Brookvale Groby Learning Campus

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy at Brookvale Groby Learning Campus. The school's motto encourages them to 'work hard, be kind'.

The school is calm and orderly. Disruptions to lessons are rare. Around school, pupils are courteous.

They get along well with each other, and with staff. Students value the supportive community that exists in the sixth form.

Pupils feel safe at the school.

The school teaches them how to keep themselves safe and maintain positive relationships. Pupils told inspectors that they trust staff to help them deal with any issues that arise. The school provides excellent support for pupils when they are struggling with their mental health.
.../>The school is aspirational for all pupils, including those who are disadvantaged or those with special educational needs and/or disabilities (SEND). Pupils achieve well.

The school prepares pupils well for their next stages in education, training, or employment.

All pupils benefit from personalised guidance about their future choices and careers. In 'life skills' lessons, pupils gain the knowledge and skills they need for life in modern Britain. There are a wide range of opportunities for pupils to develop their talents and interests in sports, the performing arts, and other pursuits.

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

The school has designed a broad and ambitious curriculum. The number of pupils taking the full range of English Baccalaureate subjects at key stage 4 is increasing. All pupils have the opportunity to do so.

The sixth form offers a wide variety of academic and vocational courses. A small number of pupils with SEND, including some who attend alternative provisions, benefit from ambitious personalised curriculum pathways that meet their needs well.

Reading is a priority.

The school supports all pupils to build their vocabulary and reading fluency so that they can enjoy the curriculum in full. The school supports pupils who struggle to read so that they catch up quickly. All pupils read daily from interesting and challenging texts.

The curriculum identifies the important knowledge that pupils will learn in each subject. Concepts are sequenced well so that pupils' knowledge builds on what they already know. This helps pupils make connections in their learning and deepen their understanding as they progress.

In the sixth form, the challenging curriculum supports students to gain a depth of knowledge that prepares them well for future study.

Teachers are subject experts. Well-considered training and coaching helps them to develop their teaching expertise.

They use their extensive subject knowledge to explain concepts clearly. They plan interesting activities that help pupils gain knowledge and remember what they have learned. Staff provide effective support for pupils with SEND, when they need it.

Most pupils try hard in lessons and produce work of good quality. However, on some occasions, teachers do not have high enough expectations of pupils.They do not always challenge pupils who choose not to take part in learning activities or produce work of poor quality.

The majority of teachers check pupils' understanding often. They question pupils well to identify when pupils are unsure, or when there are opportunities for greater challenge. When this happens, teachers ensure that activities match pupils' stages of learning.

However, this is not always the case. Sometimes, teachers do not check pupils' learning carefully enough. They do not always adapt learning activities to address gaps in knowledge and misconceptions, or challenge pupils to think more deeply.

The school has well-established routines to support good behaviour. Pupils behave well. They have positive attitudes to learning.

They enjoy the rewards they earn for working hard and being good citizens. On the rare occasions when pupils do not behave as well as they should, they are dealt with fairly and consistently by staff. Pupils know the importance of good attendance and the majority attend well.

The school's personal development programme places a high priority on pupils' well-being and character development. Pupils learn how to maintain good physical and mental health. They learn the importance of British values and understand equality and diversity.

Pupils explore different faiths and cultures and enjoy opportunities to visit places of worship. Pupils are mature and tolerant. They respect differences.

Parents and carers are overwhelmingly positive about the school. They appreciate the way that the school communicates with them. Staff are happy and proud to work at the school.

The school prioritises staff well-being and ensures that workloads are fair and manageable. Staff value this. The board of trustees are knowledgeable about the school's strengths and recognise how it can improve further.

It provides strong support and challenge to school leaders.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Expectations for learning are sometimes too low.

This means that pupils do not always engage fully with tasks or try their best. This stops them from achieving as well as they could. The school should ensure that all staff share the highest expectations for all pupils.

• Sometimes, checks on pupils' learning are not precise. This means that when pupils have gaps in their knowledge, they are not identified quickly enough. The school must ensure that teachers check pupils' understanding consistently and resolve any misconceptions so that pupils deepen their understanding.