Canon Slade School

Highlights from Latest Inspection

What is it like to attend this school?

Positive relationships and mutual respect are at the heart of this school. Friendly exchanges between staff and pupils are common. Despite the large size of the school, pupils feel known and understood as individuals.

This helps them to feel happy. Students in the sixth form cited strong pastoral support as a key reason why they chose to continue their studies in the school. This caring culture provides a strong foundation from which pupils flourish.

Pupils learn what it means to be 'SLADIAN'. For example, they understand that success comes from hard work and they develop high aspirations. Pupils engage positively in lessons.

Learning is rarely disrupted.
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Pupils are enthusiastic participants in the wealth of opportunities that are available each lunchtime. For instance, they can explore new interests such as water polo or chess.

Students in the sixth form strive to complete the school's ambassador award by demonstrating their commitment to the wider school community. For example, they lead assemblies and organise clubs for younger pupils.

With trust support, the school has taken effective action to improve the quality of education that it provides.

Most pupils, including those with special educational needs and/or disabilities (SEND), meet the school's high expectations for their academic achievement.

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

The school provides a broad, ambitious curriculum and offers a wide range of subjects, including Latin and geology. Although the proportion of pupils who study the English Baccalaureate suite of subjects is lower than the national average, the school has taken action to address this.

For example, to encourage pupils to opt to study a modern foreign language, the school ensures that there are meaningful opportunities for them to learn about the culture and art of the countries in which those languages are spoken.

In each subject, the curriculum is well organised. Pupils' learning builds logically from Year 7 to Year 13.

Staff use their strong subject knowledge, together with their enthusiasm for their subjects, to enthuse pupils about their learning. Typically, staff design learning activities that enable pupils to connect new ideas to what they already know. The school has prioritised training for staff so that they are skilled at supporting pupils with SEND to learn the curriculum successfully.

This has been effective. Pupils with SEND achieve highly, alongside their peers.

Across subjects, staff consistently follow the school's agreed learning routines.

This includes frequently checking what pupils know and remember. However, some staff do not conduct these checks effectively to enable them to pinpoint any gaps in pupils' learning. This includes for students in the sixth form.

On occasions, pupils develop misconceptions or gaps in their knowledge that go unaddressed.

The school is quick to identify any additional needs that pupils may have. These pupils, and others who are vulnerable, benefit from the support available in the school's inclusion hub.

For example, some pupils particularly appreciate time with Hugo, the school's dog, which helps them to manage their emotional well-being. Such provision helps to ensure that pupils are well equipped to access their learning in mainstream lessons.

The school's approach to helping pupils who struggle with their reading is strong.

Pupils who have gaps in their reading knowledge are swiftly identified. Pupils benefit from highly effective support to help them to read confidently and fluently. In addition, the school ensures that pupils have frequent opportunities to enjoy high-quality texts both during form time and across the curriculum.

In the main, pupils are courteous and considerate as they move around the school. On those occasions when a minority of pupils do not conduct themselves as well as the school expects, staff are skilled at supporting them to improve their behaviour. Typically, pupils like being in school.

Most attend frequently, including the most vulnerable.

The school caters for pupils' personal development very well. Students in the sixth form benefit from a weekly lecture programme covering a wide range of topics and issues.

Pupil leaders help their peers to learn important information that prepares them well for life in modern Britain. For example, some pupils recently led an anti-racism assembly.

The school prioritises raising pupils' aspirations, including through a careers programme that is interwoven through their education from Year 7.

Older pupils spoke positively of a recent convention that provided them with the opportunity to learn more about a wide range of industries and careers. Pupils receive the information that they need to make well-informed choices about their futures.

Despite a time of much change, staff feel well supported.

For example, changes to the feedback policy have helped to reduce staff workload.

Recently, the trust has reviewed the roles of the trust board and the local governing body. It has strengthened the systems in place to ensure that trustees and governors have comprehensive oversight of the school.

Leaders at all levels are rightly proud of the improvements made since the last inspection. They have a strong shared understanding of the school's strengths and areas for development and they are committed to further refining the quality of education that the school provides.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• On occasions, some staff do not use the school's assessment strategies effectively to identify gaps in pupils' knowledge. As a result, at times, some pupils' understanding is not secure before learning moves on. The school should ensure that staff are supported to use assessment strategies effectively to identify and remedy any missed or forgotten learning.

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