Bottisham Village College

Highlights from Latest Inspection

What is it like to attend this school?

The school sets high expectations for pupils' success. Many pupils do well in examinations and develop an impressive range of skills and attributes.

However, support in class for pupils with special educational needs and/or disabilities (SEND) is not always as good as it should be. A new approach to the organisation of the school day is still settling in. Some classes are varied and interesting but in others time is not used as effectively.

A wide range of popular clubs and trips are provided. These include sporting and artistic activities. A variety of opportunities is provided for pupils to show and develop leadership qualities.

Pupils are safe. Most are ha...ppy and behave appropriately. The majority get on well with their teachers.

Clear anti-bullying strategies and messages are in place. However, bullying by a minority of pupils does happen. Some pupils are reluctant to report when it happens because they are not confident it will be dealt with in a way that makes it stop.

Improvements have been made. The number of incidents of poor behaviour in lessons has decreased. Unkind language happens but is usually challenged swiftly and firmly.

Pupils feel comfortable in expressing their individual identities. The school community proudly celebrates difference.

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

The curriculum is broad and includes all the national curriculum subjects.

A good range of examination subjects is on offer for pupils in Years 10 and 11. Typically, teachers have good knowledge of their subjects and explain ideas clearly. They assess pupils regularly and accurately through questioning and formal testing to check retention of knowledge and adapt lessons where needed.

Some subject departments have adapted to recent changes in the school day very well. Other subjects are still adjusting to this because the previous curriculum plans have not yet been adapted for longer lesson times. Additionally, some pupils find it more difficult to sustain interest or maintain behaviour, including in subjects where they have less frequent lessons.

The school promotes some aspects of reading well. The library, shared with the local community, is well stocked and popular with pupils. However, support for those who struggle to read, including older pupils, is less well developed.

As a result, some pupils still do not read as well as they could, which holds them back.

Provision and leadership for SEND has been strengthened to reflect increases in pupil numbers. However, while they can access the full curriculum, pupils with SEND do not always get the support they need in class.

This means that they do not always behave or achieve as well as they should. The school has recently established additional provision for pupils with SEND, 'The Coral'. Here, a small number of pupils have access to a bespoke curriculum in English, mathematics and science, and targeted support and activities to reflect individual needs.

While fewer pupils are being removed from class than last year, some low-level disruption still occurs and is repeated because it is not always dealt with effectively.

The provision for pupils' personal development is strong. Programmes for personal, social and health education are well thought out.

Pupils have a broad understanding of respect for everyone, which is helping to improve behaviour. Good work is done to promote pupils' interests through the wide range of artistic, dramatic and sporting clubs and events available to all year groups.

Over the past few years, the school has undergone considerable change.

Staff are highly appreciative of how their workload has been considered during this time. Effective support is given to teachers in the early stages of their careers. The school has implemented several new policies and procedures.

While these have been carefully planned, they are very recent and are not yet fully effective in practice. Leaders have made decisive changes to improve the school and are committed to seeing these through.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Although incidents of bullying are usually resolved when raised by pupils and parents, these are not always addressed effectively. The school should take steps to check staff are following the agreed procedures so that incidents of bullying are not repeated. ? Some pupils with SEND do not get the support they need in class to help them behave well and make good progress.

This is because the guidance laid out in support plans is not always followed. The school should ensure that pupils with SEND are supported effectively in class so that they able to behave well and make good progress. ? The new lesson structure is in the early stages of implementation.

Some subjects have been adapted well but others have yet to adjust to working over longer periods of time. In some classes, pupils find it hard to sustain focus, which hinders their progress. The school should continue to develop the new curriculum in individual subjects so that the most effective use of time is made in lessons.