A SCHOOL undergoing a period of transformation has been told it must make further improvements.

Despite major changes at Framwellgate School Durham, Ofsted inspectors said a legacy of weak teaching which was continuing to affect learning.

The school has been given a requires improvement rating following its inspection last month – the same rating as in its previous one in 2015.

Headteacher Andy Byers, who took up his post in September, said huge changes had already been made, with more planned to try and ensure the school is outstanding within two years.

He said: “I’m pleased with the outcome really given the time scale involved. No-one wants a required improvement overall but I think the text of the report really sets out the journey we have been on and how we have managed to change things.

“The sixth form, student behaviour and leadership and management are all judged to be good and that’s a real positive for the school.

“The quality of teaching is improving and a lot of the reason for the required improvement are legacy issues. We couldn’t change things overnight.

“My aim is for the school to be outstanding within two years and I think that’s achievable given the progress we’ve made.”

The school has a new senior leadership team, has appointed new teachers and is planning to introduce a new curriculum and assessment methods in September.

Pupils in years 11 and 13, due to sit GCSE and A-levels this summer, have also had a “huge” amount of intervention work this year ahead of their exams, Mr Byers said.

Inspectors praised Mr Byers for bringing “much-needed drive and ambition” to the school and tackling weaknesses effectively in a short period of time.

Their report said: “The school’s former leaders did not take enough action to address the areas for improvements identified at the last inspection. Consequently, the quality of teaching, pupils’ behaviour and pupils’ progress all declined.

“Since September 2017, the new headteacher has begun to transform the school.”

They highlighted a “rapid improvement” in teaching, an optimistic and aspirational environment and well-planned curriculum.

However, they also found variable levels of teaching, that some teachers had too low expectations of pupils and evidence that literacy and numeracy skills were not developed well across the curriculum.