Benjamin Britten Academy of Music and Mathematics

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are encouraged to make a difference to their own lives and the lives of others. The school actively seeks ways to improve pupils' life chances and develop their character.

Music and the performing arts are at the heart of the exceptional programme of enrichment activities. Almost all pupils participate in the huge range of clubs, which includes audition technique, British Sign Language and cryptography. Pupils raise considerable sums of money for charity.

The school organises numerous educational visits. Pupils appreciate how these experiences aim to help them become responsible and well-rounded members of society.

The school sets high expectations for... learning and behaviour.

Pupils are focused in lessons across the broad curriculum. This includes a range of academic and creative subjects. Most pupils achieve well in their examinations.

Pupils understand the rules and the consequences of not following them. They behave well and move calmly around the large site. They are safe in school, knowing staff will act promptly if they raise concerns.

All have a trusted adult to talk with. The action the school has taken to improve pupils' attendance is having an impact.

Pupils are guided to value the differences between themselves and others.

They learn to treat others with respect.

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

The school has planned an ambitious curriculum that caters well to the interests and aspirations of all pupils. It has sequenced subjects in a way that increases pupils' knowledge progressively over time.

In the past, academic outcomes have been low in some subjects. Pupils now learn well across the curriculum. This is because teachers receive extensive, well-planned training to develop their strong subject knowledge and ensure high-quality teaching.

Teachers systematically check learning in lessons and address pupils' misunderstandings as they arise. The school is also determined in its plans to increase the proportion of pupils studying subjects that contribute to the English Baccalaureate at key stage 4.

The school intervenes early to ensure that the individual needs of all pupils are met.

It collaborates with the parents of pupils with special educational needs and/or disabilities (SEND) to provide the support the pupils need to access the full curriculum. Pupils who need help to become fluent readers receive well-targeted, effective help and support.

The approach to managing behaviour has created a calm learning environment.

Pastoral care has been planned well to ensure pupils are supported and valued. As a result, most pupils behave well. The number of suspensions and removals from lessons has fallen considerably.

Any instances of bullying are dealt with promptly and effectively by staff.

The clear plans to reduce pupils' absences have had some success. Attendance has improved.

However, some pupils still do not attend regularly enough. Through their absence, these pupils do not achieve as well as they could. They do not benefit from the school's strong pastoral support and wider personal development opportunities.

The provision for pupils' personal development is exemplary. There is a clear emphasis given to developing pupils' character. This is complemented by an impressive range of extra-curricular activities.

Nearly all pupils attend at least one activity. The well-designed enrichment programme enhances the taught curriculum. Through its carefully designed careers strategy, the school ensures that pupils understand the full range of options available to them after Year 11.

Pupils are ready for their next steps.

Assemblies and form time are woven carefully into the relationships, health and sex education curriculum. The school has planned this with great precision.

Pupils learn to respect and understand diverse cultures and perspectives. They understand what it means to be a citizen in modern Britain and how to contribute positively to their community.

The trust and local governing body have established rigorous systems to check the quality of education provided by the school.

They have a strong understanding of what the school does well. Trust and school leaders share a clear vision for the school's future and are committed to providing the best possible education for all pupils.

Staff know leaders' decisions and actions will take their workload and well-being into account.

They are proud to work at the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some pupils do not attend school regularly enough.

These pupils miss out on key learning and important personal development. They achieve less well than their peers. The school should prioritise and implement the actions they have planned to improve the attendance for all pupils who need it.