Bishop Gore School

Highlights from Latest Inspection

Bishop Gore School is a diverse and inclusive school where the well-being of pupils and staff is at the heart of its work. Leaders are united in their determination to keep everyone safe and to help all pupils, whatever their background, to succeed.

Strong working relationships between teachers and pupils underpin effective teaching and learning at Bishop Gore School. There is a purposeful focus on developing the quality of teaching across the curriculum. In general, teachers use a variety of appropriate teaching methods to ensure that many pupils make secure progress.

For example, they explain new concepts clearly and check how well pupils have understood them using a variety of assessment approaches before moving on with... the learning. Where teaching is particularly effective, teachers plan engaging activities that develop pupils' subject knowledge and skills well. However, where teaching is less successful, teachers' expectations are too low, or they provide pupils with too much support, which hinders their ability to become independent learners.

The school's curriculum meets the needs of nearly all pupils who have access to a wide range of courses. Its curriculum reflects the diverse nature of the school. The school has made good progress in implementing Curriculum for Wales, focusing on skills and subject knowledge.

This includes providing learning experiences that match the needs and aspirations of pupils. There are numerous opportunities for pupils to participate in extra-curricular activities, especially within the performing arts. The headteacher is clear about the direction she wants to take the school and this vision is understood and shared by all staff.

Self-evaluation and planning for improvement arrangements focus securely on this aim. A wide array of professional learning opportunities support staff to meet the school's strategic priorities. The school has made progress in changing approaches to teaching and learning.

Staff work collaboratively and enthusiastically to improve their practice. However, self-evaluation does not always identify precisely enough what needs to be developed. This means that improvements have not been swift enough in a few areas.

Recommendations R1 Ensure that teaching provides a sufficiently high level of challenge for all pupils R2 Refine self-evaluation so that it focuses on the impact of actions to precisely identify any aspects of teaching and learning that need improvement