Archbishop Temple Church of England High School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud to attend this school. They typically live up to the school's values of respecting others and serving the community. For example, they relish opportunities to fundraise for charity or to help each other.

Pupils are happy and feel safe.

Pupils benefit from the revised behaviour management systems. They have clarity on the high standards of behaviour that are expected of them.

Most pupils respond well to these expectations. This creates a calm and orderly learning environment.

The school has high expectations of pupils' achievement.

The ambitious curriculum helps most pupils to achieve well. The work pupils produce in some sub...jects is of high quality. This reflects the positive commitment that most pupils have to their learning.

In recent times, the school has developed and implemented a strong programme to promote pupils' wider development. Pupils enjoy pursuing their interests and nurturing their talents through a vast array of clubs, such as robotics, choir, dance, chess and badminton. Some pupils benefit from international trips that expand their knowledge of the wider world.

For instance, some pupils visited New York to learn about business. Others valued their visit to Iceland to deepen their geographical knowledge. Such opportunities prepare pupils well for life beyond school.

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

The school has a well-crafted curriculum that meets the needs of pupils, including those with special educational needs and/or disabilities (SEND). The curriculum identifies the essential knowledge that pupils should learn. This knowledge is sensibly ordered so that pupils can deepen their understanding over time.

Most teachers use their strong subject knowledge to deliver the curriculum well. They present subject content and key vocabulary clearly. Pupils successfully use this vocabulary to make sense of new subject content.

Teachers routinely check that pupils' recall of previous learning is secure. They use these checks to identify misconceptions and address pupils' gaps in knowledge. Most teachers give pupils clear guidance on how to improve their learning.

However, some teachers implement these practices less effectively. This limits how well some pupils, including disadvantaged pupils, achieve.

The systems to identify the additional needs of pupils with SEND are effective.

Many staff know the suitable ways to meet the additional needs of these pupils. However, these strategies are not implemented consistently well. At times, some pupils with SEND do not access the curriculum and achieve as well as they could.

Reading is promoted well across the school. Staff put suitable support in place for pupils who struggle to read. This helps these pupils to gain confidence and reading fluency.

Reading for pleasure is promoted through author visits, library clubs and reading challenges. Most pupils enjoy reading and do so avidly.Most pupils are typically well behaved.

They attend school regularly and follow the school routines sensibly. Even so, from time to time, a small number of pupils continue to struggle to regulate their behaviour. The strategies that staff use to support these pupils are not as effective as they could be.

Occasionally, this leads to some pupils not participating in lessons as well as they could.

The personal, social, health and economic education curriculum is embedded well throughout the school. Pupils learn about keeping healthy, different relationships and how to keep safe.

For instance, they explore the dangers of vaping, knife crime and online safety. Pupils demonstrate responsibility and resilience through various leadership roles. For example, pupil ambassadors support their younger peers with their reading and welfare.

This instils a sense of community and compassion. Pupils learn about religions from visiting different places of worship. They also celebrate diversity through their form 'temple time' and 'diversity days'.

This helps pupils to develop an appreciation of differences in modern society. Pupils receive comprehensive careers advice. They are well informed and prepared for their future career choices.

Governors support and challenge the school appropriately. Most staff value the direction and guidance that they receive to make school a productive and positive place to be. They appreciate the consideration that is given to their workload and well-being.

This keeps staff morale high.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some staff do not check pupils' understanding effectively.

Consequently, gaps in some pupils' knowledge are not remedied well enough. This means that some pupils, including disadvantaged pupils, do not build on their learning as well as they could. The school should ensure that teachers routinely check that pupils' learning is secure before moving on to new concepts so that pupils can build on what they know and can do.

• Some teachers do not use effective strategies to adapt their teaching for pupils with SEND. This limits how well some pupils with SEND achieve. The school should ensure that teachers are equipped to design effective learning activities so that pupils with SEND can access the full curriculum.

• Some staff do not apply the behaviour management systems consistently well. This means that a small number of pupils do not engage fully with their learning. The school should ensure that staff implement strategies to manage behaviour effectively so that pupils are supported better to participate in their lessons fully.

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