball and the

home nations.

The RIB located at Barking Abbey School has been

operating under a Memorandum of Understanding

(MOU) since July 2009 following a period of

program development by Barking Abbey School. The

one year pilot period was established to both help

review the existing pilot program and also any

further roll out of the RIB model to other regions in

the home countries. After this thorough review

period British Basketball in partnership with England

Basketball and Barking Abbey School will now

establish the UK’s first Regional Institute of

Basketball for the next four years.

The Regional Institutes of Basketball is a key

element in the T16 Strategy for establishing a world

class development program. The RIB is the point

where nation’s talent ID Home meets the lower

reaches of the GB performance beam through

working to a national curriculum designed to

develop international senior players. The RIB

supports players and coaches in areas that are

important for development of international standard

players and coaches.

The vision for the Regional Institutes of Basketball is

to be the premier player and coach organization for

British players on home soil that is equal or better

to any equivalent of the best national ffederation

programs in the world for 16 to 19 year olds. It is

expected that there will be four RIBS in operation

by 2015.

The aim is to establish a professional, well managed

performance unit developing national players in a

competitive training environment and to support

the student players and coaches with key

performance support services to increase

international competitiveness at European and

ultimately Olympic levels.

The objective is for the RIB’s to be the pioneer

educational and elite youth basketball learning

centres in the UK. The RIB will be the leading youth

basketball performance development centre that

offers a viable alternative to US high school and

European Academies. This will enable British players

to develop their basketball to an elite level without

prejudice while completing their British schooling

and living closer to family at a crucial time for

players and families.

What is the Regional Institute of Basketball


The AASE programme is designed to meet the needs of

elite athletes aged 16-18 who wish to continue their

sporting career and gain academic qualifications at the same time.

It is not a qualification for simply playing the game. It is a

two-year programme where Apprentices receive

additional support and guidance for their basketball

development and education. The AASE is aimed at

athletes who :

'have the realistic potential to achieve excellence in their sport

and are seeking to perform at the highest level as their main

career goal’

Importantly AASE provides an array of exit opportunities

if the ultimate performance related outcome is not quite

reached. Even if a young person is successful in achieving

a professional contract or a full-time occupation, their

career as a performer often has a limited lifespan.

Most professional athletes’ careers are in decline by their

early thirties and some are often forced out earlier due

to injury, loss of form, or employer financial constraints.

The AASE programme has been designed so that if an

athlete falls short of their ultimate goal, they have the

skills, knowledge and qualifications to pursue a secondary

or supplementary career. Exit routes include Higher

Education, or working in the sport & recreation Industry

in roles such as coach, sport development officer, or

fitness instructor.

The AASE program is a key part of the Basketball Player

Pathway in England. With limited numbers accepted onto

the course each year, it is aimed at students who have

already shown the potential to achieve excellence in the

sport.

The Apprenticeship consists of eight units. The first four

providing a direct assessment of the athlete’s application

of technical, tactical, physical and psychological aspects of

the sport.

The remaining four units address wider issues such as

lifestyle, communication skills, and career management.

These units cover some of the most important factors to

becoming an elite athlete, they are vital for an athlete

moving to a secondary or supplementary career.

Advanced Apprenticeship of Sporting Excellence


Coaching Staff


ACADEMY DIRECTOR - MARK CLARKBarking Abbey Academy Director, Mark Clark most recently coached the Great Britain Senior Women team, winning promotion in 2006-07 from Division B to Division A of the European Championships. Mark is an England Basketball Senior Coach. He has coached female National teams at U16, U18, U19 and Senior level as well as coaching England to the Commonwealth Championship Gold Medal in 1991 and was the Assistant Coach for the Bronze Medal winning team in 2006. Mark has coached in the professional Men's British Basketball League (BBL), an Assistant Coach when the London Leopards won back to back national titles and the National Cup.

DIRECTOR OF BASKETBALL OPERATIONS - LLOYD GARDNERFormer Junior International player, Lloyd Gardner has worked at Barking Abbey for three years. A England Basketball Level 3 coach, Lloyd was a member of the Great Britain Senior Women's coaching staff with responsibility for game scouting and has worked with the England U16 Mens team. He has considerable international experience having working European camps including the Nike Without Borders Camp and takes a led role on the placement of Barking Abbey students in US universities. As a player Lloyd played professionally for the London Towers and London Leopards, and spent two years on scholarship at university in the USA before completing his education in the UK.

HEAD COACH - DEJAN MIHEVC

Dejan Mihevc is in his first year working at Barking Abbey School, coming to England from his native Slovenia and his job with the Slovenian Basketball Federation. Previously Dejan was the General Manager for the youth National Teams as well as acting as Head Coach of the U16 Boys Team since 2008 guiding the team to 3rd, 4th and 5th place finishes in the European Championships. Dejan was part of the first group of coaches to successfully pass the FIBA Europe Coaching Certificate in 2009 and is a FIBA registered coach

Coaching Staff


HEAD COACH - DAMIEN KENNEDYDamien comes to Barking Abbey from Cork in Ireland where he has enjoyed a hugely successful career both as a player, winning two Superleague Championship titles, and as a coach winning National Championships at U15, U17 and U18 level.Damien was the head boys coach at Barking Abbey in the 2009/10 season leading the team to the EBL Division Four Men South East title and in the Euroleague Junior Invitational Tournament and Cholet Mondial Tournament in France

ASSISTANT COACH - RIKKI BROADMORE

Former Academy Student, Rikki Broadmore, joined the coaching staff in 2009 whilst he rehabilitates from a knee injury sustained whilst playing. Rikki was a member of the academy from 2005-2008 in which he participated in three Interperformances cup competitions, two National Schools Finals and the Sabonis cup in Kaunas, Lithuania. Rikki was the lead coach for the U14 Barking Abbey School team that won the 2010 National Schools Title.

Additional Staff


EUROPEAN BASKETBALL CONSULTANT - ALBERTO BUZZAVO Based in London, Alberto has a terrific international professional background in sport management and professional basketball After playing college basketball in the Big East, Conference in the USA, Alberto returned to his native Italy to play professionally before moving into management. Alberto is at the head of one of the major European Basketball Events, the Eurocamp as well as the international coordinator at the Las Vegas International Summer League. At Barking Abbey Alberto is responsible for European growth and guidance to players with professional basketball careers.

STRENGTH AND CONDITIONING COACH - DUNCAN OGILVIEDuncan Ogilvie is the Head Strength and Conditioning coach at Barking Abbey, working exclusively with the students on the basketball program. A former International basketball player, Duncan played professionally in Spain, France and the UK in an eight year pro career after graduating from Drury University in the United States. Duncan is certified through the United Kingdom Strength and Conditioning Association (UKSCA) as a Accredited Strength and Conditioning Coach (ASCC) and the National Strength and Conditioning Association (NSCA) as a Certified Strength and Conditioning Specialist (CSCS). He has a Masters Degree in Sports Science from the University of Manchester as well as being a qualified TRX and Kettlebell instructor.

PHYSIOTHERAPIST - BRIAN PETERSBrian Peters is located full time at Barking Abbey School where he runs his ‘Abbey Physiotherapy Clinic’ for outpatients in the community. Brian commenced his professional duties within the NHS where he completed 5 years of service. His responsibilities were patient centered, completing professional objectives within Outpatients, Orthopedic, Neurological and Intensive care. Brian is a member of the Health Professions Council and Chartered Society of Physiotherapy.

To expose our student athletes to the highest competitive level possible, Barking Abbey plays in England Basketball’s Senior National League Competitions for both Men and Women. The Barking Abbey London Leopards participate in EBL Mens DIvision One whilst the Barking Abbey Leopards play in EBL Division One for Women and a Division Four level for Men.

Giving students a chance to play in a senior competition provides the right development environment to put into practice the breakdown drills that we emphasis on a daily basis, at a competitive level.

Whist winning is important to us, the complete focus of participation is on improvement not success in terms of competitions or titles.

Each of the EBL DIvision One Teams has academy players supported by senior players that help the team, in positions that compliment the players already present.

Academy studets Renee Johsnon-Allen and Harriett Yea were both voted to the Womens EBL Division One All Star Game on the back of their strong performances on our teams.

In the 2010/11 season, Year 13 students Simeon Espirt and Keelan Cairns were starters for the London Leopards team that finished in second place in the league and made the EBL Final Fours held at a packed Amaechi Centre in Manchester. The team featured 6 current Barking Abbey Students making up the youngest team in the division.

National League Basketball


As well as our competitive domestic games schedule Barking Abbey is committed to traveling internationally to expose its players to different styles and cultures of basketball. !Since the creation of the program it has participated against well respected European programs such as the Sabonis School in Lithuania, BC Khimik from Ukraine, Estudiantes from Spain, Prokom Trefl from Poland, TV Langen and ALBA Berlin from Germany, BC Bosna from Bosnia, KK Zadar and KK Zagreb from Croatia, Torrejon and Tenerife from Spain, Maccabi Tel Aviv from Israel, Union Olympija from Slovenia, and Hyres Toulon and Paris Levallois from France!

Ever since the first ever European Trip to Lithuania to take part in what some people regard as one the top junior basketball tournament in Europe, Barking Abbey has established a reputation across Europe for the style and ability of its teams. To date it is the only British team ever to be invited or play in the Sabonis Cup held at the Arvdyus Sabonis School in Kaunas, Lithuania or participate in the Euroleague Nike Junior Invitational Tournament.

The first international success on foreign soil for Barking Abbey came from the U18 Girls team as they won the 2007 Sarajevo Youth Basketball Festival. Participating alongside the boys who finished third in the male competition, the girls defeated teams from Bosnia, Serbia and Austria on their way to the Championship, needing overtime and several step up individual performances in the Final against KK Zeyezenicar.!

The girls were able to repeat this triumph two years later in 2009 when they comfortably won the Sarajevo Youth Basketball Festival again. This year they went alongside a young Barking Abbey boys team featuring year 9 and 10 students who performed well in the U16 competition, losing out in the semi finals behind strong performances from Dominic Norton, Dylan Johns and Jefferson Davis.

In 2010 the boys and girls teams travelled separately to play in tournaments in France and Spain respectively against some of the best talents those countries have to offer. The Easter weekend saw the boys team enter the Cholet Mondial Tournament. Participating in the impressive French Pro A team arena, Abbey made a crediable performance finishing in the top half of the competition eventually won by Serbian League Runners Up BC Zitko!After dominating the Sarajevo Basketball Festival, the girls team had the opportunity to test themselves against some of the top junior programs from Spain and Italy in the Geieg Girona tournament in Spain. Led by tournament ‘Best Defender’ Ella Clark the girls further cemented Barking Abbey’s reputation as a program able to compete with the very best of talent from Europe.

International Tournaments


The Barking Abbey 1992 Born team lines up after the Cholet Mondial tournament in France, 2010. The team participated against programs from France, Spain, Serbia, Slovenia and Croatia

The Barking Abbey U18 Girls team stands for the National Anthem prior to the 2007 Sarajevo Youth Basketball Festival in Bosnia.

For the eighth edition of the Nike International Junior

Tournament, held in Paris, a total of four classification

tournaments were held across Europe – Rome in Italy,

L'Hospitalet in Spain, Belgrade in Serbia and London in

England – this enabled Europe's elite youngsters fight for

the right to play on the biggest stage of all, the

Euroleague Final Four.

Following the successful introduction of two

classification tournaments in 2008 (L'Hospitalet and

Belgrade) and a third in 2009 (Rome), the Euroleague

decided to add one more this season, in London in

association with Barking Abbey Academy. The changes

ensured that Europe's best Under - 18 players would be

present in the finals, and the team winning the

tournament would be crowned the undisputed European

Junior Club Champion.

The Barking Abbey Euroleague Basketball Junior

Classification Tournament in London, United Kingdom

featured eight teams from eight different countries all

appearing at Goresbrook Leisure Centre in Dagenham

for three days of competition.

Union Olympija from Slovenia, KK Zadar from Croatia,

Maccabi Tel Aviv from Israel, USK Future Stars from the

Czech Republic, Banca Sella Biella from Italy, BC Khimki

Moscow Region from Russia, and La Caja de Canarias

Gran Canaria from Spain, joined the hosts Barking Abbey

in competing for the las automatic qualification spot in

the Euroleague Nike International Junior Tournament

Finals.

In the end it was Union Olympija who took London's

first tournament championship after a convincing 76-60

win over USK Future Stars in the final.

BARKING ABBEY SURPRISES EVERYBODY AT THE NJIT”

- Hoopsfix.com

Union Olympija went unbeaten throughout the

tournament after dominating Group A, winning

comfortably over Biella, Gran Canaria and Future Stars.

Group B proved to be much tighter, eventually topped by

Maccabi Tel Aviv, it was however, Barking Abbey who

made all the headlines. With a fantastic win over KK

Zadar from Croatia in the first morning, Abbey left

themselves a do or die game against Khimki Moscow

Region for a place in the semi finals. Falling behind early,

Barking Abbey made a furious comeback behind guards

Teddy Okereafor and Josh Johnson and turned around a

15 point half time deficit to win 66-62.

This win gave Barking Abbey a semi final against Union

Olympija and Maccabi a game against Group A runners

up USK Future Stars. Olympija, featuring highly regarded

Jan Span and Gezim Morina; won a close game against

Abbey, pulling away in the fourth quarter to record a

76-60 victory. USK Future Stars came from 8 down

heading into the final quarter to outscore Maccabi Tel

Aviv 33-17 and record a 76-66 victory.

In the final, 28 points and 11 rebounds from tournament

MVP Morina, helped Olympija fight back from a 21-8

deficit at the end of the 1st period to seal their

tournament victory over the team from the Czech

Republic.

Euroleague Nike Junior Invitational Tournament


Facilities


Barking Abbey School contains all the facilities needed to create elite level basketball players onsite at its Sandringham Road Campus.

The main sports hall consists of a FIBA regulation basketball court with perspex backboards suspended from the ceiling. The venue has been accepted for use for EBL Division One Men and Women fixtures, and has previously been used as the home of the Interperformances Cup and for Junior Internationals.

Dedicated changing areas for basketball students within the facility allow athletes a place to leave their clothing and equipment during the day when they are attending lessons and two computer rooms allow students a place to complete coursework when not being used for lessons.

The building contains two fully equipped strength and conditioning areas. The free weights room, used solely by the sports academy students of the school features equipment such as dumbbells, kettlebells, plyometric boxes, and a squat rack. Whilst the upstairs gym is filled with Cardio Vascular machines such as treadmills, rowing machines, bikes, steppers and fixed resistance machines.

The school also has a Basketball workout hall featuring four full sized backboards, used for individual or small group technical skill sessions and shooting.

The London Leopards EBL Division One mens team play their home games at the Brentwood Centre, one of the finest venues in British Basketball. Capable of holding up to 2000 spectators, the events centre regularly holds concerts and exhibitions when not being used for basketball. Originally it was the home of the London Leopards franchise when it was one of the major clubs in the British Basketball League.

FREE WEIGHTS ROOM

BASKETBALL HALL

GYM

BRENTWOOD CENTRE

Barking Abbey is fully supportive of

both Great Britain and England

Basketball national teams.

In its first five seasons, the school

has had thirty six different players

repre sen t t he i r coun t r y i n

international competitions. A vast

number of additional players have

also appeared at National Team

training camps and been selected as

part of squad lists. From these

thirty six players, twenty were not

selected for any international

competitions before they attended

Barking Abbey Academy.

In Summer 2010, Barking Abbey was

represented by it's current or

former players in the following

National team programs ; U15

Boys, U16 Boys and Girls, U18 Boys

and Girls, U20 Men and Women,

England Senior Men, Great Britain

Senior Women. Our program was

responsible for 17 of the possible

72 players that made the final teams

for European Championships a

massive, 24% of the England and

Great Britain junior national teams

were current of former students of


Of our three senior international

players, Harriett Yea and Leah

Dehaan for the Great Britain Senior

Women ' s p rog r am and Joe

Ikhinmwin for the England Senior

Mens team. None of these played

for the U16 England National team

prior to attending Barking Abbey

School.

International Honours


One of the major objectives of Barking Abbey is to develop players to represent their country in international competition.

Season 2009-10GB Senior WomenNatalie Stafford

England Senior MenJoe Ikhinmwin

GB U20 European Championships, AustriaRyan Martin

GB U20 European Championships, FRYOMMary DurojayeJosephine SalmonKashmere JosephElla Clark

England U18 European Championships, IsraelTeddy OkereaforJosh Owen-ThomasJesse Chuku

England U18 European Championships, RomaniaRosie HynesMaisie ElstonChristina GaskinJamila Thompson

Bulgaria U18 European Championsips, RomaniaBisera Peshkova

England U16 European Championships, EstoniaDominic Norton

England U16 European Championships, FRYOMChantel CharlesShequila Joseph

England U15 Copenhagen TournamentTyrell IsaacsJefferson DavisGeorge JarvisDwayne Orija

Season 2008-09GB Senior WomenHarriett YeaLeah Deehan

GB U20 European Championships, FYROMMrashi Karumba Kashmere JosephMary Durojaye

England U18 European Championships, IsraelJamilla ThompsonJosephine SalmonElla ClarkFrancesca Whitby

England U18 European Championships, BosniaRyan Martin

England U16 European Championships, EstoniaChristina GaskinChantel CharlesRosie HynesShequila Joseph

England U16 European Championships, PortugalDylan JohnsRaphel Thomas-EdwardsJesse Chuku

England U16 Leicester Tournament Dominic Norton

Season 2007-08GB Senior WomenHarriett Yea

GB U20 European Championships, PolandKashmere JosephHarriett YeaLeah DehaanMrashi Karumba

England U18 European Championships, HungaryLeigh GreenanRobert GilchristBradley Wilkinson

England U18 European Championships, FYROMMary DurojayeRenee Johnson-AllenJulia ColleyFrancesca WhitbyJamilla ThompsonElla Clark

Season 2006-07GB U20 European Championships, PolandJoe Ikhinmwin GB U20 European Championships, LithuaniaHarriett YeaKashmere Joseph

England U18 European Championships, RomaniaHarriett YeaKashmere Joseph

England U18 European Championships, PortugalLeigh Greenan

England U18 Cherbourg International TournamentBen RussellNathan Wilson

England U18 European Championships, FYROMMiles Davis

England U18 European Championships, ItalyElla Clark

Season 2005-06GB U20 European Championships, PortugalJoe Ikhinmwin

England U18, Cherbourg International TournamentFola Adeleke

England U18 European Championships, ItalyLeah DehaanHarriett YeaElla Joines

England U16 European Championships, EstoniaLeigh GreenanBradley Wilkinson

England U16 Cherbourg International TournamentDan Garrard

England U16 European Championships, FinlandJulia Colley Kashmere JosephMary DurojayeElla Clark

International Representatives Of Barking Abbey School


Barking Abbey has forty-four former students still actively playing basketball either in Senior National Leagues in the

United Kingdom or Internationally. Of these, twenty-seven are on full athletic scholarships in the United States at least

one in every level of the American system, NCAA Division One and Division Two, NAIA, Junior Colleges and Prep

Schools.

At Barking Abbey we pride ourselves on assisting our students

move onwards when they finish their time at the School. Career

guidance is a main component of our Program, ensuring that each

player leaves the school with an understanding of the pathway

that they can follow to reach their goals. A vast amount of time

is spent advising each player on a one to one basis and also in

exploring and marketing each player to the environment that

best suits that individual.

With the ultimate aim of a professional basketball career we feel

it is important that Barking Abbey Alumni go to environments

that are right for them both on and off the court. We have

more of our former players in the US than any other program in

the UK and pride ourselves on the fact that not only do our

players achieve scholarships but that they also become major

contributors to the programs that they attend. We believe that

by students being realistic in the level of program they attend it

allows them to become successful rather than just sitting on the

end of the bench.

Going to the United States is not the route that every player is able or wants, nor is it necessarily the best pathway for

every individual to follow if they wish to become a professional player. The United Kingdom now has a number of

further education institutions that offer scholarships for basketball, combining them with a high quality education

Of the Basketball Academy students that have completed their sixth form studies at Barking Abbey School, 81% of them

have moved onto further education. We are proud that our graduating players have gone on to universities such as

Loughborough, London South Bank, Kingston, Brighton, Staffordshire, Hertfordshire, Northumbria, UWIC, Leeds

Metropolitan, and Coventry.

Professional basketball teams from mainland Europe have now started to take a serious interest in players produced in

England and specifically by our program. We have been visited by scouts and representatives from numerous high profile

clubs coming to look specifically at our players and their suitability for their programs. Barking Abbey has already had

two players sign professional basketball contracts in Spain and has linked with some of worlds biggest agencies to ensure

that players are protected and marketed in the correct fashion for starting a professional career.

What Happens After Barking Abbey ?


WHAT HAPPENS WHEN YOU FINISH AT BARKING ABBEY

Fola Adeleke – Eastern Wyoming College,

USA

Bode Adeluola – Kingston University

Ziana Bofenda – Meridian College,

USA

Amber Charles – Tennessee Temple

University, USA

Krystal Charles – Ekerd College, USA

Ella Clark - Long Beach State University, USA

Ruby Clarke – Brighton University

Adam Coates – Oxford Brookes University

Julia Colley – University of Bridgeport, USA

Stephen Danso - University of Coventry

Fernando Davy – Northumbria University

Leah Dehaan – UWIC

Bolu Diyaolu – Staffordshire

University

Mary Durojaye – Robert

Morris University, USA

Kofi Gardiner –

Loughborough University

Daniel Garrard – University

of Kent

Robert Gilchrist – Polk State

College, USA

Valentin Golchev – Northumbria University

Joe Ikhinmwin – South Carolina State University , USA

Chris Jackson – University of Hertfordshire

Michael Jarvis – Lakehead University, Canada

Tisean Jeffers – Loughborough University

Renee Johnson-Allen – Drexel University, USA

John Johnson – London South Bank University

Jouvan Johnson – Loughborough University

Ella Joines – Union University, USA

Kashmere Joseph – Seton Hall University,

USA

Mrashi Karumba – Northeastern

College, USA

Charlton Koripamo – University of

Hertfordshire

Omar Mohamed – University of

Hertfordshire

Tameem Nazari - Loughborough University

Mike Odumoso – North Country College, USA

Chucky Omo - Bournmouth University

Ryann Samuel – University of Coventry

Alex Scotland-Williamson – Lee

College, USA

Ellie Shaxon - Leeds Metropolitan

University

Miriam Seale – Midland College, USA

Jamila Thompson - Daytona State College,

USA

Lukas Volskis – Murray State College, USA

Francesca Whitby - UWIC

Bradley Wilkinson – Seminole State College, USA

Kenroy Wood - Moberley Area College, USA

Michael Yorke – Hertfordshire University

Students in Higher Education


Barking Abbey is proud of the number of students moving onto higher education. Over 80% of our students have gone onto Universities both here and abroad. Below is a list of our

students currently in Higher Education

As a young adult in the early years of the 21st century,

you have already had to prove yourself to be flexible and

capable of adapting to a fast pace of change. !You are

used to a world that talks constantly of change and

improvement.

!

Our task at Barking Abbey is to equip you with the

knowledge, skills and attitudes to make a success of your

future life and work. !You will change jobs probably more

times in your first ten years of work than your parents'

and grandparents' generations did, in their whole lives.

In order to enable you to succeed, Barking Abbey’s Sixth

Form offers you a wide range of academic options to

ensure that you are suitably prepared for your adult life:

LEVEL 3 BTEC DIPLOMAS!

Students need 5 or 6 A* - C at GCSE depending on the

subject.

These are equivalent to either 1, 2 or 3 A Levels.

They are recognised by Universities and students are

regularly successful in moving onto Higher Education.

They tend to be more coursework based with either no

exams or only a limited number of exams.

They are graded either Pass, Merit Distinction and Fail or

Graded A – E the same as A Levels.

ADVANCED LEVEL COURSES

You need 6 or more GCSE grade A* - C.

Most AS/A2 courses will require a grade B at GCSE.

AS Levels are a continuation of GCSE but are more

specialised.

Students must be prepared to put in additional 5 hours

of study per subject per week.

Most Universities require 3 A Level passes, although

some 2 and some may require a fourth AS Level.

AS/A2 subjects are graded A – E at pass level and U as a

Fail.

AS Levels can be mixed with vocational courses if the

timetable permits.

LEVEL 2 BTEC DIPLOMAS

These Vocational courses are aimed at students needing

more A* - C !GCSE grades and are taken over a one Year

period.

The Level 2 BTEC Diploma lasts one year only.

Students should aim to take 2 Level 2 BTEC Diplomas.

Each Level 2 BTEC Diploma is equivalent to 4 GCSE

Grade A-C.

There are no examinations taken. !The courses are 100%

coursework.

Gaining a Merit or higher may enable you to remain at

Barking Abbey to take A Level equivalent courses for two

further years (subject to HODs discretion).

Academic Qualifications


THE FOLLOWING COURSES ARE AVAILABLE AT BARKING ABBEY SCHOOL

Sixth Form Courses Available


LEVEL 3 BTEC DIPLOMAS

Business

Dance

Science

Sports Science

A LEVELS

Accounts!

Law

Art and Design

Graphic Design

Mathematics Pure & Applied

Biology

Mathematics Pure & Statistics

Business Studies

Further Mathematics

Chemistry!

Media

Dance

Music

Drama and Theatre Studies

Music Technology

Design & Technology

Photography

Economics

Physical Education

English Literature

Physics

French

Psychology

Geography

Religious Studies

Government and Politics

Spanish

History

Sociology

ICT

Travel & Tourism

GCSE PERFORMANCE

Pupils with equivalent of 5 of more GCSES at Grade C or Above (Including Maths and English)

251 Students, 41.5% of whom had special educational need

Pupils getting at least two good GCSEs in sciences: 32%

Pupils with at least one modern language GCSE: 12%

A/AS-LEVEL PERFORMANCE (UCAS POINTS)

226 Students

Exam Results of Barking Abbey School


Barking Abbey School Barking and Dagenham National Average

2009 71% 45.1% 49.8%

2008 64% 39.2% 47.6%

2007 58% 39.7% 46.3%

2006 61% 37.7% 45.6%

Barking Abbey School Barking and Dagenham National Average

2009 685 647.2 739.1

2008 666.2 619.2 740

2007 641.1 601.6 731.2

2006 603.5 570.1 721.5

Barking Abbey School, A Specialist Sports and Humanities CollegeInspection report

Unique Reference Number 101241Local Authority Barking and DagenhamInspection number 307622Inspection dates 24–25 September 2008Reporting inspector Adrian Lyons HMIThis inspection of the school was carried out under section 5 of the Education Act 2005.Type of school ComprehensiveSchool category CommunityAge range of pupils 11–19Gender of pupils MixedNumber on rollSchool (total) 2004Sixth form 624Appropriate authority The governing bodyChair Councillor Fred BarnsHeadteacher Mr Mark LloydDate of previous school inspection 13 October 2003School address Sandringham RoadBarkingIG11 9AGTelephone number 020 8270 4100Fax number 020 8270 4090Age group 11–19Inspection dates 24–25 September 2008Inspection number 307622

.

© Crown copyright 2008Website: www.ofsted.gov.ukThis document may be reproduced in whole or in part for non-commercial educational purposes, provided thatthe information quoted is reproduced without adaptation and the source and date of publication are stated.Further copies of this report are obtainable from the school. Under the Education Act 2005, the school mustprovide a copy of this report free of charge to certain categories of people. A charge not exceeding the full costof reproduction may be made for any other copies supplied.Inspection Report: Barking Abbey School, A Specialist Sports and Humanities College, 2 of 1224–25 September 2008

Ofsted Report


http://www.ofsted.gov.uk

http://www.ofsted.gov.uk

Introduction

The inspection was carried out by one of Her Majesty's Inspectors and four Additional Inspectors.

Description of the school

Barking Abbey School is a heavily over subscribed specialist sports and humanities college. It has recently been designated an enhanced specialist school for targeted work with gifted and talented students. It is a very large school and has an exceptionally large sixth form. The proportion of students entitled to free school meals is above average. The proportion of students from a minority ethnic background is well above average with large proportions from Indian, Pakistani or Black African heritage. The proportion of students for whom English is an additional language is above average, but few are at an early stage of learning English. The school has acquired a vast array of awards including Sportsmark Gold, Investors in People and the Basic Skills Agency Charter Mark.

Key for inspection grades

Grade 1 OutstandingGrade 2 GoodGrade 3 SatisfactoryGrade 4 Inadequate

Inspection Report: Barking Abbey School, A Specialist Sports and Humanities College, 3 of 1224–25 September 2008

Ofsted Report


Overall effectiveness of the schoolGrade: 1

Barking Abbey is an outstanding school. This statement will come as no surprise to the very large majority of parents returning questionnaires who had nothing but praise for the school. Typical of parental comments were, 'Barking Abbey is an excellent school' or 'I am very pleased with the way the school gives help and support to the children, not only in school matters but outside school...' Standards in Year 11 are exceptionally and consistently high, resulting from outstanding progress given their starting points. Results are continually improving, thus enhancing the life chances of students. Many stay on to the very large sixth form from where they progress to a wide variety of higher education institutions and employment. The proportion of students leaving school and not moving to further education, training or employment is one of the lowest in the borough. The life chances of students are enhanced in a variety of ways beyond academic results. Their personal development and well-being are outstanding as is their care, guidance and support.

The school is an oasis of calm and harmony where students feel very safe. Students are encouraged to adopt healthy lifestyles and through excellent work with the local authority,the rate of teenage pregnancies has significantly reduced. Students make an outstanding contribution to the school and local community. The needs of the local and wider community are promoted and embedded in all aspects of school life and this is reflected in the diverse range of partnerships with local and international partners. Diversity is promoted in school assemblies and through a range of cultural events where the school ensures that inequality is challenged and addressed by all students and adults. The school makes an outstanding contribution to community cohesion.

Students clearly enjoy being at school as evidenced both by what they told inspectors and the above average attendance figures. Behaviour is excellent around the school not least because of the excellent relationships between students and staff. The school now offers a broad range of subjects that meet the needs and interests of different students. The curriculum is good and continuing to improve. The school has been innovative in its use of learning time. Academic and personal mentoring has a high profile. However, within the context of this outstanding school a relative weakness is that there are insufficient planned opportunities for students to reflect. The legal statutory entitlement for all students of religious education for all students is now in place but is a very recent development.

Two key reasons for the outstanding achievement of students are that the quality of teaching and learning and also leadership and management are outstanding. Inspectors visited lessons and spoke to staff and students. They found that the key to the excellent teaching was a combination of positive relationships and a strong focus on continuing professional development for teachers. Leaders and managers at all levels place a strong emphasis on improving teaching.Central to the rapid improvements in the school is the commitment and quiet determination of the head teacher. He empowers senior and middle leaders to innovate and improve provision.


Ofsted Report


Effectiveness of the sixth formGrade: 1

This very large sixth form offers an outstanding quality of education. Standards continue to rise. One of the strengths apparent in the sixth form is the school's performance management. Whilst results in 2007 were very good, weaknesses in some subjects were identified. By summer 2008, results in these subjects had risen dramatically due to the school's intense focus on improvement. In the sixth form students feel extremely well cared for, guided and supported. There are strong processes for ensuring students are matched to appropriate courses and helped to prepare for higher education or employment. Students are extremely positive about the quality of teaching, citing a combination of teacher dedication and variety of teaching and learning approaches as the key ingredients of its excellence.

The sixth form provides strong monitoring of academic progress and provides a complimentary tutorial programme. There are excellent opportunities for elite athletes through the sports academies and students are attracted from around England and as far as Lithuania. The sixth form council plays an important role in the running of the school. For example, through their initiative, sporting opportunities have been increased for non-sports specialists. Inspectors spoke to mature and confident young people who were extremely pleased with what the sixth form had to offer. They observed great talent in music and art. However, provision for enrichment and the encouragement of students' personal development and well-being, is less well established than is often found in the best sixth forms. The sixth form is rightly held in high regard in the community.

What the school should do to improve further

There are no major issues for the school to address, but to improve further, the school should build on its new arrangements for religious education for students in Years 9 to 14 and consider ways to create more opportunities for students to reflect.

Achievement and standardsGrade: 1

On entry to the school pupils have average standards. By Year 11 their progress has been outstanding and they achieve standards which are well above average. In the most recent results more than three quarters of pupils gained five GCSE passes at grades A* to C and over two thirds attained five top grade passes including English and mathematics. Key Stage 3 is taught over two years rather than three. As a result, pupils are less likely to achieve the higher levels. However, their standards in Year 8 are on a par with those nationally at the end of Year 9. The advantage of this new curriculum is that pupils spend three years studying GCSE subjects. Early indications, from the school's detailed tracking system, is for results to improve further next year.

In the sixth form, value added analysis provides evidence that in 2007 standards were average and given their starting points, progress was good. In 2008 both standards and achievement improved markedly. In 2007, student progress in vocational courses was not as good as in traditional A levels. They have now overtaken points scores in traditional subjects and results are outstanding.


Ofsted Report


Personal development and well-beingGrade: 1

Students' moral, cultural and social education is outstanding. Students of all abilities and backgrounds interact well and show maturity and consideration for others in lessons and when moving about the school. This creates a very positive ethos. Students enjoy their education and take advantage of the many extra-curricular activities on offer. Punctuality to lessons is excellent and indicates a keenness and desire to engage in learning. Plans are in place to enhance opportunities for reflection and engagement in activities that inspire awe and wonder but this is yet to impact sufficiently on spiritual development.

Students behave safely in lessons and are very aware of potential hazards that could occur in physical education (PE), science and technology. Students' support for the move to eating and drinking healthy foods is seen in the popularity of school lunches. Students respond well to lessons on health-related issues. Participation rates in PE are very high and the sports specialism and sports academy have had a very positive effect on levels of fitness and reducing obesity. During the inspection, the school's impact on fitness and obesity was the subject of a study visit by professionals from the Netherlands.

The school council is highly regarded by the students as a way of influencing change in the school. All students are also regularly consulted and their voice has brought about a number of changes to courses and the way subjects are taught. Citizenship is an increasing strength in the school and students are very well involved in the local and wider community. Students make good progress in preparing for their future economic well-being. Their literacy, numeracy and computer skills are well developed. However, the school recognises the need to further develop enterprise skills. The curriculum for personal, health, social and economic education has been enhanced this year in the lower school by the inclusion of economic education and financial capability in the planning of lessons. The enrichment programme in the sixth form has many strengths. For example, students undertake community service and support younger students in the main school. Students are prepared for life in modern Britain through the citizenship programme but currently its impact is limited because the excellent mentoring and careers programme eats in to this provision.


Ofsted Report


Quality of provisionTeaching and learningGrade: 1

Teaching and learning are outstanding. The school places teaching and learning at the heart of its work and students make excellent progress as a result. Students say they are 'here to learn' and they are proud about that; they work extremely well together and have very good relationships with their teachers. There is therefore a genuine learning culture within the school and teachers are keen to work together to share ideas and seek out new approaches. They are extremely well supported by a talented team of expert teachers who provide specialist individualised training.

The very large majority of lessons are good. Few lessons are less than good while many are outstanding. Most are well-paced and engaging. They include a good range of lively, purposeful activities which help students apply what they learn. Teachers expect the very best of students and they respond with enthusiasm. In a drama lesson, the teacher challenged the students to seek creative solutions and provided structured stepping stones to help them do this. Skilful questioning and expert subject knowledge make lessons come alive.

Most of the time, students are clear about how well they are doing and what they need to do to improve. Marking is usually helpful, though its quality varies between subjects. In many lessons, students are encouraged to talk about their work and reflect on how well they have done. For example, in an A level dance lesson, students evaluated each others' performances with honesty and sensitivity.

Teachers and special support assistants also work very well together. They make good use of information about students' progress to plan lessons and adapt their teaching to the needs of the students. Exceptional teaching and support are provided for those with particular learning difficulties with the result they are thriving within the school community. Teachers are confident to take learning outside the classroom, making excellent use, for example, of the garden on the lower school site.


Ofsted Report


Curriculum and other activitiesGrade: 2

The school provides a good curriculum. The extra-curricular and enrichment provision is outstanding and ranges from physical education to the arts. The school constantly evaluates and monitors the effectiveness of its curriculum to ensure it meets the needs of all students. An innovative curriculum has been introduced that is flexible and offers students many different pathways. All Year 9 students begin their study for formal qualifications early because they are entered for the national tests at the end of Year 8. This allows them to pursue courses which lead to traditional GCSEs or to choose a mixture of GCSE and vocational courses from the beginning of Year 9. There are also opportunities for a small number of students in Years 10 and 11 to attend courses at local colleges to develop skills in various work-related courses.

There are excellent opportunities for pupils to learn about other cultures through their subject lessons as well as whole-school 'Cultural Days' and different cultural events. The school's specialisms of Sport and Humanities are having a positive impact on raising attainment by improving students' engagement, self-confidence and ability to work collaboratively in a harmonious international community. Students are encouraged to develop their independent skills by taking responsibility for their own learning and they have very good opportunities to develop their capacity for leadership and teamwork through sports and other activities. Community provision includes strong links with local primary schools and members of the local and wider community actively use the sports facilities. Very good use is made of computers in all subjects across the curriculum, which is an improvement since the last inspection. The sixth form offers a vast array of subjects and its increasing popularity has increased the numbers in classes, improving the opportunities to varied teaching and learning approaches.

Care, guidance and supportGrade: 1

Students are very well supported on transfer from primary school and in their choice of different pathways leading to exams for 14-19 year olds. Excellent induction and reception arrangements mean that new arrivals feel very safe and well cared for on both school sites. Staff know their students really well. The mentoring system is central to students' excellent progress and is appreciated particularly by older students. Mentors and other staff use the school management information system to track the progress of students and this helps inform their guidance and support. A parent of a Year 11 student told inspectors that 'the website reports keep parents informed of test results and commendation.' Students know how well they are doing and what they need to do to improve.

The school has successfully deployed support staff to maintain above average attendance. Unauthorised absence is falling. The school very successfully promotes equality by meeting the needs of all learners. The school site is well maintained and health and safety audits and risk assessments are carried out regularly.

Ofsted Report


Leadership and managementGrade: 1

The headteacher, senior and middle leaders have developed a learning environment in which all pupils are able to flourish. There are clear plans identifying key priorities which relate to students' development and achievement to which all staff contribute. The school has effectively transformed its leadership. Central to school improvement and its excellent capacity to improve further has been a shift in the distribution of much of the responsibility for learning development to middle leaders. They take ownership of the school's teaching and learning agenda. The school leadership team encourages teachers to take risks with their teaching and this has improved the learning experiences for students, and the quality assurance systems ensure learning is at the heart of all development. All leaders have undertaken rigorous training in lesson observation which ensures consistency in evaluating learning quality. Middle leaders regularly evaluate the quality of lessons and update their plans to improve students' progress and leaders at all levels contribute to the school's self-evaluation and effective action is taken to meet identified priorities. Leaders at all levels contribute to providing opportunities for the development of staff skills. A key element is the highly effective 'pedagogy team' which provides professional support to coach and mentor staff to improve teaching quality. The governing body is appropriately organised into committees to oversee the work of the school. School results are analysed carefully and used to set challenging targets for students. This information is widely used by teachers to plan learning and set appropriate challenges for learners. The school has been awarded a financial standard quality mark and this together with the annual audit ensures financial resources are used efficiently and effectively. The school deploys its staff to ensure learning is effective and learning resources are used very well to enhance the learning experience.

Inspection Report: Barking Abbey School, A Specialist Sports and Humanities College, 8 of 1224–25 September 2008.

Ofsted Report


Annex AInspection judgements16-19 School Overall

Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate

Overall effectiveness

How effective, efficient and inclusive is the provision of education, integrated care and any extended services in meeting the needs of learners? 1

Effective steps have been taken to promote improvement since the last inspection : YES

How well does the school work in partnership with others to promote learners' well being? 1

The capacity to make any necessary improvements : 1

Achievement and standards

How well do learners achieve? 1

The standards reached by learners : 1

How well learners make progress, taking account of any significant variations between groups of learners : 1

How well learners with learning difficulties and/or disabilities make progress : 1

Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionallylow.


Ofsted Report


Personal development and well-being

How good are the overall personal development and well-being of the learners? 1 2The extent of learners' spiritual, moral, social and cultural development 2The extent to which learners adopt healthy lifestyles 1The extent to which learners adopt safe practices 1The extent to which learners enjoy their education 1The attendance of learners 2The behaviour of learners 1The extent to which learners make a positive contribution to the community 1How well learners develop workplace and other skills that will contribute to their future economic well-being 2

The quality of provision

How effective are teaching and learning in meeting the full range of learners' needs? 1How well do the curriculum and other activities meet the range of needs and interests of learners? 2How well are learners cared for, guided and supported? 1 1

Leadership and management

How effective are leadership and management in raising achievement and supporting all learners? 1How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education 1How effectively leaders and managers use challenging targets to raise standards 1The effectiveness of the school's self-evaluation 1How well equality of opportunity is promoted and discrimination eliminated 1How well does the school contribute to community cohesion? 1How effectively and efficiently resources, including staff, are deployed to achieve value for money 1The extent to which governors and other supervisory boards discharge their responsibilities 2Do procedures for safeguarding learners meet current government requirements? YESDoes this school require special measures? NoDoes this school require a notice to improve? No


Ofsted Report


Annex BText from letter to pupils explaining the findings of the inspection

07 October 2008

Dear Students

Inspection of Barking Abbey School, A Specialist Sports and Humanities College, Barking, IG11 9AG

Thank you for taking part in the inspection by talking to us about your work, your life in school and all you do. I am writing on behalf of the inspection team to let you know the judgements we have made about your school.

We believe your school is an outstanding school.

■ The head teacher and the people with responsibilities make decisions with your best interestsin mind.

■ You enjoy coming to school and you achieve extremely well.

■ The quality of teaching in your school is excellent and you are very well prepared forexaminations.

■ We know that you are cared for extremely well. The mentoring sessions seem particularlysuccessful in helping you to make really good progress and choose the right courses.

■ You behave in a very sensible and mature way around the school and in lessons.

■ The vast majority of you and your parents are very happy with the school and all it offers.Many of you take part in the wide range of extra activities.

■ Becoming a sports and humanities college has improved your resources and led to manyopportunities for you to excel particularly in sport. However, we were also impressed withthe skill we witnessed from students in areas such as art and music.

■ The school council together with the head boy and girl, play an important role in securingimprovements in the school.

■ Students from different backgrounds get on really well together. An excellent contributionis made to improving relations between different communities in school and in the local area.

Your school is outstanding, but no school is perfect. We have asked the leadership team toprovide more opportunities for you to pause and reflect.

Yours sincerely

Adrian Lyons

Her Majesty's Inspector

Ofsted Report


��

��

John Wooden

��#��$��"��'�� "��

��"��##�&

� ��

��!� ��

%%%��'��#��$��

Documents

Basketball Academy Season 2011/12 Prospectus