Forest Hall School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils say that they are happy to come to Forest Hall School.

They say it 'feels like a family'. Pupils feel safe and know who to talk to if they have concerns. Staff deal with any issues in a timely way.

Pupils say that bullying, when it happens, is dealt with properly.

Pupils understand the importance of the school community. They are proud to be a member of their school house.

Pupils accept their differences and are polite and friendly. They are confident because adults listen to them and respect their views.

Pupils understand leaders' high expectations of their behaviour.

Pupils work hard and behave well around the school. They ...want to learn and do well because they experience high-quality teaching. Pupils receive extra support if they need it.

Pupils enjoy many activities outside lessons, both sporting and creative. Assemblies and tutorials help them learn about the wider world. Pupils join in fundraising events, like the school's Greek orphanage appeal.

These opportunities help pupils to develop the skills they will need as adults.

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

Leaders have created a well-considered curriculum. Curriculum plans identify the important knowledge that pupils need to know, and build on what they have already learned.

For example, plans across all subjects highlight ways to improve pupils' vocabulary and their reading. As a result, pupils know more and remember more over time.

Most teachers have good subject knowledge and present information clearly.

In lessons, teachers help pupils to go over their past learning before introducing them to new content. Teachers check what pupils know and can do. For example, teachers ask questions which assess pupils' understanding.

Despite these strengths, a small number of teachers are not confident in delivering the curriculum. Because of this, pupils sometimes lose concentration and do not achieve as well as they should.

The curriculum is broad.

For instance, in key stage 3, pupils study a wide range of subjects. In key stage 4, leaders encourage all pupils to be ambitious in their subject choices.

Leaders ensure pupils with special educational needs and/or disabilities (SEND) have the same access to the curriculum as their peers.

This includes those who spend time in the dyslexia support unit or in nurture groups. Staff are well trained to support pupils with SEND. For example, when they need it, these pupils get skilled help to improve their reading.

Because of this, pupils with SEND achieve well. They are active and successful participants in the school community.Leaders support pupils in their personal development effectively.

The curriculum focuses on developing character and values, and teaches pupils resilience. The careers programme helps pupils to get ready for their next steps in education or training. Many pupils develop and stretch their interests and talents through school clubs.

The trust and the governing body challenge leaders to ensure that pupils do well. Governors work closely with leaders to show consideration for staff well-being and workload. The trust makes sure that leaders have the support they need to further improve the school.

Staff appreciate the support and training they receive through the trust.

Most parents are very positive about their child's experiences, but some raise concerns about the way the school communicates with them. Some parents say they do not always understand how well their child is doing or what support they are getting from the school.

Communication with parents is not as timely as it should be.

Safeguarding

The arrangements for safeguarding are effective.

Leaders, staff and governors are well trained in keeping pupils safe and understand their responsibilities.

Leaders take prompt action to protect and support pupils. They work closely with external agencies.

Leaders understand the local and national risks that might affect their pupils.

They have ensured that the curriculum helps pupils to understand these risks and learn how to avoid them.

The trust has a close oversight of safeguarding. Governors are watchful in their monitoring of leaders' safeguarding of pupils.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some teachers do not teach the curriculum as well as they should. Because of this, pupils sometimes become distracted and lose concentration. Leaders need to ensure all teachers are trained to deliver the curriculum as intended.

• A small number of parents do not feel that leaders and staff communicate as well as they could. As a result, these parents feel frustrated and lack an understanding of what leaders are doing to support their children. Leaders should improve their communication with parents who raise concerns, and keep them well informed about their ongoing actions.

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