Davison Church of England High School for Girls, Worthing

Highlights from Latest Inspection

What is it like to attend this school?

Davison School provides an exceptional education for its pupils. The caring and supportive environment is underpinned by the school's strong ethos.

Pupils' love of learning is evident through their confident attitudes and commendable behaviour. Values of friendship, trust and endurance pervade all aspects of school life and allow pupils to flourish.

The school values are reflected in a carefully designed personal development programme which embraces British values and promotes equality and diversity.

Pupils are taught about tolerance, consent, relationships and protected characteristics. They are well prepared to be 'the best versions of themselves'.

...>The school offers an extensive range of extra-curricular and enrichment opportunities covering arts, sports, interest groups and social activities, as well as numerous trips locally and abroad.

This provision is much appreciated and utilised well by disadvantaged pupils. The school's commitment to developing pupils' character is exceptional.

Pupils are safe and happy.

Expectations are high and pupils achieve very well academically. Bullying is extremely rare, and all pupils are adamant that staff take action to stop it quickly. Community service is at the heart of school life.

There are numerous opportunities for pupils to demonstrate active citizenship as school prefects and school councillors as well as through charitable work.

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

The curriculum is meticulously planned and sequenced to ensure breadth, balance, ambition and relevance. It benefits from a substantial range of enrichment activities supporting pupils' social and cultural awareness.

Pupils benefit from the opportunity to study a wide range of subjects at key stage 4 including religious studies. While academic breadth is valued and promoted, the proportion of pupils entered for the English Baccalaureate suite of qualifications is below national averages. The take up of languages is high and increasing.

Teachers are passionate, enthusiastic and committed. Relationships are strong and supportive. Teachers model exacting standards of communication.

They are ambitious for students to develop language and vocabulary that equips them to be confident and articulate. Teachers use questioning skilfully to develop and probe pupils' understanding. Assessment is used constructively to identify what pupils know and to enable staff to adapt lessons to address any gaps in learning.

Leaders and staff are incredibly ambitious for all pupils. Those pupils with special educational needs and/or disabilities (SEND) are well known, prioritised by teachers and receive targeted support. Work is tailored to their specific abilities and aptitudes.

There is a focused approach to promoting and developing reading across the school. The school ensures that all pupils read every day through the 'Drop Everything and Read' programme. This encourages and promotes pupils' love of reading successfully.

The school is working hard to further improve the attendance of disadvantaged pupils, which has adversely affected their academic achievement in the past. The school is mitigating this through earlier intervention. Raising attainment coaches are supporting these pupils effectively to improve their attendance and academic achievement.

Where appropriate, pupils are encouraged to raise their aspirations, through engagement in additional challenges and events such as masterclasses and university visits.

Leaders have planned and sequenced the personal, social, health and economic education curriculum carefully. Pupils develop their cultural capital by discussing topical issues such as the forthcoming general election, stereotyping and aspirations.

Reflection journals ensure that pupils consider current issues as well as their own views and attitudes.

Careers advice is exceptionally strong. This ensures that pupils are well informed about different career pathways and future study options.

Leaders provide a wide range of careers guidance and experiences based on the local context. Pupils feel well supported and have high aspirations for their future.

The school culture is highly respectful.

Derogatory language is rare and dealt with very effectively. Pupils say that staff really care about them, and appreciate how hard they work for their benefit.

Leaders are approachable.

They listen to staff and are mindful of their well-being and workload. As a result, staff report high levels of professional satisfaction, feel highly valued and well supported. Teachers and support staff receive personalised training which is of a very high quality.

There is a strong sense of purposefulness across the school. Governors have a clear vision for the school, and they challenge leaders to account for their actions.

Safeguarding

The arrangements for safeguarding are effective.

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