Arden

Highlights from Latest Inspection

What is it like to attend this school?

Senior leaders' exceptionally high aspirations permeate school life.

They expect high standards of all staff, pupils and themselves. On the whole, these standards are met. Pupils enjoy attending.

All staff want pupils to thrive and achieve strong academic outcomes. Pupils frequently do and they flourish.

Leaders have carefully planned a wide-ranging enrichment programme to further pupils' interests and talents.

This includes more than 70 activities that pupils can choose from during the school week. For example, an LGBTQ+ club, chess club and numerous music and drama activities. Many pupils attend regularly.

Pupils value these opportunities ...and say that there is something for everyone to do.

Pupils are safe and happy. They know who to turn to if they are worried about something.

Pupils are friendly, courteous and welcoming. They behave well in lessons and around school. When bullying happens, staff deal with it swiftly and effectively.

Pupils and staff speak about the 'Arden family' - where no one is left out. The positive relationships between staff and pupils are a joy to observe.

Parents and carers are overwhelmingly positive about the school.

They value the pastoral support and the many opportunities provided for their children both academically and to further their personal development.

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

All staff want pupils to succeed, and they do. Leaders have planned a curriculum that is ambitious for all pupils.

This includes disadvantaged pupils and those with special educational needs and/or disabilities (SEND). Teachers share leaders' high ambition and say that they 'do not teach classes but individual children'. Leaders have carefully mapped out what pupils should learn over time in most subjects, including in the sixth form.

In a few subjects, this planning is not as clear or is in the early stages of development. Leaders know this and support subject leaders with this work.

Teachers adapt learning and consider pupils' prior knowledge to ensure that they remember more over time.

This is very successful in subjects such as English, mathematics, geography and music. As a result, pupils' work is of high quality. Equally, teachers use their knowledge about students in the sixth form to plan learning activities carefully that deepen students' understanding of complex topics.

Students say that they enjoy learning.

Teachers use their strong subject knowledge to plan tasks that are well matched to pupils' needs. Teachers generally support pupils with SEND well.

Pupils with SEND receive targeted support in lessons and benefit from a range of effective intervention strategies should they fall behind. However, some teachers do not always consider carefully enough pupils' needs, particularly those with SEND, when deciding on learning activities. When this happens, pupils' work is of lower quality and they can lose focus.

Teachers use assessment well in most lessons including in the sixth form. Teachers check effectively that pupils have understood everything they have been taught. They quickly adjust their teaching to fill any gaps in pupils' knowledge.

Teachers do not use assessment as effectively on a few occasions. They do not always identify gaps in pupils' knowledge quickly enough. In these cases, gaps persist and pupils are not able to draw upon their previous learning.

Leaders have planned a wide range of opportunities for pupils and sixth-form students to develop their passions outside of the classroom. For instance, performing clubs such as the choir and theatre shows, sporting clubs like hockey, creative writing clubs and many more. All pupils have leadership opportunities.

For example, older students mentor and coach younger pupils. Pupils value these and engagement is high. All pupils, including in the sixth form, benefit from highly effective teaching about career pathways and further education options.

Leaders have high expectations of pupils' behaviour. These are understood by all. Pupils behave very well in lessons and at break and lunchtimes.

The vast majority of lessons are free from disruption. Positive and caring relationships between staff and pupils are commonplace.

Leaders promote a love of reading.

For example, pupils read in tutor time and meet visiting authors. Many are actively engaged in working in the library or attend reading clubs. Consequently, pupils, including in the sixth form, enjoy reading and do so often.

Leaders act swiftly to put effective interventions in place for any pupils who may need support with their reading.

Senior leaders know their school very well and are motivated to improve it further. They act swiftly and with determination to improve any aspects that do not meet their high expectations.

Senior leaders and governors collect a range of information about the school and use this to continuously improve the school.

Safeguarding

The arrangements for safeguarding are effective.

Staff receive the training they need to spot any signs that a child may need help.

All staff know who to refer any issues on to. They know about potential risks that exist within their local and regional community. Leaders work well with outside agencies.

Staff seek help and advice to ensure pupils are safe. Safeguarding staff give extra appropriate help to families when required. Leaders complete the required employment checks and keep accurate records.

Pupils are taught about how to keep themselves safe. They confidently speak about minimising any risks that exist online and on social media, for example.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some teachers do not match learning activities to pupils' needs carefully enough, especially for pupils with SEND.

When this is the case, pupils' work can be of low quality, left unfinished or not completed. In some cases, pupils can lose focus from their learning. Leaders should ensure that all staff consider consistently the needs of all pupils when deciding on learning activities.

• Teachers do not use assessment effectively enough on some occasions to check what pupils have learned and can remember. This means that gaps in pupils' knowledge are not always addressed swiftly enough. Leaders should make sure that all staff use assessment consistently well to check pupils' understanding before moving learning on.