Challney High School for Boys

Highlights from Latest Inspection

What is it like to attend this school?

Challney boys are immensely proud of their school. They recognise and value the breadth of opportunities that their education offers them.'

We are a community' is a phrase that is often heard as pupils speak enthusiastically about Challney's 'five-star' values.

Expectations of pupils' learning and conduct are high. The outstanding way they rise to these expectations is a well-established feature of school life.

Pupils show exceptional manners and a warm welcome to visitors. New pupils settle in quickly. Anti-social behaviour and bullying are not tolerated.

Relationships between pupils and staff are positive and mutually respectful. Pupils are safe in... school. They are taught to stay safe and make safe choices in the community.

Pupils enjoy a range of clubs and activities, including, for example, The Duke of Edinburgh Award, sports and chess. Achievement beyond academic studies is valued. The vast range of pupil leadership roles on offer are sought after.

The competition for the 'student executive' posts is strong. Older pupils eagerly anticipate the outcomes of their applications.

Pupil leadership roles, work experience in Year 10, and the comprehensive careers education programme combine to ensure that pupils are very well prepared to take their next steps in education.

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

The Challney 'five-star' curriculum embraces the school's high expectations. The ambitious culture of achievement is widely promoted and secure. The provision is rooted in well planned and carefully sequenced learning.

School leaders and the trust work closely together to make sure that pupils experience a broad curriculum. Creative subjects, such as art and music, are increasingly popular.

Curriculum teams value the support from the trust.

This helps them to keep their subject knowledge up to date. Pupils make strong progress and typically achieve very well in examinations. Learning is planned to ensure that pupils remember more over time.

The regular opportunities for revisiting previous content, mean that pupils can apply what they know to new ideas. Routine checks identify misconceptions and gaps in pupils' knowledge. Teachers resolve misunderstandings quickly.

Pupils with special educational needs and/or disabilities (SEND) are supported to learn the same curriculum as other pupils through careful adaptations. The school's special educational needs coordinator works closely with class teachers to offer guidance. Pupils with SEND, and any who need extra support with their English, get the help they need to achieve well.

Promoting a love of reading is a priority. The library offers a wide choice of texts to suit all tastes. It is valued and well used by pupils at break and lunchtimes.

Wider reading across subjects is encouraged. This includes through the 'super curriculum' resources, which are available to all pupils online. Subject-specific vocabulary is explicitly taught, so it is well understood.

Pupils' behaviour and attitudes to learning are exemplary. They know the rules and routines. Disruption in lessons is uncommon.

Pupils support each other to regulate behaviour. They value the rewards for positive conduct. If sanctions are necessary, staff apply them fairly and consistently.

On rare occasions where pupils' behaviour falls short of expectations, leaders intervene quickly, including to improve pupils' attendance.

The provision to support pupils' personal and character development is outstanding.The comprehensive programme of personal, social and health education (PSHE) is taught discretely and woven thoughtfully through the curriculum.

The principles of respect for individual differences are well understood. Leadership opportunities for pupils are extensive. Pupils are competitive in their applications for these positions.

Members of the student executive team are strong role models for their peers. The impressive careers education programme is very well thought out. Teachers are ambitious for all pupils.

They ensure that high-quality advice and guidance informs choices as pupils move on through key stages and post-16.

Staff are proud to work at the school. They know leaders care about their workload and well-being.

The trust and governors fulfil their responsibilities to challenge the leadership team to continue to improve. They are regular visitors to the school, checking on the quality of pupils' education and safeguarding.

Safeguarding

The arrangements for safeguarding are effective.