Boroughbridge High School

Highlights from Latest Inspection

What is it like to attend this school?

Staff know pupils well at Boroughbridge High School. There are positive relationships between pupils and staff.

However, not all teachers have high enough expectations of pupils' behaviour and do not routinely challenge low-level disruption in classrooms.

Most pupils enjoy attending the school, and the majority agree that if bullying does happen that it is dealt with well by leaders. Although many pupils feel safe in school, some do not.

Some pupils in lower year groups say they are worried or concerned about the behaviour and conduct of some older pupils.

When pupils are interested and engaged, they participate well in lessons. But some teachers all...ow pupils to shout out answers and do not always insist that all pupils participate fully in tasks.

There are a range of extracurricular activities that pupils can participate in and pupils speak enthusiastically about these. They include the Duke of Edinburgh's Award scheme, several sports clubs, music sessions, an eco-club and computer coding and programming. More pupils in key stage 3 attend extracurricular activities than pupils in key stage 4.

Pupils can also be part of the student council where they can lead fundraising events.

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

Subject leaders have worked to improve their curriculums. Curriculums are well thought out and sequenced.

This helps to build on previous learning, and pupils are showing that they remember much of the content that they are being taught. Subject leaders are further developing the strategies that they have in place to ensure that pupils can retrieve knowledge. A strength in classrooms is the vocabulary that teachers use in lessons.

They expose pupils to a rich and varied vocabulary, and many pupils are confident when using more complex words and terminology. For example, in an English lesson, a Year 8 pupil accurately, and independently, used the word 'omnipresent' in a written task.

Teachers have secure subject knowledge and apply this well in lessons.

However, not all teachers ensure that all pupils are actively engaged in their learning. Sometimes teachers do not use questioning effectively to ensure that as many pupils as possible respond in lessons. Some teachers accept pupils shouting out answers and do not target specific pupils to check what they know.

This means that too few pupils have their subject knowledge routinely checked.

Some teachers do use the behaviour policy to ensure that low-level disruption does not affect learning. Some staff do not consistently use and apply the agreed behaviour policy.

This means that some lessons are disrupted by poor behaviour. Pupils say that behaviour is variable and that it is worse in some lessons than others. Behaviour around school is not always calm and orderly but this does vary by year group.

Pupils in Year 7, for example, conduct themselves well and have better attendance than other year groups. Leaders have prioritised improving pupils' attendance. Their actions are having a positive impact on some pupils.

However, some pupils are absent too often.

Pupils with special educational needs and/or disabilities (SEND) have access to the full curriculum. Leaders identify and understand the additional needs of pupils with SEND.

Staff receive appropriate information which allows them to make adjustments to ensure that pupils with SEND can complete their work. The number of pupils with an education, health and care plan has increased significantly of late, and leaders are committed to ensuring that these pupils get the help that they need.

Leaders have employed new strategies to promote a love of reading and to ensure that pupils who are weaker readers get the support that they need.

Pupils who need support with reading are identified quickly and have interventions to help them. There are several events which promote a love of reading across the school, such as the big book swap, reading loyalty cards, online book clubs and 'drop everything and read' sessions. There is a focus on reading in all subjects.

The personal, social and health education (PSHE) curriculum is well planned and sequenced. The curriculum covers all aspects of PSHE, including, for example, what it means to be British and how to become responsible citizens. Pupils have secure knowledge of age-appropriate healthy relationships.

They are very positive about inclusivity, diversity and equality. Pupils receive effective careers advice and guidance. They experience a range of activities to help them to learn about different careers.

This helps them to prepare for their future.

The majority of staff are happy and proud to work at the school, and most staff agree that leaders are considerate of staff's workload and well-being. A small proportion of staff do not feel well supported to manage behaviour.

The governing body supports leaders. and they are aware that behaviour and attendance are areas in need of further development.

Safeguarding

The arrangements for safeguarding are effective.

Leaders of safeguarding are knowledgeable. They keep detailed records and take appropriate action to support the most vulnerable pupils. They work well with external agencies.

Staff are well trained and vigilant. They know what to do if a pupil discloses a safeguarding issue or if they observe something that concerns them. The fact that the school is small means that staff quickly notice changes in behaviour or demeanour which may alert them to a wider issue.

Staff know that reporting a small incident can help build a bigger picture. Pupils know how to report any concerns that they might have and value the support of pastoral leaders.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some staff do not consistently manage pupils' behaviour well.

Some pupils are disruptive. This leads to learning being interrupted in some lessons. Leaders must ensure that all members of staff follow a consistent approach to managing and improving pupils' behaviour.

• Some pupils do not attend school regularly enough. This means that they miss lessons and fall behind in their learning. Leaders should continue to develop strategies to engage with these pupils so that their attendance improves.

• Some teachers do not ensure that all pupils are actively involved in lessons. This means that not all pupils fully engage with learning and that there are not consistent strategies used to prevent some pupils from shouting out answers. Leaders must ensure that all teachers use consistent approaches so that all pupils know that they are expected to participate fully in lessons to maximise learning.

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