Brentwood County High School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils have high aspirations for themselves and each other. They know that learning and doing well are important. Pupils work hard to achieve high levels of success.

Lessons are calm and purposeful. Pupils enjoy each other's company during social times.

Pupils are proud of their school.

They appreciate and benefit from the many positive changes that have taken place in recent years.

Pupils are safe. The school is a caring environment where pupils' well-being is a top priority.

If pupils feel worried about any aspect of their lives, they know that staff are willing and able to help. Bullying is not common. If bullying does happen, staff act q...uickly and make sure that it stops and does not reoccur.

Pupils understand and live up to the trust's core values. For example, they readily demonstrate 'self-help' when facing difficult tasks in lessons. Pupils have also shown admirable resilience in learning in the face of the challenges presented by the school's large building project.

Many pupils proudly take up positions of responsibility. Students in the sixth form make many positive contributions to school life such as reading with younger pupils.

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

The trust and school leaders are making the necessary improvements.

Leaders have designed an ambitious and well-structured curriculum. Teachers usually teach knowledge in logical steps with links to what has been previously taught. At times, however, this is not the case, so pupils forget or do not understand parts of the curriculum.

Previously, the number of pupils entered for the English Baccalaureate (EBacc) has been low. Leaders have improved the provision for modern foreign languages so that more pupils can study the subjects within the EBacc.

Teachers give pupils lots of opportunities to apply knowledge and practise new skills.

This helps pupils understand and remember what has been taught. Teachers check that this is the case before moving on in lessons. When pupils do not have a firm grasp of what they should already know, teachers provide effective support.

Leaders make sure that pupils who find reading hard receive the additional help needed. Most pupils learn to read fluently. Leaders are putting in place extra support for the small number of pupils who continue to struggle.

Staff and leaders effectively identify the needs of pupils with special educational needs and/or disabilities (SEND). Leaders provide guidance to staff that helps them adapt their teaching. Leaders do not help staff adapt teaching in all subjects for pupils with SEND.

This means that the quality of learning for pupils with SEND is uneven and for some pupils their needs are not met well in all subjects.

Pupils are clear about the expectations for behaviour. Learning often takes place in a calm and productive atmosphere.

When necessary, teachers use the school's behaviour policy to deal with the rare occasions of unacceptable behaviour. In such instances, learning quickly returns to normal.

Leaders have carefully coordinated opportunities for pupils' personal development across the curriculum.

Pupils understand and maturely discuss contemporary issues. They value diversity and enjoy opportunities to learn about different lifestyles in society. Leaders ensure that pupils have access to high-quality careers guidance which helps pupils make informed decisions about their next steps in education or employment.

The sixth-form provision is strong. Students approach their studies with determination and focus. Leaders' transition programme from Year 11 helps students take positive first steps into post-16 education.

Staff support students well to learn the study skills necessary to be successful. Sixth-form students serve as excellent role models for younger pupils.

The trust has provided the necessary support and challenge to ensure that leaders bring about improvements.

The trust has modelled effective leadership practices for governors and leaders. This has steadied previously unsettled leadership and provided the necessary focus for improvement to take place. Most staff report being well supported by leaders, including when managing workload.

Safeguarding

The arrangements for safeguarding are effective.

All staff, governors and trustees at the school have the necessary training to carry out their safeguarding duties effectively. Staff are on the lookout for signs of potential harm.

They act swiftly and appropriately when concerns arise.

Leaders work well with external agencies to ensure that vulnerable pupils get the support they need.

Leaders make sure that background checks of adults are undertaken to determine if they are suitable to work with children.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Teachers do not always teach knowledge that clearly links to what has already been taught. This leads to pupils not understanding some parts of the curriculum. Leaders need to ensure that teachers consistently make connections with previously taught knowledge so that pupils build their understanding in all areas of the curriculum.

• Leaders have not given guidance to teachers that is appropriate for making adaptations across all subjects in the curriculum. This means that some pupils do not receive what they need in some subjects. Leaders need to outline for teachers in all subjects suitable provision and adaptations for pupils with SEND.