Bishop Ramsey Church of England School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy attending this diverse school. Leaders are deliberate in their focus on pupils' character development. Over their time at the school, pupils learn to show the school's virtues through their actions.

For example, pupils receive recognition for their compassion when raising money for charity. When pupils contribute to the life of the school through leading assemblies, they are appreciated for the courage that they show. The school's vision of 'loving, learning and living' threads through the personal, social and health education curriculum.

When learning about the risks of vaping, for example, pupils learn about taking responsibility for their actions and l...iving a healthy life.

The school has improved the curriculum on offer for pupils since it was last inspected. Leaders want pupils to achieve well and drive this ambition forward through their focus on developing teachers.

As a result, many pupils achieve well and secure meaningful qualifications by the time they leave the school.

Pupils are mostly well behaved. In lessons, they want to learn and show positive attitudes towards their education.

During social times, pupils know the school's behaviour expectations and follow these well. The school responds swiftly when incidents of bullying are reported. This includes helping pupils understand how their behaviour affects others.

Most pupils say that they feel safe at the school.

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

The school has designed a curriculum that is ambitious for pupils. Actions taken since the last inspection mean that pupils now access a broad curriculum throughout their time at the school.

For example, pupils are encouraged to learn a language as part of the school's actions to place the English Baccalaureate at the heart of the curriculum. Increasing numbers of pupils are obtaining language qualifications with success.

In some subjects, the curriculum is being reviewed and the school is taking action to improve the clarity of what is to be learned.

The school has identified subjects where this thinking is in earlier stages of development and is providing the necessary support to ensure this work is prioritised.

The school's recent efforts have led to an improvement in the provision for pupils with special educational needs and/or disabilities (SEND). Teachers identify pupils' needs and usually make effective adjustments to help these pupils access the curriculum.

The school has introduced a new approach to teaching pupils to read. This is beginning to improve the weakest readers' ability to read with fluency.

During lessons, most pupils make progress through the intended learning tasks.

Teachers have significant expertise in the subjects they teach, including in the sixth form. Sixth-form students are provided with appropriate activities and opportunities for discussion. This deepens their understanding of what they are learning over time.

There is more variability in Years 7 to 11. Lessons are designed with regular chances for teachers to check what pupils know. However, when gaps in pupils' understanding are identified, the way this is addressed can be inconsistent at times.

Pupils' conduct is positive and there are high expectations for pupils' behaviour. They are polite and considerate in the main. In a few lessons, there are incidences of disruption to learning.

Teachers manage these situations well to minimise the impact on learning, although on occasion the behaviour policy is not implemented consistently. Pupils who have recently joined the school in Year 7 say that they feel welcome and supported in their move to secondary school.

The school uses its assemblies to build pupils' understanding of the values and traits important to the school.

They are praised when they show these attributes. Pupils understand the priority that the school places on building a culture of service. They take on leadership roles in the school or volunteering opportunities to support a partner school community in Malawi.

The school is building on its wide range of enrichment clubs and activities to ensure they are inclusive of all pupils. As pupils progress through the school, they receive careers guidance to help them reach their intended next steps. Parents and carers are positive about the opportunities the school offers and notice the 'holistic development and growth' of their children.

Staff at the school feel well supported and that the leadership team listens to their voice. The school's leaders, including trustees, are mindful of their role in ensuring the well-being of staff. Trustees engage external partners and this assures them that statutory responsibilities are being met.

The school has taken effective action since the previous inspection to strengthen areas of the curriculum and the provision for pupils. The school's oversight systems that ensure consistency and high quality are being strengthened.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• At times, the way in which pupils' understanding is checked during lessons is not precise. This means that misconceptions can emerge in what pupils know and understand. The school should strengthen its systems for checking understanding and addressing gaps identified, ensuring that pupils develop a depth of knowledge over time.

• Some policies and practices are not embedded with sufficient rigour. This means that practices around pedagogy and behaviour, for example, can be inconsistent in their implementation. The school should ensure that it has a systematic approach to quality assurance and oversight leading to reliable practices across all areas of school life.