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The school is a warm and welcoming community. Pupils are proud of their school. They place high worth on how the entire school comes together every day to celebrate each other's successes and reflect on the important values that they share.
Pupils welcome visitors and talk confidently about their experiences at school.
Pupils know that the school has high expectations for them. They understand that all staff want them to achieve highly.
Pupils work hard to meet these aspirations. They enjoy learning. Pupils know that to achieve their ambitions, they need to attend school regularly.
Consequently, they attend, learn and achieve well. Pupils in Year 9 a...re looking forward to remaining at Edward Peake to study for GCSEs for the first time.
Pupils are polite and respectful.
They behave well in class and learning proceeds without distractions. Pupils make sure that everyone feels included. Individual differences are shared and openly celebrated.
Pupils, including those with special educational needs and/or disabilities (SEND), benefit from the range of visits offered. Residential and overseas trips provide pupils with life-defining experiences and help them bring their classroom learning to life.
What does the school do well and what does it need to do better?
The school has designed a broad and ambitious curriculum.
Subject experts have identified the important knowledge that pupils should know and in what order this should be taught. The school is preparing to teach key stage 4 for the first time. Careful thought has been given to ensuring that the curriculum in key stages 2 and 3 prepares pupils well for their later study.
The school has ensured that teachers have strong knowledge of the subjects they teach. This helps teachers explain new concepts in a way that is easy for pupils to understand. Well-crafted questions help pupils remember what they have been taught in the past.
This helps pupils layer new knowledge on top of what they already know. Routine checks enable teachers to address gaps and misconceptions in pupils' understanding quickly.
The school has accurately identified the individual barriers to learning of pupils with SEND.
Detailed information is provided to teachers, who then adapt their approaches to support pupils, including those with SEND, to secure the important information they need to progress. As a result, the majority of pupils now learn and achieve well.
Most pupils produce high-quality work that illustrates what they have learned.
This work is routinely checked for factual accuracy. However, these checks do not always support pupils to produce written work of a standard that enables them to explain their thinking in depth. Consequently, while pupils' work is stronger than historical key stage 2 outcomes suggest, some pupils' learning is not as deep as it could be.
The school has prioritised reading. Many pupils read widely and often. However, some pupils do not always read books that are appropriate for their reading knowledge.
The school supports those pupils who struggle with reading well. Individualised approaches help these pupils to become confident and fluent readers.
The school's 'life skills' programme is well designed.
It helps pupils link the school's values to important concepts, such as tolerance and respect. The school carefully adapts the curriculum to address local issues. This helps pupils, including those with SEND, to keep themselves safe online and in real life.
The school has carefully thought about how visits and visitors can help pupils understand and apply the knowledge they have learned in the classroom. The careers programme explains how different subjects link to different jobs. This is integral to raising pupils' aspirations.
Pupils access information from a range of employers and different routes of study. This has helped pupils make well-informed choices about the subjects they will study in key stage 4.
The opportunity for pupils to develop their leadership skills and contribute towards school life is limited.
This hinders pupils' ability to contribute towards their school and develop important life skills.
Governors have clarity of what the school is doing well and the actions it takes to improve. Alongside the local authority and diocese, they effectively hold leaders to account.
Most staff enjoy working at the school. They value the efforts the school makes to manage their workload and support their general well-being.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Assessment does not always effectively support pupils to improve the depth of their written work. This means that sometimes pupils are not able to produce work that accurately reflects their understanding. The school should ensure that staff have the expertise to check and support pupils to improve the quality of their written work.
• The opportunities for pupils to develop their leadership skills and contribute to school life are limited. This means that pupils do not have an active voice in how their school develops and they miss out on potential character development opportunities. The school should ensure that it provides all pupils with the opportunity to take advantage of leadership opportunities and make a positive contribution to their school and community.
