Foxford Community School

Highlights from Latest Inspection

What is it like to attend this school?

Leaders and staff have high aspirations for all. They say 'We want pupils to excel in everything they do at Foxford.' They expect high standards from pupils, staff and themselves.

On the whole, these standards are met.

Curriculum leaders have thought carefully about the order in which to teach topics. This ensures that pupils' learning builds logically on what they already know.

As a result, pupils learn more and remember more in most subjects.

Pupils understand leaders' high expectations for behaviour. Typically, pupils meet these standards.

They know there is someone to talk to if they need help or support. When bullying takes place, it is... dealt with effectively. Pupils develop trusting relationships with their peers and teachers.

Pupils value the help available that supports their mental health and well-being. They know how to keep themselves safe and are safe in school. Pupils accept each other's differences.

Pupils enjoy attending this school. They are happy and polite. They are well prepared for the next stage in their education, training or employment.

Pupils take part in a range of visits, sports, music and drama clubs. This extends their learning. Pupils are keen to make a positive contribution to the local community.

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

Trustees, leaders and staff are ambitious for pupils. They have put in place a broad, enriched curriculum, including in the sixth form. The subjects that form the basis of the English Baccalaureate sit at the heart of the curriculum.

Curriculum leaders have considered the order in which topics are taught. This ensures that pupils' learning builds logically on what they already know.

Teachers have good subject knowledge, especially in the sixth form.

In most subjects, teachers plan activities that help pupils practise and consolidate what they already know. This deepens understanding of complex topics. Most pupils and sixth-form students, including those who are disadvantaged and those with special educational needs and/or disabilities (SEND), build on their learning over time.

In most cases, teachers use assessment effectively. Teachers use questioning to check that pupils have understood what has been taught. Leaders have introduced a strategy known as 'STAR'.

This allows pupils to respond to areas for improvement identified by their teachers. This ensures that pupils are able to practise and learn from their mistakes.

Leaders ensure that effective support is in place for pupils with SEND.

Teachers receive appropriate training, so that they can meet pupils' individual needs. However, not all teachers consistently apply the school's effective strategies to support pupils with SEND. When this happens, pupils' work is of a lower standard, incomplete or not attempted.

Many pupils start at the school needing support with reading. They are well supported by staff. This helps pupils to develop their confidence and fluency in reading.

As a result, pupils can access the curriculum and read for pleasure.

Leaders have high expectations for behaviour. Pupils say that behaviour has improved significantly over time.

Pupils behave well in lessons and at break and lunchtimes. Most lessons are free from disruption. Positive and caring relationships between staff, pupils and sixth-form students are commonplace.

Most pupils arrive at their lessons on time and ready to learn.

Leaders provide pupils, including those who are disadvantaged and those with SEND, with a range of activities that support their personal development. Pupils enjoy the music, drama and sports clubs that are available to them.

Some pupils are part of the school's LGBTQ+ group. Sixth-form students told inspectors that they enjoy their enrichment opportunities. Students support a foodbank which they know is an important resource for some within their local community.

Pupils talk about being respectful and inclusive. Diversity is celebrated. As a result, pupils are well prepared for life in modern Britain.

Pupils and sixth-form students receive clear and impartial careers advice and guidance.

Senior leaders know their school well. They are committed to improving it further.

Trustees, governors and members of the academy trust's central team provide effective support and challenge. Staff value the training, development and guidance they receive. They know that leaders are mindful of their workload and well-being.

Safeguarding

The arrangements for safeguarding are effective.

Staff are vigilant. All staff receive regular training.

This ensures they are alert to the signs that may indicate a pupil is at risk of harm. Leaders work effectively with external partners to give pupils and their families the support that they need.

Through the curriculum, pupils learn how to keep safe and about risky behaviours and how to avoid them.

Pupils are confident to seek help from staff if it is needed.

Leaders carry out the correct checks on adults in school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Not all teachers consistently apply the school's effective strategies to support pupils with SEND, such as providing well-matched work, or adapting their teaching to meet pupils' needs.

When this happens, pupils' work is of a lower standard, is left unfinished or is not attempted. Leaders should ensure that all staff consistently support pupils with SEND, so that learning is matched to their needs. They should do this, so that all pupils achieve as well as possible.