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Younger pupils said that they get to make friends with older pupils, and this helped them settle into the school when they started in Year 7. Pupils describe the tutor groups as a small family within a larger school family. Pupils told inspectors that they felt safe and happy.
The daily morning line-up helps pupils get off to a good start. Teachers remind pupils of the high expectations they have. Teachers check that pupils have all that they need to learn in lessons.
They also check and address any worries pupils have that might stop them from learning as well.
All pupils learn how to listen actively, cr...aft speeches and speak to large audiences. The focus on oracy helps pupils to become more confident and articulate.
Students in the sixth form are well supported to achieve highly in most subjects. They are well prepared for their next steps.
There is a respectful culture at this school.
Pupils told inspectors that teachers do not tolerate any form of bullying.
More parents and carers are now choosing to send their children to this school. Most parents would recommend the school.
What does the school do well and what does it need to do better?
Leaders have redesigned the curriculum so that it stays broad for as long as possible for all pupils. Pupils in key stage 3 study subjects in the national curriculum for three years. They learn about many subjects in depth.
Many pupils opt to study a range of subjects, including languages and humanities, in key stage 4.
Subject leaders have ensured that they have carefully considered what they want pupils to know and be able to do by the end of each key stage. They have broken these large concepts down into smaller steps.
For example, in modern foreign languages, phonics, grammar and vocabulary are broken down and introduced in a logical order. This helps pupils to write and speak with confidence in French, Spanish, or both, by the end of key stage 3. In subjects such as these, pupils build on this strong foundation in key stage 4 and the sixth form.
Leaders have trained staff to use recall activities to check that pupils know and remember the most important knowledge. Teachers use these strategies consistently and pupils achieve well. Many teachers also use assessment for a clear purpose.
However, in a few subjects, assessment and feedback do not always help pupils to embed knowledge.
Teachers have good subject knowledge. Many teachers present information clearly and provide opportunities for discussion.
There are still a few instances when teachers do not match activities to what they want pupils to know. When this happens, pupils lose focus and do not learn as well as they should. Teachers support pupils with special educational needs and/or disabilities (SEND) to achieve as well as their peers.
Teachers read selected books with pupils so that they are exposed to a wide genre of literature in planned reading sessions. Leaders work with local primary schools to support Year 6 pupils to become better readers as they transition into this school. This helps pupils to prepare for key stage 3.
Leaders have strengthened the pastoral support for pupils. Small tutor groups allow pupils to build strong relationships with several adults. Pupils know that they can seek support from heads of houses.
The 'base' is an area of the school dedicated to pupils who struggle in large classes. Well-trained staff help pupils continue learning the curriculum while based in this area of the school.
Pupils can take part in debates on current affairs during tutor time.
These opportunities are designed so that pupils can develop morally, socially and culturally.Teachers focus on developing pupils' character. Pupils earn character points for demonstrating characteristics such as independence and creativity.
Pupils display the character badges they have earned with pride. They know that these characteristics will support them in later life and future learning. There are some areas of wider development, such as careers education, that are not as of high quality as character education.
Leaders have trained teachers to use a consistent approach to manage pupils' behaviour. Pupils know the rules and the consequences for breaking them. The school is a calm and orderly environment in which all pupils can learn.
Trust leaders and school leaders work in synergy. The effective partnership helps to ensure that leaders continue to focus on areas needing improvement. Staff are proud to work at this school.
They value the high-quality support they receive from leaders.
Safeguarding
The arrangements for safeguarding are effective.
Leaders train staff to recognise the signs that a pupil may need help.
They use this training to report and record concerns through well-understood procedures.
Leaders have ensured that there is a dedicated safeguarding officer to triage and address safeguarding concerns as they arise. This allows leaders to act swiftly to help pupils that need it.
Safeguarding leaders work closely with external agencies to protect and support the most vulnerable pupils.
Pupils know that they can speak to several key staff, such as the house support assistants, if they have a concern.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Most subject leaders use their expertise to ensure that assessment is used meaningfully to check what pupils know or to help pupils embed important knowledge.
This is not consistently the case across all subjects. Leaders must ensure that assessment is used consistently well across all subjects. ? Teachers do not always ensure that activities are well matched to the intended learning.
On these occasions, pupils' working memory becomes stretched and they lose focus. They do not learn as much as they could. Leaders should ensure that all teachers know how to match activities to the intended learning.
• Some aspects of careers information, education and guidance (CIEAG) are still being embedded. Not all pupils benefit from a high quality CIEAG programme. Leaders must ensure that all aspects of CIEAG are of high quality.
