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This is a school where all staff want pupils to be successful and happy. The school has a clear vision for its pupils: 'Ability is not fixed'.
The curriculum has been designed to help pupils to make good progress, including pupils with special educational needs and/or disabilities (SEND).
Pupils are taught how to stay safe in and beyond school. Bullying is not tolerated.
Most pupils say that when it happens, staff take it seriously. Staff act quickly to resolve any issues. Sometimes, however, not all pupils feel confident to report issues of bullying.
Pupils behave and get on well together. The atmosphere in lessons is purposeful. Pupils respect each... other and their teachers.
They know that their teachers have their best interests at heart.
Pupils demonstrate the school's values. They have high aspirations of themselves, the school and the community.
Many parents believe that the school has high expectations for their children.
What does the school do well and what does it need to do better?
The school has put in place a curriculum that sets out the knowledge that pupils should learn in each subject. Pupils' knowledge and skills are carefully built over time.
Pupils study a wide range of subjects. They achieve well.
Pupils settle quickly into their learning.
Most teachers have strong subject knowledge. They ask questions that help pupils develop their understanding. They remind pupils what they have learned in previous lessons.
Teachers provide opportunities for pupils to discuss their learning and answer questions. This helps to embed pupils' understanding.
Many teachers promptly identify pupils' misconceptions and correct them.
They use their knowledge of pupils to decide the next steps for learning. Pupils say, 'Teachers want us to do well, so we want to do well for them and ourselves.' As a result, pupils and staff have positive relationships.
The reading curriculum is ambitious. All subjects support pupils' reading. The majority of pupils feel confident to read aloud and interpret texts.
The English curriculum creates opportunities for pupils to read various authors. Pupils appreciate the author visits and events such as 'World Book Day' to celebrate and develop a love of reading. Staff provide extra support for pupils who enter the school with weaker skills in reading.
This helps these pupils improve their reading.
The school makes sure that pupils with SEND can access the full curriculum. Pupils' needs are quickly identified.
Teachers and learning support assistants make sure that pupils with SEND do not miss out on learning. Teachers know the pupils well. They use the school's 'passport' system effectively.
The personal development programme is well planned. Pupils learn the importance of knowing what it means to be an active citizen in modern Britain. Pupils value their personal, social and health education lessons.
They learn about different protected characteristics. They understand both the legal and ethical issues related to discrimination. Pupils are respectful of each other.
Most pupils feel they can be themselves. Older pupils said that they value their tutor time, especially 'well-being Wednesdays'.
The school is developing its careers education programme.
Pupils receive sound advice from their tutors. The school acknowledges that more work needs to be done to ensure that all pupils have greater access to impartial careers advice and guidance.
Pupils have lots of opportunities to discover new interests and nurture their talents.
The majority of pupils engage in the vast range of activities the school offers beyond and during the school day.
The school has been creative in designing programmes that support pupils' mental health and well-being. The school therapy dog, 'Radar', is used effectively to support pupils with complex needs.
Many pupils attend well. However, the attendance of disadvantaged pupils is not as strong as others in the school. This is a priority for the school.
Teachers and pupils are clear about behaviour routines and rewards. There is a supportive structure in place. Pupils who find it challenging to regulate their own behaviour receive effective guidance.
Pupils behave well.
Staff feel that leaders consider their workload and well-being. They feel that leaders respond well to staff's feedback.
Teachers commented that they appreciate the Friday professional learning sessions. They feel that leaders are committed to supporting them with their career development.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Some pupils do not feel that they can report bullying. They feel that it will not always be dealt with effectively. This means that some pupils do not routinely report their concerns.
The school should ensure that all pupils feel confident to report bullying concerns and that all concerns are successfully addressed. ? Disadvantaged pupils' attendance is not as strong as others in the school. Leaders must continue their ambitious plans to ensure that the attendance of disadvantaged pupils improves.
• Some pupils do not have a full enough understanding of the careers and further education opportunities open to them. They are not as well-informed as they could be when planning their next steps. The school should implement its ambitious plans to ensure that all pupils have the knowledge they need to make well-informed decisions about their futures.
