Central Lancaster High School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at this school benefit from a high-quality education.

The staff have the highest expectations for pupils to behave well and succeed in their learning. Over time, pupils have risen to these expectations. They are achieving more highly than in the past.

Pupils behave well. They typically treat each other with respect. A small minority of older pupils are less positive about school.

They are taking longer to meet the school's high expectations.

Most pupils enjoy coming to school. Pupils in Year 7 get off to a confident and positive start at high school.

A group of pupils who have recently arrived from overseas told inspectors that the sc...hool makes them feel welcome.

Pupils know who to turn to if they are worried about anything. This helps them to feel happy and safe at school.

When pupils report bullying, leaders usually deal with it quickly and effectively. Despite this, a small number of pupils lack confidence that staff will deal with their concerns.

Many pupils enjoy participating in a wide range of extra-curricular activities.

For example, they perform with their peers in drama club and learn how to express their views constructively in the debating society.

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

Support from the trust has ensured that there is strong leadership at all levels of this school. Governors work closely with the trust to provide suitable challenge and support to the school.

Their partnership has helped to bring about recent improvements, including realising a shared vision to provide an ambitious curriculum for all pupils. An increasing number of pupils, including those with special educational needs and/or disabilities (SEND), are studying the English Baccalaureate suite of subjects.

Across all subjects, thoughtfully designed curriculums set out a precise order for pupils' learning.

Typically, these curriculums are delivered well by staff who know their subjects in depth. Staff explain new ideas clearly and check whether pupils have grasped them before moving on. This helps pupils to build their knowledge step by step.

In the main, pupils remember what they have learned.

The school is quick to spot pupils who are struggling with their learning. This includes pupils who may have SEND as well as those who find reading difficult.

There are rigorous systems for identifying these pupils' needs. Most pupils with SEND receive effective support. They succeed in the classroom.

A small number of pupils who need extra help are supported by well-trained staff. This helps them to return quickly to learning the curriculum alongside their peers. Most pupils who receive help with their reading are catching up to their peers.

They are reading with increasing accuracy and fluency.

Recent work to address poor behaviour has been successful. Staff apply the behaviour policy fairly.

Pupils follow the routines that staff have introduced. This helps to create a calm environment for learning. On the few occasions that disruption happens, staff deal with it effectively.

The school is working closely with parents and carers to help pupils see the benefits of attending school. This includes helping families to access support from external agencies. As a result, increasing numbers of pupils attend school regularly.

However, there are still some pupils who often miss school. This hinders how well these pupils learn the curriculum.

There is a comprehensive programme to support pupils' personal development.

Some parts of this programme, such as the careers guidance that pupils receive, are well established. Other parts have developed more recently. This includes the curriculum for pupils' personal, social and health education (PSHE).

The school has improved this curriculum. However, on occasions, it is not delivered as effectively as it needs to be. A small number of pupils have difficulty remembering this important learning.

Many staff told inspectors how the support they receive from leaders, including support for their subject specialisms, has helped them to fulfil their roles more effectively. They feel valued in their work.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Over time, a minority of pupils have not experienced the high-quality PSHE education that the school intends. This is because some of the staff responsible for delivering this curriculum do not have the subject knowledge that they need. The school should ensure that these staff receive effective training which equips them to teach the PSHE curriculum as effectively as other subjects.

• Some pupils do not attend school as often as they should and too many are persistently absent. This means that they miss out on learning and on the wider experiences provided by the school. The school should bolster efforts to engage positively with parents so that these pupils receive effective help to attend school regularly.