Brook Sixth Form and Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud to attend this small setting.

Staff know pupils well and are always on hand to help them improve their work. Pupils particularly enjoy studying technical courses in subjects such as engineering and media studies. They appreciate the industry-standard equipment available to them in these subjects.

Pupils engage positively with project briefs which are designed by employers. Pupils, and students in the sixth form, also study a range of academic GCSEs and A levels.

The school has high expectations of pupils' achievement.

These expectations are more fully realised in the results of vocational subjects than in academic subjects. Pupils' b...ehaviour is mature and respectful. Pupils say that discriminatory language is not tolerated here.

They learn the importance of respecting people who are different from themselves. Boys and the small number of girls interact well. As a result, the school is a calm and purposeful environment where all pupils feel safe.

They use study spaces effectively to consolidate their learning.

Pupils are exceptionally well prepared to take their next steps. They benefit from high-quality opportunities to experience the world of work.

For example, engineering students visit a range of well-regarded employers. When they leave school, pupils progress to well-regarded destinations. These include further education, apprenticeships, and employment.

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

Pupils join the school in Years 10 and 12 having had varied experiences of education. On their arrival, staff assess pupils carefully. They identify any gaps in prior learning or any special educational needs and/or disabilities (SEND) that pupils may have.

Pupils receive one-to-one support to develop confidence and fluency in their reading. This has a positive impact on their reading knowledge. Staff prioritise teaching subject-specific vocabulary.

Teachers are well informed about pupils' SEND needs. They use this information to make appropriate adaptations. Pupils with SEND access the same curriculum as their peers and achieve well.

The school has considered the content it wants pupils to learn and the order in which they learn it. In some cases, this goes beyond the ambition of the course requirements. For example, engineering pupils start with a design project.

This includes skills such as sand casting, screw threading, computer-aided design and laser cutting. These advanced skills prepare pupils well for future study.

Typically, staff are adept at checking pupils' understanding.

They pick out common misconceptions. Staff adapt their teaching to revisit content that pupils have not understood. Pupils value planned opportunities to recall prior learning.

Teachers provide invaluable feedback that pupils act upon to improve their work. Pupils' practical and written work shows that they develop detailed knowledge and skills. However, subject leadership and staffing are not embedded and fully implemented in a few subjects.

This means that the school does not have a secure understanding of where there are gaps in pupils' knowledge and skills in these subjects.

The school is quick to follow up on daily attendance and punctuality. Staff work closely with parents and carers to encourage improved attendance, especially in cases of persistent absence.

The school celebrates positive attendance. Staff remind pupils that attending every day is important preparation for entering the world of work.

Pupils demonstrate exceptionally positive attitudes to learning.

They work hard and are keen to succeed. They make a positive contribution to the school community, including through the 'Brook Tea' student magazine and the student council. Recently, students worked with primary school pupils to organise Black History Month events.

The school's offer beyond the academic curriculum is extensive. Pupils enjoy a range of activities that broaden their experiences. The school works closely with employers and their sponsors to provide high-quality work experience placements.

There are projects that facilitate pupils' interactions with employers. For instance, Year 12 students participate in a 'charity den' competition. This allows them to work with mentors to develop pitching and presentation skills.

The school offers a range of visits to enrich pupils' experience of the curriculum. Year 12 students also take part in a team-building day. Pupils have visited a show on the aviation industry and 'Sky-up' in recent weeks.

There are clubs such as karting, media and sports during the school day so that all pupils can attend. The school is keen for pupils to participate in cultural events. It subsidises theatre trips so that everyone can benefit from the experience.

Leaders are ambitious for pupils and staff at this school. Staff enjoy working here. They appreciate the school's consideration of their workload and well-being.

The local governing body works closely with school leaders to provide support and challenge. Many of the governors have been involved since the school opened.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, particularly at A level, the school does not have a secure understanding of where there are gaps in pupils' knowledge and skills and where refinements to the curriculum need to be made. This impacts on pupils' achievement. The school should strengthen its leadership of the curriculum in these subjects so that it can have a positive impact on pupils' achievement.