Anglo European School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Anglo European School (AES) experience a broad curriculum with a uniquely international approach. They enjoy, and benefit from, a range of opportunities that develop their language skills, interest in the world, and their resilience.

Most pupils attend overseas visits, for instance to China. Many participate in exchange visits with pupils from overseas.

Pupils become active, engaged citizens.

They discuss issues articulately and respectfully. Pupils learn how to keep themselves safe. They have confidence in the actions teachers take to support them.

The school has worked hard to improve pupils' behaviour. Most pupils behave very well. When ...some do not, they receive the support they need to improve.

Pupils receive precisely tailored careers guidance that enables them to be extremely well prepared for their next steps. This goes beyond the expected. The majority of sixth-form students undertake overseas work experience.

Pupils have rich opportunities to take part in enterprise activities and competitions. These develop a comprehensive understanding of the world of work.

Pupils, including those with special educational needs and/or disabilities (SEND), achieve well.

Students in the sixth form can study a range of courses, including International Baccalaureate programmes and A levels. They achieve highly. Many students go on to study and work around the world.

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

The curriculum at AES is highly ambitious for pupils' academic and personal development. Pupils study a wide range of subjects in all key stages, for example many pupils study GCSE citizenship. This diverse offer is enhanced by the opportunities pupils have to study a wealth of languages.

The school has thought carefully about what pupils need to know. Teachers plan the curriculum so that pupils build their knowledge securely over time. They regularly revisit previous knowledge so that it sticks in pupils' memories.

Teachers use their strong subject knowledge to introduce key concepts or techniques before pupils practise applying their knowledge.

Teachers know the needs of pupils with SEND well. They use this information to adapt the curriculum skilfully so that all pupils can access it.

Teachers often pose thought-provoking questions to pupils, but some do not check the understanding of all pupils in lessons well enough. As a result, gaps in pupils' knowledge are sometimes not identified. Opportunities to swiftly adjust the curriculum to close gaps are missed.

Pupils read widely and often, in a range of subjects and form time. The school checks on how well pupils can read. Staff spot weaker readers quickly.

Trained staff provide pupils with the personalised support they need. This helps pupils to rapidly improve their fluency and accuracy.

Sixth-form students follow an exceptionally broad, challenging curriculum, inspired by the International Baccalaureate.

All students are expected to engage in a wide range of studies that extend beyond the taught curriculum. These programmes support students' personal development and deepen their knowledge of a range of subjects. Students develop their presentation and inter-personal skills through a range of research projects.

They also contribute to the wider community. Students learn how to work independently. They produce very high-quality work.

Pupils enjoy coming to school. Many travel long distances to do so. Despite this, attendance is high.

Pupils get on well with each other and with adults. They are keen to take part in lessons. Pupils, and staff, are increasingly clear about what is expected of pupils' behaviour, and most pupils now meet these expectations.

Pupils say that if bullying happens, it is dealt with swiftly and robustly.

The personal development programme at AES is exemplary. Pupils participate in an annual Charities week, culminating in an Eisteddfod and International Day, where students wear their national dress and share food and dance, celebrating the cultural diversity of the school.

The personal, social and health education curriculum teaches pupils about topics including healthy relationships and how to spot 'fake news'. Pupils, and students in the sixth form, have many opportunities to take on leadership positions and work with school leaders to effect change. For example, the Equalities, Diversity and Inclusion committee has led the school's work on 'inclusive language'.

This helps pupils understand how to speak appropriately to others.

School leaders, staff and governors are determined to make the school the best it can be for all pupils. They constantly look at how well pupils are doing.

They explore ways the school can help pupils to do even better. As a result, staff are provided with high-quality training. Staff are supported with their well-being.

They say that their workload has improved, but that some aspects of the school calendar and assessment policy still need further adjustment. Leaders are working with staff to improve this.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some teachers do not check carefully in lessons if all pupils have understood what they have been taught. As a result, gaps in knowledge are not always identified.The school should ensure that teachers check the learning of all pupils so that they can identify gaps and swiftly adjust the curriculum to close them.