Farlingaye High School

Highlights from Latest Inspection

What is it like to attend this school?

Farlingaye High School is a community where pupils feel safe and say they are happy.

Students say their sixth form is 'one big happy family'. Pupils appreciate how their teachers take exceptional care of them. Everyone feels accepted and welcomed.

Pupils enjoy a range of subjects. They learn well and remember much. This is because everyone wants them to excel.

They know that their teachers will support them and help them when they make mistakes. Students in the sixth form achieve highly.

Pupils behave very positively.

They are lively, confident, enthusiastic and kind. They look after each other and will not tolerate any form of bullying. Sho...uld bullying ever occur, it is dealt with quickly by teachers.

Pupils know that their teachers are very proud of them and their achievements. Pupils' magnificent artwork decorates the school. They dance, sing, act and hone their sporting skills.

Pupils have opportunities to travel and visit other parts of the world. Pupils develop many important skills that will be useful for them throughout their lives.

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

Leaders have constructed a broad and ambitious curriculum for all pupils.

They have supported teachers well so that they have very strong subject knowledge. This enables them to sequence learning very well. Pupils learn knowledge in small steps.

As a result of this, they fully understand what they are learning. They gain knowledge which builds on what they have learned before. Teachers give pupils much practice of what they have learned.

This helps pupils to remember more and recall ideas quickly.

Teachers systematically spot mistakes in pupils' learning and show them how to improve their work. As a result of their skilful questioning, teachers identify when pupils do not understand as clearly.

They re-explain to help pupils to understand better. Teachers make regular checks on what pupils are learning. Teachers and leaders therefore know how pupils are gaining knowledge over time.

All pupils, including those who are disadvantaged and those with special educational needs and/or disabilities (SEND), learn well throughout their time at the school. Leaders make sure that pupils' needs are identified quickly. Teachers know how to adapt what they are teaching so that everyone can make progress.

Additional staff know their pupils' needs well. This enables them to provide appropriate support.

Teaching in the sixth form is highly effective.

Teachers use a variety of approaches to encourage students to think deeply, to make connections and to support their views and ideas. These are essential skills for the next stage in their lives. Students go onto a range of academic and professional destinations.

Leaders' work to promote pupils' personal development is exceptional. Teachers help to nurture rounded, open minded and conscientious young people. Pupils value and respect difference and diversity.

Teachers plan personal, social and health education well. Pupils develop their understanding about sexual health and relationships in an age-appropriate manner from Year 7 until the sixth form.

Pupils, including those with SEND, participate in a range of clubs and out of school activities involving the arts, drama and sport.

This helps enrich pupils' wider development. Pupils care tremendously about their local community and demonstrate compassion and empathy. They organise charity events to help those less fortunate than themselves.

Sixth-form students are wonderful ambassadors for the school. They willingly support younger pupils who need help with their learning.

Teachers provide high-quality advice around careers and next steps, which ensure the elements of the Baker Clause are met.

In the sixth form, there are strong links with higher education institutions, local and national employers, and apprenticeship providers. This ensures that students make fully informed choices about their future. Students participate in meaningful work experience.

Teachers say they feel well led and supported by leaders. Leaders have very high expectations. Trustees and governors understand the school well.

Leaders of the sixth form strive to provide the best education possible. Despite many rigorous systems in place, leaders do not always check on some areas of school life often and rigorously enough. As a result, they are not always precisely aware of how well some areas of school life are functioning.

Safeguarding

The arrangements for safeguarding are effective.

Leaders provide high-quality training so that all staff know how to ensure pupils are kept safe. Teachers know their pupils well and have their well-being at the forefront of their minds.

There are thorough systems in place to report and manage any concerns. Timely referrals are made to safeguarding partners, if and when necessary. Pupils understand the benefits and the risks of using the internet.

They know how to stay safe when not in school.

There are rigorous checks on all new staff. They fully understand the school's safeguarding expectations before they join the school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders do not evaluate some of their actions in a timely or rigorous manner. As a result of this, leaders do not precisely know how well a small number of areas of school life are working or if their actions are making the difference they intended. Leaders need to ensure that there are robust quality assurance systems in place across the school.