Bilton School

Highlights from Latest Inspection

What is it like to attend this school?

Leaders have prioritised keeping pupils safe since the last inspection. Relationships between pupils and staff are very positive.

Pupils feel safe and know that there will always be an adult to help them if they have any worries or problems.

Pupils and teachers agree that behaviour has improved over the last few years. Pupils are polite and well-mannered.

They behave well in lessons and as they move around the school at break and lunchtimes. Pupils said that if there is disruption in lessons it is usually handled well by teachers. Pupils explained that bullying is not tolerated by adults and if it does happen it is dealt with quickly.

The school's mo...tto is 'be the best you can be' and leaders have high expectations of what pupils can achieve. Leaders have developed the curriculum since the last inspection so that it is broad and matched well to the needs of all pupils, including those with special educational needs and/or disabilities (SEND).

Pupils' personal development is very well supported at the school.

For example, pupils learn about different cultures, religions and communities. Pupils celebrate and are respectful of diversity and understand the importance of treating others fairly and with kindness.

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

Leaders have been swift to respond to the areas for improvement identified at the last inspection.

They have developed an ambitious curriculum that includes a broad range of subjects. They have introduced some new subjects, for example photography and business studies, in response to pupils' interests and aspirations. Leaders have also increased the range of subjects that can be studied in the sixth form, including options that lead to vocational qualifications.

This means that students in the sixth form follow courses that lead to a wider variety of next steps than in the past.

Subject plans are well sequenced and include the important content that pupils must learn. Leaders have thought carefully about connections between each of the key stages so that what is learned in Year 7 is built upon through to Year 13.

This means that pupils acquire and then deepen their knowledge. There are also helpful connections between subjects. For example, pupils will read a text in English that will help them to understand the period of time they are studying in history.

Some of the curriculum plans have been adapted to support pupils who have gaps in their learning as a result of the pandemic. Leaders know that they need to continue with their work to ensure that plans in all subjects and year groups are consistently delivered well to enable pupils to make as much progress as they can.

Leaders recognise the importance of pupils reading regularly.

Support is provided to help weaker readers become more fluent. Pupils in key stage 3 enjoy reading sessions where the whole class shares a text and listens to the teacher read. Pupils in Year 8 spoke with high interest about their current book, John Steinbeck's 'Of Mice and Men'.

There are some differences in how assessment is being used across the school. For example, some departments are collecting information more frequently than others. Leaders are currently reviewing and further developing appropriate whole-school approaches to assessment.

Pupils with SEND are supported effectively to access the curriculum alongside their peers. Teachers adapt plans well to meet pupils' needs. This means that pupils with SEND make strong progress.

Pupils behave well and most demonstrate positive attitudes to learning. They respond well to adults' high expectations. Most pupils attend regularly.

Leaders are doing everything they can to improve the attendance of a group of pupils who are persistently absent. Pupils in Year 11 and Year 13 left school at the end of the summer half term. The school has provided transition tasks for pupils in Year 11 to help them prepare for the move into Year 12.

Leaders have created a comprehensive programme to strengthen pupils' personal development. They are supported to become confident young people who are prepared well for life in modern Britain. Pupils are keen to have extra responsibilities, for example, as a school councillor or mental health ambassador and take these roles seriously.

Students in the sixth form learn about living independently. For example, they learn how to manage a budget.

Pupils benefit from effective careers guidance to help them to make decisions about their next steps.

Pupils in Years 10 and 12 complete work experience and are supported with applications for college and university courses and apprenticeships.

Trustees and governors are ambitious for the school and its pupils. They know the school's strengths and they know what needs further development.

They provide effective challenge and support. Staff enjoy working at the school and believe that leaders are mindful of their workload and well-being when making changes at the school.

Safeguarding

The arrangements for safeguarding are effective.

Leaders ensure that their processes for safeguarding and child protection are robust and clear. All staff receive effective training to be able to recognise and report any concerns about a pupil's well-being or safety.

Leaders respond quickly when concerns are raised and are steadfast in their determination to make sure vulnerable pupils, and where appropriate their families, get the help they need.

Pupils learn how to keep themselves safe, for example when using the internet. Teaching about healthy relationships begins as soon as pupils join the school.

Pre-employment checks ensure that the adults the school employs are suitable to work with children.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum is planned well across the school. Teachers have made adaptations to the planned curriculum to support pupils to catch up with learning that has been missed because of the pandemic. Leaders should continue with their work to assure themselves that the planned curriculum is being implemented consistently well in all subjects across all key stages.

• There is variability in how teachers use summative assessment in different subjects. Some teachers assess pupils more frequently than is necessary or required of them. Leaders should continue with their work to refine and clarify how assessment should be used in each subject.