Frederick Gough School

Highlights from Latest Inspection

What is it like to attend this school?

Frederick Gough is a truly comprehensive school.

A high percentage of pupils have special educational needs and/or disabilities (SEND). Leaders ensure these pupils are fully included in school life. Pupils are happy, kind and respectful of each other.

Staff, teachers and leaders are proud to work at the school.

Pupils behave well in lessons and at social times. Pupils speak to each other and to adults in a polite and mature manner.

There is a wide variety of extra-curricular clubs, which are well attended. For example, sports, music and languages clubs are available for pupils at lunchtime and after school. Pupils value these opportunities to develop... their talents and interests.

Pupils have access to a broad curriculum. The school aims to help pupils to become well-rounded and ready to succeed with their next steps in life. The curriculum enables pupils to achieve this aim.

Pupils are safe at school. Bullying is rare. If it does happen, it is dealt with effectively.

A large pastoral team provides effective support to pupils when they need it. Pupils learn how to manage the risks they might face online and in the community.

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

A culture of inclusivity runs through the school.

Leaders make sure that all pupils, regardless of background, can access the curriculum. 'Every child matters' meetings help leaders identify any extra support that pupils may need. This child-centred approach ensures that all pupils, including those with SEND, are fully involved in the life of the school.

Leaders have made recent changes to the curriculum to ensure that it is ambitious for all pupils. This has had a positive impact on pupils' progress. The curriculum is well sequenced to ensure that pupils' knowledge builds over time.

Teachers have a good understanding of the subjects they teach. They select appropriate activities to help pupils to learn and remember the information they need to be ready for their next steps.

Leaders have strengthened the curriculum to accelerate pupils' progress.

The school has worked with the local authority to make curriculum changes in English, mathematics, science and modern foreign languages. As a result of these changes, pupils' achievement is improving. There is still work to do to close the gap between disadvantaged and non-disadvantaged outcomes.

Strategies to support disadvantaged learners are not used consistently across the school.

Classrooms are calm and purposeful. There is little low-level disruption.

If it happens, teachers use the behaviour policy effectively and consistently. This allows pupils to learn without distraction. Pupils believe that this system is fair.

The school has a multilayered reward system which encourages positive behaviour and attendance. Leaders prioritise attendance. Attendance levels are above national averages.

Pupils enjoy coming to school.

The school uses a number of alternative providers of education for pupils who struggle to access the main curriculum. These provisions are appropriate for the pupils who attend.

However, leaders need to be more rigorous in assuring the quality of education at these provisions. This will help these pupils to progress more quickly with their learning and achieve better outcomes.

Pupils develop an appropriate knowledge of healthy relationships.

They demonstrate respect and tolerance towards each other. Pupils respect each other's differences. The school provides an engaging careers curriculum.

Activities such as 'challenge day', additional science, technology, engineering and mathematics activities and access to an online platform provide information about future career opportunities. The school has made strong links with local industries, such as engineering. These activities help pupils to make informed decisions about their future and prepare them for their next steps in life.

Leaders and governors put pupils' interests first when making decisions. Most pupils and parents would recommend the school to others. Staff appreciate the steps that leaders have taken to reduce their workload.

Early careers teachers receive extensive support from leaders. Some strategies, for example the pupil premium strategy, are not having the level of impact that leaders would like. Leaders need to have a more thorough oversight of the implementation and impact of the strategies and procedures to support disadvantaged pupils.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some disadvantaged pupils do not achieve as well as their non-disadvantaged peers. The school should ensure that disadvantaged pupils receive effective and timely support in order to support them in making the best possible progress.

• Some strategies and systems are not monitored closely enough by leaders. As a result, leaders do not evaluate and improve some areas of the school as well as they could. Leaders should ensure they have robust oversight and quality assurance of strategies and systems.