Eden Park High School

Highlights from Latest Inspection

What is it like to attend this school?

Leaders are ambitious for pupils in this school. They want pupils to work hard, persevere and be polite.

Leaders are keen to prepare pupils for life beyond school, regardless of their starting points. Pupils benefit from studying a broad range of subjects. They also receive well-planned careers guidance that shows the wide range of careers available.

The school has an extended day. The extra time is used to support pupils with their studies and to offer extra-curricular activities. These enrichment activities are well planned and organised so that pupils get the most out of them.

Pupils feel safe in school and they generally get on well with one another. They... said that bullying is rare and, if it does happen, it is dealt with quickly. Pupils enjoy school and the opportunities that are on offer to them.

Pupils behave well most of the time. Leaders have high expectations of behaviour. Pupils understand the rewards and sanctions systems in place.

Leaders are aware that time away from school during the national lockdowns has affected pupils' behaviour. Some pupils have struggled to follow routines and instructions following their return to school. Leaders have put systems in place to ensure that behaviour quickly returns to standards that match leaders' and staff's expectations.

What does the school do well and what does it need to do better?

Leaders want all pupils to receive a high-quality education. This is clear in the broad and ambitious curriculum offered to all. Subject leaders have thought about the key knowledge they want pupils to know and remember in their subject areas.

They have planned the order they teach the knowledge so that pupils build up their understanding of more complex ideas over time. For example, in English, pupils read a range of non-fiction texts in Years 7 to Year 9. This helps them to develop the vocabulary they will need for their studies in Year 10 and 11.

Leaders have also prioritised reading. Pupils who have fallen behind in their reading are identified and supported to catch up quickly.

Work in books shows that pupils are learning subject knowledge in the order that leaders intend.

Leaders and staff want pupils to remember all of the key knowledge that they learn. Teaching regularly includes activities which help pupils to recall their existing knowledge. However, in a few cases, teachers are not systematically checking how well pupils do in these tasks.

As a result, some of pupils' misconceptions or gaps in knowledge remain.

Leaders are ambitious for pupils with special educational needs and/or disabilities (SEND). They identify pupils' needs and put effective programmes of support in place.

Leaders have also invested in training for staff to develop their expertise in meeting pupils' needs. Leaders responsible for the SEND provision meet regularly with leaders and teachers from each subject department. They discuss pupils' barriers to learning the curriculum and agree adaptations to better support pupils in lessons.

Leaders have high expectations of behaviour in lessons. There are clear routines and pupils know what is expected of them. This means that there is very little low-level disruption and pupils can focus on their learning.

When these routines are less well established, pupils sometimes get distracted and lose focus on their learning. Leaders are aware of this and have training in place to support staff where necessary.

Leaders make sure that pupils have a high-quality enrichment and personal development programme to complement the academic curriculum.

Years 7 to 9 have well-planned lessons for personal development. Pupils in Years 10 and 11 learn about this in form time, assembly and during theme days and workshops. Pupils are taught about fundamental British values and about keeping themselves safe, for example online.

Some pupils raised concerns about the use of derogatory language. Leaders manage, record and analyse incidents of this nature effectively. They are also using form time and assemblies to raise and address pupils' concerns.

Trustees and governors know the school well. Members of the local governing body act as a critical friend to leaders. They ask helpful questions about the curriculum, safeguarding, finance and equalities.

Trust leaders make sure that governors have the right training to perform their roles.

Safeguarding

The arrangements for safeguarding are effective.

Well-trained leaders and staff work closely together to ensure the safety and well-being of pupils.

Staff are aware of the local risks that pupils face and they are trained to identify the signs of these dangers. Staff know how to report any concerns they may have. Leaders work well with local external agencies to secure the support that pupils need.

Pupils are taught how to keep themselves safe, both physically and online. Pupils know who to report any concerns to, and they trust that staff will support them.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have put in place systems to check that pupils remember the key knowledge they want them to know.

Typically, this means that teachers identify misconceptions or gaps in knowledge. However, on occasions, teaching does not incorporate assessment approaches as consistently. As a result, pupils move on to the next topic not fully understanding the previous one.

Leaders must ensure that all teaching corrects misconceptions or gaps in learning as they are identified. ? Pupils are typically thoughtful and respectful. They can engage with views that are different to their own.

However, some pupils expressed concerns that their peers do not always speak in a respectful and considerate way. Leaders need to address this issue by further strengthening the personal development programme. They should give increased emphasis to developing pupils' appreciation of diversity and difference.

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