Carlton Keighley

Highlights from Latest Inspection

What is it like to attend this school?

Leaders have high expectations for all pupils. The vast majority of pupils have very positive attitudes towards their learning.

They are proud of their school and their work. Pupils are polite and respectful. They respect the views of others.

The school is calm and orderly. There are positive relationships between staff and pupils.Pupils recognise the considerable improvements that leaders have made over the past year.

Behaviour in class and around the school has improved significantly. A better curriculum has led to effective learning. Pupils achieve well and enjoy school.

Pupils feel safe. There is little bullying. Staff deal with bullying quickly....

It is not tolerated. Pupils get along well together. Pupils receive high-quality pastoral support.

Pupils know that staff will help them if they have any worries. A range of education and training providers contribute well to careers education.The executive headteacher, the headteacher and other leaders are making a real difference.

Staff morale is high and leaders support staff effectively in developing their skills. Staff are passionate about their work. Most parents and carers are impressed by how rapidly the school has improved.

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

Leaders and governors have worked together with an outstanding school. This has improved the curriculum and the quality of education. Leaders have stabilised the school and teachers are proud to work in the school.

Teachers say that leaders have taken their workload into account when making changes.

Leaders and staff want all pupils to do well. They have thought about the crucial knowledge that pupils need to know in each subject.

The curriculum is coherently planned and well sequenced.

Teachers use assessment skilfully to identify and overcome any misconceptions or gaps in pupils' knowledge. They give time for pupils to recap their learning.

This helps pupils to remember more and use their previous learning well. Pupils are achieving well and producing good-quality work.

Pupils with special educational needs and/or disabilities (SEND) are well supported.

The special educational needs coordinator helps all staff to understand the best way to help pupils with SEND. Teachers have high expectations of these pupils. Pupils with SEND can access all curriculum subjects.

They receive good-quality careers education.

Pupils learn music by working with professional musicians. They visit the theatre and take part in national projects.

For example, pupils have exciting opportunities to produce film scores and to sing. Leaders have recognised that pupils will benefit from a broader curriculum in music. They aim to re-introduce it as a taught subject for all Year 7–9 pupils in September 2020.

Leaders have taken action to help more pupils study and enjoy Spanish in key stage 3. They are keen to have more pupils studying Spanish in Years 10 and 11, but this will take a couple of years. Currently, too few pupils follow a modern foreign language in key stage 4.

There are many opportunities for pupils to develop their reading skills in form time and across a range of subjects. The reading curriculum is well designed. Additional reading sessions are helping pupils increase their skills and enjoy reading.

The library is an exciting place to be, with many pupils reading independently and for fun.

Staff manage pupils' behaviour consistently well. Pupils are very clear about what is expected of them.

Pupils have positive attitudes to learning and work hard. Exclusions have reduced significantly and are below average. Attendance is average.

Disadvantaged pupils need to attend better despite some improvement.There is a well-planned curriculum for pupils' personal development. Leaders provide a comprehensive curriculum around British values and keeping healthy.

Pupils work well together in project work and in class. They enjoy opportunities to debate and share their views. More than half of the pupils take part in extra activities after school.

Safeguarding

The arrangements for safeguarding are effective.

There is a strong culture of safeguarding. Staff know what to do if they have safeguarding concerns.

Staff know the risks pupils might face in the local community and elsewhere. The school's safeguarding team has very good links with parents, external agencies and local primary schools. This helps them give effective support to the most vulnerable pupils.

Record keeping is detailed, including any follow-up actions taken. Pupils understand how to stay safe and report any concerns. Leaders make sure that they carry out the necessary checks on staff to ensure that staff are safe to work with pupils.

What does the school need to do to improve?

(Information for the school and appropriate authority)

In key stage 4, too few pupils are studying a modern foreign language because the previous curriculum was not well designed. It is clear from actions that leaders have already taken that they plan to address this. Leaders should implement their plans to ensure that a larger proportion of pupils follow a modern foreign language in key stage 4.

The attendance of disadvantaged pupils is below average. Work with pupils and parents has improved their attendance over time. Leaders should continue to develop their strategies for improving attendance so that disadvantaged pupils' attendance is at least average.