Bramcote College

Highlights from Latest Inspection

What is it like to attend this school?

There are high aspirations for all pupils at Bramcote College. The school's motto encourages pupils to 'Work hard, Be well, Do well'.

Pupils are happy and appreciate the opportunities that the school gives them.

The school provides excellent pastoral support. Pupils trust staff to keep them safe and know who they can turn to if they need help or guidance.

There are high expectations for pupils' behaviour. The vast majority respond well. Classrooms are calm and orderly.

Around school, pupils are polite and respectful. A small number of pupils who struggle to meet the school's high expectations receive effective support.

Pupils are well prepar...ed for their next stages in education and beyond.

They benefit from excellent and personalised advice about their future choices. Sixth-form students are very well supported to achieve their ambitions.

There are opportunities for pupils to get involved in a range of extra-curricular activities.

These include sports, as well as creative and performing arts. However, many pupils do not take part in these activities. Some pupils say that they are not aware of the opportunities, or that they do not meet their interests.

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

The school offers a broad and ambitious curriculum for all pupils, including those with special educational needs and/or disabilities (SEND). The key stage 4 curriculum offers all pupils the opportunity to study the full range of subjects that make up the English Baccalaureate. The school is ambitious for more pupils to choose to study a modern foreign language.

In the small sixth form, a wide range of academic and vocational courses are offered even when only a small number of students choose to study them.

The curriculum is well planned in all subjects. Staff have thought carefully about what pupils should learn.

Knowledge is sequenced effectively so that pupils can build on what they already know and gain a deeper understanding as they progress. Most pupils with SEND access the same curriculum as their peers. Where this is not the case, the curriculum is well matched to pupils' individual needs.

Staff have strong subject expertise. They explain concepts clearly. In the majority of lessons, staff provide appropriate activities that support pupils to learn new content.

Pupils learn subject-specific vocabulary and discuss their learning confidently. Staff question pupils purposefully to help them recall knowledge. Pupils try hard and produce work of a high quality.

In the sixth form, staff challenge students to think deeply. They provide excellent personalised support, which helps students achieve well. Staff quickly identify when pupils with SEND need extra support and provide this effectively.

In some lessons, the delivery of the curriculum is not as effective. Sometimes, staff do not check that pupils are secure in what they have learned previously. They do not always identify gaps in pupils' understanding.

This means that tasks are not always well matched to pupils' stage of learning. Pupils cannot make connections with new knowledge. They find it hard to engage with learning activities.

When this happens, pupils' learning is not secure. They do not remember what they have been taught.

Pupils who need help to improve their reading receive effective support.

They benefit from extra reading lessons and practise with reading buddies. All pupils have opportunities to read often and have weekly lessons in the well-stocked library.

There is a well-planned programme for pupils' personal development in key stages 3 and 4.

Staff make sure that pupils learn how to keep themselves safe and healthy. Pupils learn about equality, diversity and fundamental British values. They speak confidently about these themes and demonstrate mature attitudes.

In the sixth form, the curriculum for personal, social and health education has not been planned well enough. As a result, sixth-form students are not as well informed as they could be. The school provides strong support for pupils' mental health and well-being when they need it.

Pupils value this support.

The school has grown considerably over recent years, and pupil numbers continue to rise. The school has received valuable support from the multi-academy trust to develop the provision throughout this time.

The governing body and trustees know the school well and provide effective challenge to leaders. Staff are proud to work in the school. They value the support that the school gives them to manage their workload and develop their expertise.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The planned curriculum is not yet delivered consistently well in all lessons. On some occasions, staff do not check pupils' understanding well enough to ensure that activities are adapted to help pupils build on what they already know.

Some lesson activities are not sharply focused on the knowledge that pupils need to learn. When this happens, some pupils become disengaged. They do not securely learn the important knowledge.

The school needs to ensure that the curriculum is implemented consistently well. ? The opportunities to engage in enrichment activities or to take on roles of responsibility in the school are limited. Extra-curricular activities are not always well matched to pupils' interests.

As a result, many pupils do not engage in activities or take on responsibilities. The school needs to ensure that all pupils can develop their wider talents and interests. Furthermore, the school needs to provide more opportunities for pupils to contribute positively to the school and wider community.