Archbishop Temple Church of England High School

Highlights from Latest Inspection

What is it like to attend this school?

Most pupils feel happy and safe at Archbishop Temple School Church of England High School. They told inspectors that, typically, pupils get along with each other and have good relationships with staff.

Most pupils are confident that they can approach staff for help if they have a problem, although some do not feel this way. Pupils told inspectors that bullying occurs sometimes. Most pupils are confident that staff will deal with any bullying incidents effectively, but some pupils do not agree.

Pupils generally behave well in lessons and around the site. However, a small minority of pupils have struggled to adapt to leaders' raised expectations for pupils' behaviour, u...niform and appearance.

Governors and leaders have high expectations of what pupils should achieve.

All pupils, including those with special educational needs and/or disabilities (SEND), have equal access to a suitably ambitious curriculum. They progress well through the curriculum.

Leaders have introduced changes to widen pupils' knowledge of life in modern Britain.

These are beginning to show benefits in the way pupils behave, but some pupils still do not understand the importance of respecting and appreciating difference.

Many pupils are confident and articulate young people who are happy to share their views with adults. Pupils benefit from a wide range of extra-curricular opportunities, including local and national competitions with other schools.

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

Over time, leaders and governors have overseen a decline in the school's effectiveness. In particular, pupils' behaviour and their personal development are not good enough.

There have been several recent changes within the school's leadership team.

With the support of staff, leaders have successfully reviewed the curriculum to ensure that it is sufficiently broad and ambitious for all pupils, including those with SEND. In key stage 4, pupils choose freely from a wide range of mainly academic subjects. Almost two thirds of pupils study the English Baccalaureate suite of subjects.

In many subjects, leaders have designed their curriculums effectively. They ensure that pupils develop their knowledge in a logical order. Teachers know their subjects well.

They share their extensive knowledge clearly and enthusiastically during lessons. Most teachers design learning carefully. They check that pupils have remembered and understood earlier topics before introducing new learning.

However, in a small number of subjects, leaders are still developing their curriculums. The content of these subject curriculums is not as ambitious as it should be. Even so, leaders are fully committed to strengthening these curriculums so that pupils' learning is not unnecessarily hindered.

Teachers typically select appropriate activities in lessons to help pupils apply new learning to what they already know. Teachers use technology well to enhance pupils' learning. Overall, teachers use a wide range of assessment information well.

This enables them to identify misconceptions and to adapt the curriculum to address any gaps in pupils' learning.

Leaders have recently raised expectations about what is acceptable behaviour in school. They have improved the systems for managing behaviour.

However, some pupils told inspectors that staff do not apply the new systems consistently well. Some pupils are not confident that effective action will be taken when they report concerns such as bullying or the use of discriminatory language.

Leaders have taken steps to improve pupils' attendance.

However, these changes are still relatively new. Although there are some improvements in pupils' overall attendance, the attendance of disadvantaged pupils remains poor.

Leaders and teachers identify the individual needs of pupils with SEND accurately.

Leaders ensure that these pupils receive appropriate support. They provide staff with the information that they need to design learning which meets the needs of these pupils. This enables pupils with SEND to progress through the same ambitious curriculum as their peers.

Most pupils read with fluency and confidence. Pupils are encouraged to read widely. In lessons, they learn many examples of subject-specific vocabulary.

Leaders have systems in place to identify the small number of pupils with insecure reading knowledge. However, leaders are at the early stages of identifying the specific barriers that stop pupils at an early stage of reading from catching up.

Leaders have recently developed a more robust personal development curriculum.

They have given more time in the school week to this area of the curriculum. Pupils now learn more about relationships, health and sex education in an age-appropriate way than they did in the past. Pupils are beginning to remember and understand more about what they learn in their personal development lessons.

However, because these changes are only in their early stages, the impact on pupils is limited. Pupils are not as well prepared for life in modern Britain as they could be.

The school prepares its pupils well for their future careers.

Pupils receive age-appropriate careers education, information, advice and guidance. This includes receiving independent advice about future careers. Some wider opportunities to experience the world of work had to be reduced during the COVID-19 pandemic.

However, these are now being revived.

Until recently, governors have not challenged leaders robustly enough. Lately, they have had greater impact through their role in strengthening the senior leadership of the school.

Governors' and leaders' actions are starting to have a positive effect on the quality of education that pupils receive.

Staff are proud to work at the school. They appreciate leaders' consideration of their workload.

Staff value the training opportunities that they receive to develop their subject and pedagogical knowledge.

Safeguarding

The arrangements for safeguarding are effective.

There is a culture of vigilance at the school.

Recently, leaders have acted quickly to resolve issues with the security of the school site. Staff receive regular safeguarding training. They know what to look out for that may indicate a pupil is at risk of harm.

Leaders manage information about safeguarding concerns appropriately. They work effectively with external agencies to ensure that pupils and their families get the help that they need.

Pupils know how to keep themselves safe online.

The personal development curriculum provides pupils with the knowledge that they need to stay safe outside of school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school behaviour policy is not applied consistently well by staff. As a result, some pupils do not behave as well as they should.

Some pupils are not confident that when they report concerns to staff, the issue will be dealt with effectively. Leaders and governors should ensure that the school behaviour policy is applied consistently and effectively by all members of staff. ? Some pupils have not had the opportunity to benefit from a well-delivered personal development curriculum.

This is because staff have received insufficient training to ensure that they are confident and competent in delivering the curriculum effectively. This means that pupils are not as well prepared as they should be for life in modern Britain. Leaders and governors must ensure that the recent improvements to the personal development curriculum provide all pupils with the knowledge that they need to be happy and safe in school and in their future lives.

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