Risca Community Comprehensive School

Highlights from Latest Inspection

not provide enough challenge. A few faculties are beginning to introduce pupil voice activities to help inform their provision, but overall, processes to seek the views of parents and pupils on the quality of the school's work remain underdeveloped.

R2. Improve the effectiveness of teaching to provide sufficient challenge and ensure progression Since the core inspection the school has developed a range of whole-school professional learning intended to improve the effectiveness of teaching and provided staff with a range of useful opportunities to share good practice. It has introduced a weekly teaching and learning briefing and offered individual support where necessary.

However, these strategies have not focused closely e...nough on the impact of teaching on pupils' learning and had little impact on improving teaching and learning across the school. In the lessons observed during this visit, most teachers have sound subject knowledge. They have positive working relationships with their pupils and manage classroom behaviour effectively.

In around half of the lessons seen, teachers provide clear instructions and explanations. These teachers plan meaningful activities and adapt them appropriately to the needs and interests of their pupils. They monitor pupils' progress appropriately by circulating the classroom, or by using a range of questions to check pupils' knowledge and understanding.

In the few most effective lessons, teachers plan for progress in learning well. They closely match the challenge of the task to the ability of the pupils, adapting the learning to meet their needs. In general, they consider the development of pupils' skills and subject knowledge skilfully.

These teachers ask probing questions to explore deeper understanding. This helps pupils in these lessons to make secure progress. In around half of lessons observed, there are shortcomings that prevent pupils from making suitable progress.

In these lessons, teachers do not plan carefully enough and set tasks that focus on what pupils will do rather than what they will learn. They set undemanding activities that do not challenge pupils well enough to improve their subject understanding and skills. In these instances, teachers often present for too long, over-scaffold tasks, or provide lengthy starter activities.

As a result, pupils lose interest in their learning, do not make swift enough progress or develop their independent learning skills. Too often, teachers' questioning does not allow pupils to extend their responses. In addition, it does not probe or deepen pupils' understanding well enough or develop their thinking skills.

R3. Develop cohesive provision for the development of pupils' skills across the curriculum, particularly their literacy and numeracy skills Since the headteacher's arrival in September and recent changes in leadership, there has been a more concentrated approach to developing pupils' skills. Opportunities for pupils to use and develop their literacy and numeracy skills are now coordinated by senior and middle leaders.

These leaders have been working with various external partners to share strategies and ideas for the teaching of skills. They have provided staff with suitable training and resources. As a result, around half of teachers are beginning to understand their role in developing pupils' literacy and numeracy skills in meaningful contexts.

The literacy co-ordinator and newly appointed numeracy co-ordinator have put suitable plans in place for the progressive development of pupils' skills. They have started to work with individual subjects to have an agreed skills focus and select specific aspects to develop in a way that is relevant for that subject. Overall, planning to develop pupils' literacy and numeracy skills continues to be at an early stage of development.

Since the core inspection, the pace of improvement has been far too slow and this has impeded pupils' learning and progress. The impact of teaching on the development of pupils' skills is limited. The school is beginning to develop meaningful opportunities for pupils to practise their digital skills across the curriculum.

For example, in physical education, pupils use digital equipment competently to analyse, evaluate and improve performances in gymnastics, netball and athletics. Since September, the school has started working with cluster primary schools on improving pupils' writing skills. R4.

Strengthen provision to improve pupils' attitudes to learning and attendance Since September, the school has placed a substantial focus on improving pupils' attitudes to learning. Many pupils listen suitably to their teachers' instructions and complete the tasks set. Whilst the majority of pupils persevere in lessons, a minority remain passive and do not engage well enough with their learning.

This is often due to mundane activities that lack sufficient challenge. Nevertheless, most pupils are courteous towards each other, staff and visitors and behave well in lessons and around the school. Between the academic years 2018-2019 and 2022-2023, the school's rate of attendance fell by a much larger amount than that seen nationally.

Last year it was well below that of similar schools. The high rate of persistent absence and the low attendance of girls and pupils eligible for free school meals are of particular concern. Since September, the school has adopted new approaches to improve attendance.

Leaders have recently reviewed the whole-school attendance policy, revised roles and responsibilities and focused on a range of appropriate strategies to improve whole school attendance. Leaders at all levels analyse data regularly to identify trends in the attendance of individuals and groups of pupils. The school has taken a sensible graduated approach to dealing with instances of poor attendance, including direct contact with families and support from external agencies.

Leaders continue to work closely with the local authority education welfare officer to strengthen approaches to improving attendance. These include the use of assemblies, rewards, social media and communications with parents about the importance of good attendance. The rate of attendance this year shows a slight improvement compared to the same period last year.

Despite the improvement in the overall rate of attendance, leaders understand that there is a need for further improvements in this area and have recently appointed a progress manager in Year 11 to add capacity to the school's work. R5. Address the health and safety issues identified during the inspection The school has addressed the health and safety issues identified during the core inspection.

As a result of the newly erected fence and gates being in place and operational, the school site is now secure. Barriers successfully restrict traffic flow during the day, kitchen staff no longer park in areas accessible to pupils and duty rotas have been refined to ensure appropriate supervision during break and lunchtimes. Security for dual use with the leisure centre has improved significantly.

Clearly visible signs now direct visitors to public changing rooms. The school and the leisure centre now have well-understood arrangements regarding use of the facilities. © Crown Copyright 2024: This report may be re-used free of charge in any format or medium provided that it is re-used accurately and not used in a misleading context.

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