Frederick Gent School

Highlights from Latest Inspection

What is it like to attend this school?

Frederick Gent School is a welcoming and inclusive school. Leaders encourage pupils to be ambitious, brave and caring.

Pupils encourage each other and listen respectfully to the views of others in discussions and assemblies. A range of activities, including debating and trampolining, helps pupils to explore their interests. Most pupils are happy at school.

They recognise that they are well looked after, particularly those with special educational needs and/or disabilities (SEND). They know how to share with the adults who support them any worries they may have.

Leaders and staff set high expectations for all pupils.

Pupils are achieving better than i...n the past because leaders have improved the quality of education.

Conduct around the school and in lessons is typically calm and orderly. In most lessons, pupils behave well and focus on their work.

Pupils say that learning can be disrupted by others. They say that this can have a negative impact on how they feel about school. Staff take incidents of bullying seriously.

However, some pupils do not feel confident about reporting it.

Most parents are supportive of the school. One parent reflected the views of many when they said, 'The school has shown remarkable improvement' in recent years.

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

Leaders are highly ambitious for their pupils and the local community. They have a clear vision to teach pupils the knowledge they need to succeed in learning and in life. Leaders and staff are united in their approach and are well supported by the trust and those responsible for governance.

Leaders' actions have brought about positive change and they are determined to improve the school further. Staff are proud to work here and most agree that leaders take their workload into account.

The curriculum is ambitious.

Most subject leaders have thought carefully about what they want pupils to know and be able to do. Subject leaders plan the curriculum with teachers to ensure clarity about what is taught and when.

Teachers have strong subject knowledge.

They give clear explanations. They check pupils' learning regularly and clear up misconceptions. They know the needs of their pupils well, including those with SEND.

They teach resilience and teamwork across the curriculum. This is especially effective in physical education. Pupils agree that 'bell work' and 'focused finish' activities help them to know and remember more.

Most pupils take pride in their work. In mathematics pupils are thriving. Most teachers ask questions that push pupils to do things they did not think they could.

Sometimes teachers do not demand enough of pupils or check that important learning is secure before moving on. In some areas, for example science, pupils do not achieve as well as they could.

The curriculum for personal development is strong.

Leaders provide high-quality careers education to help pupils to be ready for their next steps in education, employment or training. Pupils are taught to keep themselves and others safe from harm. They learn about healthy relationships and how to be respectful, active citizens.

They debate what it means to be British. They learn about other cultures and faiths. Pupils experience local history and trips to the theatre, as well as the wide range of clubs that the school offers.

They are well prepared for life in modern Britain.

Pupils' attendance is good. Staff provide effective support to those who do not attend as regularly as they should.

Staff in the Bungalow provide the extra help pupils need if they are experiencing difficulty with their emotional well-being.

Most pupils have positive attitudes and are polite and hard working. They treat each other with kindness and respect.

However, some pupils and parents told us that learning is often disrupted by poor behaviour. They expressed concern that not all pupils treat others as well as they should. Leaders have put in place effective systems to monitor and challenge instances of poor behaviour.

Pupils' behaviour is improving. The challenges presented by the pandemic have slowed the improvements leaders were bringing about.

Safeguarding

The arrangements for safeguarding are effective.

The culture for safeguarding is strong. Leaders know pupils well. They work well with external agencies to ensure that pupils get the support they need.

Leaders are knowledgeable about issues in the locality that might affect pupils, including county lines. Staff training is thorough and up to date. Staff know their responsibilities well and how to raise concerns.

Discrimination is not tolerated. It happens rarely. When it does, staff act quickly.

Pupils say that they feel safe and that they can be themselves.

Governors oversee safeguarding arrangements effectively.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some pupils do not demonstrate appropriate attitudes towards their learning.

There is some low-level disruption. Sometimes pupils display behaviours that are disrespectful towards others. This has a detrimental impact on the enjoyment of school for some pupils.

Leaders must ensure that the systems they have established to manage behaviour are consistently applied by staff and respected by all pupils. Leaders have improved curriculum plans in most subjects to help build pupils' knowledge over time. However, in some subjects, expectations of what pupils can achieve are not always high enough, particularly in science.

Leaders, together with subject leaders, should ensure that the curriculum is equally ambitious for all pupils so that they can achieve as well as they can in all subjects. ? Sometimes teachers do not check carefully enough that all pupils, including pupils with SEND and those who are disadvantaged, have understood the learning before moving them on. Teachers should ensure that pupils' understanding of concepts and ideas is secure before moving on to the next stage of learning, so that they know and remember more of what is taught.