Chace Community School

Highlights from Latest Inspection

What is it like to attend this school?

Leaders are determined to provide an ambitious education and broad opportunity for all pupils. Pupils are encouraged to have high aspirations and to aim for excellence.

Lessons are calm as pupils engage constructively with their learning. There are strong professional relationships and a bond of trust between teachers and pupils.

The school community is truly inclusive.

Leaders consider how to enable all pupils to succeed. Pupils learn to value and respect one another, regardless of difference. As a result, the school community is increasingly harmonious.

Pupils report that they feel safe. Within this purposeful environment, leaders and staff work to...gether and ensure that high expectations are realised, including for those with special educational needs and/or disabilities (SEND). They offer a broad and challenging curriculum for all.

Leaders have focused on rewarding positive behaviour and setting clear boundaries. On the rare occasions that bullying takes place, it is dealt with effectively. Pupils are very clear that they trust staff to help them.

Leaders and governors are ambitious for the school. They reflect regularly on how to improve it further so that they can serve their local community and the pupils in their care.

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

Leaders have developed an ambitious curriculum.

They consider pupils' previous learning carefully. Subject leaders have ensured that subject content is well sequenced to enable pupils to know and remember more over time. This means that pupils are able to attempt increasingly demanding work.

Teachers consider pupils' wider knowledge and development. For example, in English, teachers have thought carefully about the range of texts that pupils study.

Teachers view pupils' learning as a seven-year journey.

They ensure pupils are ready for each new stage. Most teachers regularly check what pupils have learned. They intervene quickly when needed to make sure that pupils are able to remember key subject content in depth.

However, this practice is not embedded throughout the school.

Subject leaders ensure that pupils are taught to recall previous knowledge and apply this to new learning. This helps pupils to secure knowledge in their long-term memory.

In some subjects, especially in the sixth form, pupils become confident, independent learners. For example, in Year 13, the work that students produce in art shows that they have developed as individual artists.

Pupils benefit from a broad and balanced curriculum in Years 7, 8 and 9.

In these years, pupils study a wide range of subjects from which they choose their GCSE options. Over 70% choose to study both a modern language and a humanities subject. They consider which careers might result from particular choices.

When choosing GCSE options, teachers also encourage pupils to consider the subjects they particularly enjoy. Pupils in Years 7, 8 and 9 engage positively with independent reading. They talk enthusiastically about their books.

Leaders have developed effective programmes to help pupils with weaker reading skills to catch up quickly.

Leaders ensure that staff receive clear and helpful information about each pupil, including their needs. Teachers use this information well to adapt their lessons.

Pupils with SEND receive appropriate support, including smaller specialist groups where needed. Pupils at the early stages of speaking English as an additional language are well catered for. They are supported to quickly learn English so that they can engage fully in lessons.

Pupils apply themselves well in lessons. Leaders are embedding a rewards system to match the clear system of consequences. This is leading to a more positive school environment, especially amongst the younger year groups.

Leaders have planned carefully to support pupils' readiness for life in modern Britain. For instance, they use life skills lessons and a structured assembly programme to ensure that pupils learn about political and social issues. Pupils, including those with SEND, receive careers advice that meets the requirements of the Baker Clause.

Leaders have started to offer increased opportunities for pupils to take on leadership responsibilities, for example through the school council or the ambassadors programme. Pupils, especially those from Years 7, 8 and 9, are engaging positively with this. Leaders provide some after-school clubs so that pupils can experience new activities and become active members of the school community.

Leaders also have plans to extend this offer and ensure that more pupils take part. Part of the school's offer is a programme to develop pupils' confidence in speaking in public, which leaders say is a priority.

School leaders and governors review and consider what needs to be done to improve the school.

They lead with integrity, and care about their pupils. They consider staff well-being carefully in the changes they make. For example, they have set up a workload group to ensure that staff views are represented.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have put strong systems in place to ensure pupils' safety. Staff and governors are well trained to understand risk, and to report concerns.

They are alert to signs of need or distress. Pupils feel able to speak to adults and are confident that they will receive help.

Safeguarding leaders work with a range of partners to help pupils who need support.

They make referrals and ensure that the school provides as much support as possible, for example through counselling. They maintain clear records.

Leaders are vigilant.

They have implemented a curriculum that educates pupils about how to stay safe.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some teachers do not routinely use assessment strategies to ensure that pupils remember knowledge in depth and in the long term. This means that some pupils do not build up detailed knowledge over time across all their subjects.

Leaders need to ensure that clear strategies for checking what pupils know and remember are fully embedded throughout the school. ? Leaders have not ensured that pupils, particularly in Years 10 and 11, take full advantage of opportunities to enrich their experiences through wider involvement in school activities. Leaders should provide further guidance and opportunity which aim to support pupils develop their character and self-confidence.