Blaise High School

Highlights from Latest Inspection

What is it like to attend this school?

Blaise High School has undergone a period of significant and rapid change.

The school expects all pupils to achieve well. It aims to 'enable every pupil to climb their own personal mountain to the very best universities'.

Pupils learn in a calm, purposeful and safe environment.

The school has established how it expects pupils to behave. If poor behaviour occurs, it is not tolerated and so does not interrupt learning. Pupils behave well around the school site.

They develop positive relationships with each other and with staff. However, some pupils are not clear why these expectations are important.

The school provides an array of enrichment o...pportunities to develop pupils' talents and interests.

Pupils enjoy sports, music, chess and creative clubs. Some older pupils take part in outdoor adventure challenges, which develop their character. Year 7 pupils enjoy attending an overnight camp.

Pupils who attend the specially resourced provision for pupils with special educational needs and/or disabilities (specially resourced provision) have a thoughtfully designed enrichment programme, which enhances their wider development.

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

The curriculum is broad and ambitious for all pupils. Pupils attending the specially resourced provision follow a different curriculum to their peers that is well matched to their needs and abilities.

The school has significantly increased the number of pupils who learn both a humanities subject and a language in key stage 4. As a result, a higher proportion of pupils now continue with a strong academic curriculum for longer.

Teachers have strong subject knowledge.

They introduce new learning clearly. Pupils practise what they have learned and build on what they already know and can do. Teachers check what pupils remember.

They correct pupils' errors and misconceptions. However, pupils have few opportunities to discuss the subject matter, which limits their opportunity to explain their learning.

The school quickly identifies pupils who cannot read well.

Precise support is provided to help pupils to improve their reading. All pupils read widely and often. This helps them to expand their vocabulary and to experience many different genres of book.

Pupils follow routines and instructions promptly. The number of pupils suspended or removed from lessons has fallen. Leaders have established effective support for pupils to enable them to reflect on their behaviour when it falls below the school's expectations This has helped most pupils to learn well in the classroom.

However, some pupils do not understand why the rules are important to improve behaviour. Consequently, a minority have not yet developed a secure understanding of how to behave appropriately.There is an age-appropriate programme of personal, social and health education (PSHE).

It takes account of the risks that pupils may be exposed to. There is variability in the effectiveness of the PSHE programme across the school. Some pupils have a limited understanding of healthy relationships, consent and sex education.

Although pupils learn about different views and opinions, they do not all have opportunities to discuss and debate ideas.

Students in the sixth form gain the knowledge they need to embark on adult life.They have many experiences of the workplace.

Students get the bespoke guidance that they need to make decisions about their next steps. This is aligned closely to their needs and aspirations. Some pupils have attended a careers fair but many do not feel they have received the advice that they need.

The trust has recently begun further work to develop pupils' aspirations, including knowledge of careers.

The school has a clear vision, which is shared with staff, parents and pupils. However, some parents have negative views about their child's experiences of school.

Leaders acknowledge that they have not communicated their vision effectively to some parents and carers.

Staff are proud to work at the school. Their workloads are manageable.

Teachers can focus on teaching in disruption free classrooms.

Governors, trustees and trust leaders have effective systems for holding leaders to account. The trust provides additional support for areas that the school is developing.

For example, they have provided resources to support the school in improving attendance.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school's approach to behaviour management is not fully understood by some pupils.

Consequently, a few pupils still struggle to understand the most appropriate way to behave. The trust must ensure that all pupils know the impact of poor behaviour choices. The trust should help these pupils to develop an intrinsic understanding and motivation to behave well.

• The school has not communicated with some parents and carers well enough. Consequently, they express dissatisfaction with some aspects of the school's work. Leaders should explore how they can extend opportunities to engage with such parents in a positive and constructive way.

• The implementation of the PSHE curriculum is not consistently effective across the school. This means that some pupils have a limited understanding of essential content. The trust must ensure that all staff have the confidence and expertise to enable all pupils to learn about social issues in preparation for life in school and the world beyond school.