Applemore College

Highlights from Latest Inspection

What is it like to attend this school?

Pupils, parents and staff value the recent changes at the school. Pupils appreciate the improvements made to the life skills programme.

This helps them to explore other cultures, beliefs and differences. The school's values of believe, respect and determination are actively embedded in the fabric of the school.

Pupils thoughtfully reflect on equality and diversity as well as issues such as animal welfare and climate change.

They can recall lessons about relationships and consent. Pupils are active and respectful citizens who have a wide range of leadership opportunities. This includes prefects, ambassadors, librarians and sports leaders.

Disadvantage...d pupils, and those with special educational needs and/or disabilities (SEND), are encouraged to aim high. They are well supported through an extensive extra-curricular offer as well as a comprehensive careers programme.

Teachers have high expectations of pupils' behaviour and commitment.

This has resulted in improvements in behaviour and attendance. Relationships between staff and pupils are supportive and compassionate. Pupils are happy and safe.

They say that inappropriate language is extremely rare, and any instances are dealt with quickly and effectively. Pupils say they have a trusted adult to go to if they have any concerns.

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

In most subjects, the curriculum is carefully planned and sequenced to ensure that content is broad, balanced and ambitious.

The number of pupils entered for the English Baccalaureate is markedly below the government's national ambition. The school has taken effective action to ensure that more pupils choose to study a foreign language. Triple science and further mathematics are adding challenge for the most able.

The school appreciates that further work is needed to fully embed the curriculum and improve examination outcomes, especially for disadvantaged pupils.

A sense of purpose permeates the school. Whole-staff training is resulting in greater consistency in practice.

Initiatives such as 'wisdom Wednesdays' allow staff to share ideas and best practice. External support is appreciated and valued. Teachers' strong subject knowledge is a key strength, and non-specialists receive support to develop their expertise.

The school works diligently to raise pupils' literacy levels and foster a love for reading. Literacy initiatives, including World Book Day, the literary festival and library ambassadors, are having a positive impact, especially for disadvantaged and older pupils.Staff training on behaviour management has resulted in high expectations.

The sharp focus on improving pupils' behaviours is paying dividends. Staff and pupils clearly understand the school's new behaviour policy. This has led to calmer classroom environments with minimal confrontation.

Suspensions have significantly decreased, although the school recognises the need to analyse patterns of misbehaviour and suspensions further.More pupils are attending school on a regular basis. The school looks closely at pupils' barriers to attendance and works productively with families.

As a result, attendance has improved. Attendance of disadvantaged pupils has also improved because of the school's work with pupils and their families. The school is working hard to reduce the number of persistent non-attenders but acknowledges that further work is required.

The life skills programme is a strength of the school. It is suitably focused on pupils' safety, health and well-being. Pupils are taught the value of respect and encouraged to engage with the school and local community.

Pupils find out about apprenticeships, employers and further education. The careers programme supports them to prepare for their next stage of education or training. Pupils are fully prepared for life in modern Britain.

Leaders, including those responsible for governance, have an accurate understanding of the school's strengths and weaknesses. However, school improvement planning is not as sharp as it could be. Some school priorities and actions do not give leaders specific guidance.

This limits leaders' ability to evaluate the impact of their actions and hampers governors' abilities to challenge and support the school. Ongoing training is helping them improve in this area.

Staff surveys indicate that leaders are considerate of workload and well-being.

Staff feel that leaders are approachable and happy to listen. Staff say that they are proud to work at the school and are committed to helping all pupils reach their potential.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Staff do not adapt teaching sufficiently well to meet the learning needs of disadvantaged pupils. As a result, these pupils are not achieving well enough. The school should ensure that all staff have the knowledge they need to successfully adapt the curriculum to meet these pupils' needs so they achieve well.

• Too many pupils, including disadvantaged pupils, do not attend school as often as they should. Consequently, pupils miss important learning and do not achieve as well as they could. The school should continue to review and develop strategies to engage these pupils so that their attendance improves.

• Leaders do not consistently use data to evaluate the effect of the steps they are taking to improve the school. As a result, they cannot pinpoint which actions are having the required impact and where their approach needs to change. The school needs to systematically analyse the impact of their actions in order to ensure they have the intended outcomes.

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