Biddenham International School and Sports College

Highlights from Latest Inspection

Outcome

Biddenham International School and Sports College has taken effective action to maintain the standards identified at the previous inspection.

What is it like to attend this school?

Being a pupil at Biddenham International School and Sports College is rewarding. Pupils see themselves as one united family. They are supported in building their knowledge well.

There are high expectations for their achievement. Pupils meet these expectations in most subjects because they find lessons engaging and motivating.

Pupils' behaviour and attitudes are positive.

Pupils follow clear rules and show they understand the school's values of ready, respect and reward. If issues arise,... they are dealt with quickly and effectively. Pupils attend well.

They feel safe and listened to. There are many supportive spaces where they can make friends.

Pupils are happy at school because of the highly inclusive and supportive environment.

They value the many opportunities to develop their interests, such as participating in clubs like chess and 'Dungeons and Dragons'. They also go on exciting trips, for example visiting the National Space Centre or the Tower of London, which help broaden their horizons.

Pupils get many opportunities for personal growth.

They engage in community projects and take on leadership roles through opportunities such as the student forum. A particular highlight was the recent culture day, where all the cultures in the school were celebrated.

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

The school provides a well-rounded education.

It has worked to ensure that the curriculum is broad and caters well for pupils' different needs. For example, pupils are supported to access courses that are thoughtfully matched to their interests and aspirations. This supports pupils to stay engaged with school and achieve well.

This is also the case in the sixth form. The school offers a broad range of qualifications. These enable a wide range of students to access post-16 education, including students with special education needs and/or disabilities (SEND).

Consequently, almost all pupils go on to sustained education or employment. They receive helpful careers guidance and the wider support they need to make appropriate decisions about their next steps.

The curriculum is increasingly academically ambitious.

In recent years, entry rates to the English Baccalaureate (EBacc), which is a measure of the academic courses pupils study, have been relatively low. This is because of the low number of pupils taking languages at GCSE. The school recognised this and has worked to develop languages at key stage 3.

This is increasing the uptake of languages at GCSE and growing EBacc participation well.

In each subject, the school has ensured that the knowledge pupils should learn builds towards identified end points. In most subjects, pupils develop and secure this knowledge well because teachers are highly knowledgeable.

However, sometimes teachers move through explanations without carefully checking what knowledge pupils have understood. This then limits how well these pupils consolidate and deepen their knowledge. In the sixth form, the same general principles apply.

However, students achieve particularly well in vocational qualifications because of the expert teaching they receive.

The school identifies and meets the needs of pupils with SEND diligently. The school captures pupils' needs and the best strategies to support them in useful provision maps.

Staff use these strategies to adapt learning so pupils with SEND access the curriculum successfully and achieve well.

The school has a highly effective approach to developing reading. Tiered levels of support address specific barriers to reading, helping pupils catch up and improve their literacy skills exceptionally well.

Pupils typically behave well. The school has clear behaviour systems that are understood well by all. The school uses strategies like 'meet, greet, seat, complete' to foster positive relationships.

Any instances of unacceptable behaviour are tracked, and suitable support is put in place to address these.

The school supports pupils in being comprehensively prepared for life beyond school. The rich personal, social, health and economic education curriculum equips pupils with the knowledge they need about important issues such as relationships.

Pupils engage in a wide range of extracurricular activities, including sports, performing arts and debating competitions. Community projects such as the 'friends for life' visits with older members of the community develop pupils' sense of moral responsibility. The school has groups that celebrate and promote understanding.

These include racial diversity and LGBTQ+. Consequently, tolerance and understanding sit at the very heart of the school.

Leaders have taken effective action to maintain standards from the last inspection and move the school forward in some areas, such as developing literacy and the curriculum.

Governors have challenged and supported this effectively. However, the real strength of the school is the culture of positive relationships. This has enabled both staff and pupils to feel that the school is such a welcoming place to be.

This impacts positively on everyone's well-being.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

• Sometimes teachers do not check what pupils have learned well enough.

Sometimes too much content is delivered without stopping to check how well pupils have understood it. This means that some pupils do not secure their understanding of what they are learning well enough or do not have enough opportunities to deepen their knowledge. The school should ensure that all teachers check how well pupils are learning and respond effectively to this, including where pupils have any gaps in their understanding.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in March 2019.

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