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 Qualications 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 qualications.
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 rst
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 rst 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
school s remai n, but wi t h
important developments to
enable the school and its pupils
to be fully prepared to meet the
challenges and opportunities of
life in the twenty-rst century.
One thing remains central,
however: the school i s 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,
Nor thbur y J uni or 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 rst six schools to be
awarded Speci al i st Spor t s
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
i mproved s chool 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
Qu a l i t y Ma r k a n d t h e
Sportsmark Award.
This continued in 2001, with the
Government' s Achi evement
Awa r d f o r E x c e l l e n c e ;
Sportsmark Gol d and the
Technology Colleges Trust "Most
Improved Schools" Award.
2002 followed in the same vein:
With a second Government
Ac hi eve me nt Awa r d; t he
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 r ki ng Abbey
selected by the DfES as one of
only ve 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
identied 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 shing
village, and also went on to be
known for its victuallers, spar
makers, and later its shipping trade
and chemi cal pl ants; whereas
Dagenham is home to the world
famous Ford Motor Company,
which was producing cars until
1931, but now produces specic
pa r t s s uc h a s eng i nes 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. Englands largest
shing eet, 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 Redbri dge,
Newham and Havering.
Most recent gures indicate a
popul at i on of approxi mat el y
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
have i nc rea s ed t o 174, 000
according to the Ofce 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 soci al and physi cal
regenerati on such as Barki ng
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 t he rapi d ri se i n t he
proporti on of the boroughs
population which is made up of
black and minority ethnic residents.
In 1991, only 6.8% of the boroughs
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 a bl e whi t e , wor ki ng - cl a s s
population in many parts of the
borough, although in areas of
Barking there has been signicant
ethnic diversity since the 1960s.
Life expectancy for men and
wome n i n t h e b or ou 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 rst 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 rst 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 rst 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 Schools Academy Director,
said We are really excited about the prospect of being
the rst 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 fulll 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 diferent 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 UKs rst 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 nations 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 servi ces to i ncrease
international competitiveness at European and
ultimately Olympic levels.
The objective is for the RIBs 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 qualications at the
same time.
It is not a qualication 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 nancial constraints.
The AASE programme has been designed so that if an
athlete falls short of their ultimate goal, they have the
skills, knowledge and qualications 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 ofcer, or
tness 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 rst four
providing a direct assessment of the athletes 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 CLARK
Barking 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 GARDNER
Former 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 rst 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 nishes in the European Championships. Dejan was part of the rst
group of coaches to successfully pass the FIBA Europe Coaching Certicate in 2009
and is a FIBA registered coach
Coaching Staff
HEAD COACH - DAMIEN KENNEDY
Damien 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 terric 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 OGILVIE
Duncan 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 certied 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 Certied Strength
and Conditioning Specialist (CSCS). He has a Masters Degree in Sports Science from
the University of Manchester as well as being a qualied TRX and Kettlebell
instructor.
PHYSIOTHERAPIST - BRIAN PETERS
Brian 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 Basketballs 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 nished 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 Tre 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 rst 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 rst 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 nished 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 nals 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 nishing 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 Abbeys 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 classication
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 ght for
the right to play on the biggest stage of all, the
Euroleague Final Four.
Fol l owi ng the successf ul i ntroducti on of two
classication 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 nals, and the team winning the
tournament would be crowned the undisputed European
Junior Club Champion.
The Barking Abbey Euroleague Basketball Junior
Classication 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 qualication spot in
the Euroleague Nike International Junior Tournament
Finals.
In the end it was Union Olympija who took London's
rst tournament championship after a convincing 76-60
win over USK Future Stars in the nal.
BARKING ABBEY SURPRISES
EVERYBODY AT THE NJIT
- Hoopsx.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 rst morning, Abbey left
themselves a do or die game against Khimki Moscow
Region for a place in the semi nals. Falling behind early,
Barking Abbey made a furious comeback behind guards
Teddy Okereafor and Josh Johnson and turned around a
15 point half time decit to win 66-62.
This win gave Barking Abbey a semi nal 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 nal quarter to outscore Maccabi Tel
Aviv 33-17 and record a 76-66 victory.
In the nal, 28 points and 11 rebounds from tournament
MVP Morina, helped Olympija ght back from a 21-8
decit 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 xtures, 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 lled with Cardio Vascular machines
such as treadmills, rowing machines, bikes, steppers and xed 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 nest 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 WEI GHTS ROOM
BASKETBALL HALL
GYM
BRENTWOOD CENTRE
Barking Abbey is fully supportive of
both Great Britain and England
Basketball national teams.
In its rst ve seasons, the school
has had thirty six different players
repres ent t hei r count 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 nal 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 prog r a m a nd J oe
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 2009-10
GB Senior Women
Natalie Stafford
England Senior Men
Joe Ikhinmwin
GB U20 European
Championships, Austria
Ryan Martin
GB U20 European
Championships, FRYOM
Mary Durojaye
Josephine Salmon
Kashmere Joseph
Ella Clark
England U18 European
Championships, Israel
Teddy Okereafor
Josh Owen-Thomas
Jesse Chuku
Championships,
Romania
Rosie Hynes
Maisie Elston
Christina Gaskin
Jamila Thompson
Bulgaria U18 European
Championsips, Romania
Bisera Peshkova
Championships, Estonia
Dominic Norton
Championships, FRYOM
Chantel Charles
Shequila Joseph
England U15
Copenhagen
Tournament
Tyrell Isaacs
Jefferson Davis
George Jarvis
Dwayne Orija
Season 2008-09
GB Senior Women
Harriett Yea
Leah Deehan
GB U20 European
Championships, FYROM
Mrashi Karumba
Kashmere Joseph
Mary Durojaye
Championships, Israel
Jamilla Thompson
Josephine Salmon
Ella Clark
Francesca Whitby
Championships, Bosnia
Ryan Martin
Christina Gaskin
Chantel Charles
Rosie Hynes
Shequila Joseph
Championships, Portugal
Dylan Johns
Raphel Thomas-Edwards
Jesse Chuku
England U16 Leicester
Tournament
Dominic Norton
Season 2007-08
GB Senior Women
Harriett Yea
GB U20 European
Championships, Poland
Kashmere Joseph
Harriett Yea
Leah Dehaan
Mrashi Karumba
Championships, Hungary
Leigh Greenan
Robert Gilchrist
Bradley Wilkinson
Mary Durojaye
Renee Johnson-Allen
Julia Colley
Francesca Whitby
Jamilla Thompson
Ella Clark
Season 2006-07
GB U20 European
Championships, Poland
Joe Ikhinmwin

GB U20 European
Championships,
Lithuania
Harriett Yea
Kashmere Joseph
Championships,
Romania
Harriett Yea
Kashmere Joseph
Leigh Greenan
England U18 Cherbourg
International
Tournament
Ben Russell
Nathan Wilson
Miles Davis
Championships, Italy
Ella Clark
Season 2005-06
GB U20 European
Joe Ikhinmwin
England U18, Cherbourg
International
Tournament
Fola Adeleke
Championships, Italy
Leah Dehaan
Harriett Yea
Ella Joines
Leigh Greenan
Bradley Wilkinson
England U16 Cherbourg
International
Tournament
Dan Garrard
Championships, Finland
Julia Colley
Kashmere Joseph
Mary Durojaye
Ella 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 nish 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 specically by our program. We have been visited by scouts and representatives from numerous high prole
clubs coming to look specically 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
Ko 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 exible 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 rst ten years of work than your parents'
and grandparents' generations did, in their whole lives.
In order to enable you to succeed, Barking Abbeys 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 Qualications
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 College
Inspection report
Unique Reference Number 101241
Local Authority Barking and Dagenham
Inspection number 307622
Inspection dates 2425 September 2008
Reporting inspector Adrian Lyons HMI
This inspection of the school was carried out under section 5 of the Education Act 2005.
Type of school Comprehensive
School category Community
Age range of pupils 1119
Gender of pupils Mixed
Number on roll
School (total) 2004
Sixth form 624
Appropriate authority The governing body
Chair Councillor Fred Barns
Headteacher Mr Mark Lloyd
Date of previous school inspection 13 October 2003
School address Sandringham Road
Barking
IG11 9AG
Telephone number 020 8270 4100
Fax number 020 8270 4090
Age group 1119
Inspection dates 2425 September 2008
Inspection number 307622
.
Crown copyright 2008
Website: www.ofsted.gov.uk
This document may be reproduced in whole or in part for non-commercial educational purposes, provided
that
the 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 must
provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full
cost
of reproduction may be made for any other copies supplied.
Inspection Report: Barking Abbey School, A Specialist Sports and Humanities College, 2 of 12
2425 September 2008
Ofsted Report
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 Outstanding
Grade 2 Good
Grade 3 Satisfactory
Grade 4 Inadequate
2425 September 2008
Ofsted Report
Overall efectiveness of the school
Grade: 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 signicantly 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 reected 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 gures. Behaviour is excellent around the school not least because of the
excellent relationships between students and staf. The school now ofers a broad range of subjects
that meet the needs and interests of diferent 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 prole. However, within the context of this outstanding school a relative
weakness is that there are insufcient planned opportunities for students to reect. 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 staf 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.
2425 September 2008
Ofsted Report
Efectiveness of the sixth form
Grade: 1
This very large sixth form ofers 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 identied. 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 condent young people who were extremely pleased with what the sixth form had to ofer. 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 reect.
Achievement and standards
Grade: 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 ve GCSE passes at grades A* to C and over two thirds
attained ve 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.
2425 September 2008
Ofsted Report
Personal development and well-being
Grade: 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 ofer. Punctuality to lessons is excellent and
indicates a keenness and desire to engage in learning. Plans are in place to enhance opportunities
for reection and engagement in activities that inspire awe and wonder but this is yet to impact
sufciently 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 efect on levels of tness and reducing obesity. During the
inspection, the school's impact on tness 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 inuencing 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 nancial 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.
2425 September 2008
Ofsted Report
Quality of provision
Teaching and learning
Grade: 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 reect 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
difculties with the result they are thriving within the school community. Teachers are condent to
take learning outside the classroom, making excellent use, for example, of the garden on the lower
school site.
2425 September 2008
Ofsted Report
Curriculum and other activities
Grade: 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 efectiveness of its curriculum to ensure it meets the needs of
all students. An innovative curriculum has been introduced that is exible and ofers
students many diferent pathways. All Year 9 students begin their study for formal
qualications 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 diferent cultural events. The
school's specialisms of Sport and Humanities are having a positive impact on raising
attainment by improving students' engagement, self-condence 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 ofers 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 support
Grade: 1
Students are very well supported on transfer from primary school and in their choice of
diferent 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.
Staf know their students really well. The mentoring system is central to students' excellent
progress and is appreciated particularly by older students. Mentors and other staf 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 staf 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 management
Grade: 1
The headteacher, senior and middle leaders have developed a learning environment in
which all pupils are able to ourish. There are clear plans identifying key priorities which
relate to students' development and achievement to which all staf contribute. The school
has efectively 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 efective action is taken to meet identied priorities. Leaders at all levels
contribute to providing opportunities for the development of staf skills. A key element is
the highly efective 'pedagogy team' which provides professional support to coach and
mentor staf 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
nancial standard quality mark and this together with the annual audit ensures nancial
resources are used efciently and efectively. The school deploys its staf to ensure learning
is efective and learning resources are used very well to enhance the learning experience.
2425 September 2008
.
Ofsted Report
Annex A
Inspection judgements
16-19 School Overall
Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate
Overall efectiveness
How efective, efcient and inclusive is the provision of education, integrated care and
any extended services in meeting the needs of learners? 1
Efective 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 signicant variations between
groups of learners : 1
How well learners with learning difculties and/or disabilities make progress : 1
Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none
signicantly below average; Grade 3 - Broadly average to below average; Grade 4 -
Exceptionally
low.
2425 September 2008
Ofsted Report
Personal development and well-being
How good are the overall personal development and well-being of the learners? 1 2
The extent of learners' spiritual, moral, social and cultural development 2
The extent to which learners adopt healthy lifestyles 1
The extent to which learners adopt safe practices 1
The extent to which learners enjoy their education 1
The attendance of learners 2
The behaviour of learners 1
The extent to which learners make a positive contribution to the community 1
How well learners develop workplace and other skills that will contribute to their future
economic well-being 2
The quality of provision
How efective are teaching and learning in meeting the full range of learners' needs? 1
How well do the curriculum and other activities meet the range of needs and interests of
learners? 2
How well are learners cared for, guided and supported? 1 1
Leadership and management
How efective are leadership and management in raising achievement and supporting
all learners? 1
How efectively leaders and managers at all levels set clear direction leading to
improvement and promote high quality of care and education 1
How efectively leaders and managers use challenging targets to raise standards 1
The efectiveness of the school's self-evaluation 1
How well equality of opportunity is promoted and discrimination eliminated 1
How well does the school contribute to community cohesion? 1
How efectively and efciently resources, including staf, are deployed to achieve value for
money 1
The extent to which governors and other supervisory boards discharge their responsibilities
2
Do procedures for safeguarding learners meet current government requirements? YES
Does this school require special measures? No
Does this school require a notice to improve? No
2425 September 2008
Ofsted Report
Annex B
Text from letter to pupils explaining the ndings 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 interests
in 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 for
examinations.
We know that you are cared for extremely well. The mentoring sessions seem particularly
successful 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 ofers.
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 many
opportunities for you to excel particularly in sport. However, we were also impressed with
the 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 securing
improvements in the school.
Students from diferent backgrounds get on really well together. An excellent contribution
is made to improving relations between diferent communities in school and in the local area.
Your school is outstanding, but no school is perfect. We have asked the leadership team to
provide more opportunities for you to pause and reect.
Yours sincerely
Adrian Lyons
Her Majesty's Inspector
Ofsted Report
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Basketball Academy Season 2011/12 Prospectus

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Basketball Academy Season 2011/12 Prospectus

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