Darrick Wood School

Highlights from Latest Inspection

What is it like to attend this school?

Most pupils enjoy school and get a lot out of the experiences it provides. This, combined with the school's high expectations, is one of the reasons why pupils' academic and personal development is strong. This includes in the sixth form, where students produce high-quality work.

Pupils' behaviour is mostly good in lessons and around the school. There are a few interruptions to lessons caused by silly behaviour. The behaviour of a small number of pupils is challenging and this results in some minor disruption to the school's otherwise calm atmosphere.

In most cases, the school deals with this well. The school's approach means that pupils' behaviour improves considerab...ly as they get older.

The school manages bullying appropriately.

Some pupils and parents expressed concerns about bullying and behaviour. Bullying does happen but most pupils are confident that staff will resolve matters. However, a minority of those pupils who responded to the survey felt this was not the case.

Much of the school's work to deal with bullying goes on in the background because issues can be more complex than first meets the eye. Sometimes, the school does not make pupils and parents appropriately aware of the positive impact of this aspect of its work.

Pupils and students enjoy greatly the extensive range of activities, clubs and trips provided by the school.

These extend the already ambitious curriculum, and aim to help pupils to become responsible adults and be prepared for the next stage of their lives.

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

The school's uniqueness lies in its wide curriculum and inclusivity. These two features are inextricably linked.

Both help to ensure that pupils gain experiences and opportunities that they might not otherwise get.

The design of the curriculum means that pupils continue to study a broad range of subjects as they move up the school. In Years 10 and 11, for example, all subjects can be studied to GCSE.

This includes religious studies, drama, dance, physical education, art, and design and technology, as well the humanities subjects. In addition, subjects such as business education are available. The personal, social and health education programme covers both careers and sex and relationships and health education effectively.

Pupils attain well in their GCSEs. In the sixth form, the range of subjects remains extensive, and results at A level and in vocational examinations are strong.

The curriculum covers the essential learning that underpins each subject.

Opportunities to repeat important topics enable pupils to use their knowledge confidently and build on what they already know. For example, in mathematics and languages, knowledge is built up logically, bit by bit. In English, the emphasis on reading a range of texts ensures that pupils become assured readers.

Complex ideas are explained carefully, including in the sixth form, where students often produce high-quality work. Here, the quality of students' learning benefits hugely from the expertise of staff.

Despite these strengths, some of the techniques to support learning are not having the desired impact on pupils' achievements.

This is particularly the case in Years 7 to 9. The school's focus on checking pupils' understanding, for example, is sometimes not used effectively to adapt teaching. As a result, the learning of pupils lower down the school is not as strong as in Years 10 to 13.

Inclusion is at the heart of the school and evident in the way that all pupils are welcomed, whatever their aptitude or need. This includes admitting pupils who may have previously struggled with mainstream schooling, often due to their additional needs. This can make managing safeguarding and behaviour demanding.

The school is vigilant about safeguarding and follows up identified needs diligently, including pupils' absence from school. As a result, attendance is strong. Sometimes, the revamped behaviour policy is not implemented consistently.

This results in a smattering of lessons where silly behaviour interrupts learning. Nevertheless, taking everything together, pupils' behaviour improves, especially for those who find self-regulation difficult.

Pupils with special educational needs and/or disabilities (SEND) receive a good deal.

The proportion of pupils with SEND has risen in recent years. To respond to this, the school has beefed up its approaches to help ensure that all pupils achieve to the best of their capabilities. Pupils' needs are identified accurately and the range of additional help provided, including in-class support, has a positive impact on their learning.

Pupils who attend the deaf centre are supported particularly well. They all attend lessons in the main school, with staff helping to ensure that they get the same experience as others.

The extensive range of activities, events and trips available to pupils does much to extend their understanding of the wider world.

Examples include geography field trips, visits to theatres and the First World War battlefields. The wide range of lunchtime and after-school activities, including sport, music and drama, are well attended.

Leaders and governors take teachers' workload and well-being seriously.

For example, teachers said that the opportunity to exercise their professional autonomy was a big help. Those responsible for governance work effectively in order to support the school, and structured visits help to ensure that they have the knowledge to hold it to account.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Although the school has developed its approach to the curriculum, and introduced new methods to improve further pupils' learning, there are times when some of the chosen techniques are not having the desired impact on pupils' achievements. The school needs to ensure that well-targeted professional development is used to extend teachers' pedagogical skills and knowledge so that the curriculum is implemented with greater consistency. ? The school's revised behaviour policy is not implemented consistently well, especially in the lower years.

In a few lessons, silly behaviour interrupts learning. The school needs to ensure that everyone has the skills and knowledge to manage behaviour effectively. This includes strengthening staff's understanding of the policy and its implications for their everyday practice.

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