Friesland School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils know that the staff at this school have high hopes for them.

All staff share the vision that they should be ambitious for each pupil. Other values such as teamwork, honesty and respect permeate through the school's work to develop each pupil in the widest sense.

There are respectful relationships between the majority of staff and pupils.

Pupils know they can speak to staff about any worries or concerns. The pastoral capacity has increased in line with the needs of pupils. Pupils get a firm understanding of how to keep themselves safe.

Pupils feel safe and happy here.

Pupils appreciate the trips and performances that they can take part... in. Year 11 pupils talk positively about their recent trip to the battlefields in France to learn about history.

Others are looking forward to performing in the sold-out 'Winter Concert' to raise money for charity. There is a clear endeavour to build active citizens.

Pupils and students benefit from a high-quality education.

The school is in the midst of making further changes to improve the curriculum and embed a culture where high expectations are firmly understood. These are both in the best interests of the pupils.

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

Pupils study a breadth of subjects in Year 7 and 8.

Subject specialists have identified the most important knowledge pupils need to know and remember. This is logically ordered so pupils can build on what they know. Teachers, pupils and parents and carers know exactly what the pupils need to learn as this is set out in the '100% curriculum companion'.

Pupils choose the subjects that they want to study in more detail at the end of Year 8. This enables pupils to study a wider curriculum in key stage 4. More than half the pupils study a language, all pupils study either history or geography, and many pupils study one of the arts.

Pupils value that they can make decisions about the specific subjects they want to study and how this links to their future aspirations.

The curriculum is also well-constructed in keys stages 4 and 5. There are carefully planned 'stop the clock' events so that pupils have time to study aspects of a subject that they choose to stop studying in Year 9.

There have been appropriate adaptations to the curriculum in some subjects recently. These are in the process of being embedded. Some pupils do not get the depth of knowledge that is set out in the curriculum.

Teachers have good subject knowledge. The 'Friesland lesson' is a toolkit which ensures that teachers know the most effective methods to use to teach. There has been significant training undertaken so that teachers use these methods well.

It is common to see strong modelling with the use of visualisers. 'Check and change' is used as a staple way to correct pupils' misconceptions. When teachers use these methods with fidelity, teaching is effective.

However, this is not done consistently well by all teachers. Sometimes they model too much all at once and pupils do not learn as well.

The school supports pupils with special educational needs and/or disabilities (SEND) well.

Their needs are accurately identified. Teachers use 'pupil passports' to adapt teaching so that these pupils can achieve well.

Staff support those who are at the earlier stages of reading by teaching an age-appropriate phonics curriculum.

Pupils read widely and often, including in form times. They all use the well-resourced library during library lessons. This supports pupils to develop an appreciation of reading.

Reading is an integral and effective part of this school's curriculum.

Students in the sixth form benefit from the expertise of teaching staff. They value the support and feedback that they receive.

They describe being well prepared for their future next steps.

Pupils know about the protected characteristics. There are ample clubs that they can attend.

They speak highly of the careers education they get. They know every week they will learn about one new type of job. Pupils benefit from age-appropriate relationships education.

The school is calm and orderly. Lessons are typically disruption free. However, pupils feel that the behaviour policy is sometimes not followed consistently by all staff.

They feel this is unfair and that some pupils get away with deviating from the high expectations that are set. This can lead to disruption in some lessons.

The school, with the help of the trust, has deployed resources in the right places to ensure that the school remains good.

Trustees have strong oversight of the school's performance. Staff know their workload is well considered when leaders make the improvements that are needed.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Recent and appropriate changes to the curriculum means that some aspects of the curriculum are not securely and consistently embedded. In these areas pupils do not get the depth of understanding that is set out in curriculum plans. The school needs to continue to monitor the curriculum to ensure that the impact of these curriculum changes is fully realised.

• On occasions, teachers do not use the methods of teaching that the school has prioritised effectively enough. When this occurs, too much information is presented at once and pupils do not learn as well as they should. The school must ensure that teachers use the methods the school has prioritised effectively.

• Pupils feel that the behaviour policy is not consistently applied by some teachers. They feel that this is unfair and that some pupils disrupt the learning of others too often. The school must ensure that all staff follow the behaviour policy fairly and consistently.