Fulston Manor School

Highlights from Latest Inspection

What is it like to attend this school?

Fulston Manor is a kind school committed to providing a safe, welcoming and friendly place to learn.

Pupils are happy and safe. Leaders have high expectations for pupils' behaviour and conduct. Nevertheless, low-level disruption occasionally interrupts pupils' learning in key stage 3.

Staff want pupils to achieve well, recognising education as the gateway to a successful and aspirational future. However, pupils do not currently learn as well as they should, because the curriculum is not taught consistently well.

Relationships are strong and supportive.

The culture of celebration, reward and pride is evident. Pupils feel they are part of the Fulston f...amily. They are proud of their school but also candid about areas that need to improve.

The personal development curriculum prepares pupils well for adult life. The school ensures that pupils have an age-appropriate understanding of consent and a sense of their own identity, enabling them to take their place in the community.

The programme of extra-curricular opportunities is rich, well considered and valued.

Activities are carefully planned, and attendance is tracked. Participation is high, especially among disadvantaged pupils. Careers education reinforces the value of education and encourages large numbers of pupils to continue their schooling beyond the age of 16.

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

The school offers a broad range of subjects, which exceed the requirements of the national curriculum. The proportion of pupils entered for the English Baccalaureate suite of qualifications is increasing and staff are working hard to develop pupils' enthusiasm and love for languages. The sixth-form curriculum offer is extensive and bespoke.

Across the school, in most subjects thought has been given to what pupils should learn and when. Teachers are well equipped to deliver the curriculum and have secure subject knowledge. Opportunities to recall prior learning are built into most lessons.

However, not enough attention is given to ensuring that pupils learn broadly and deeply across the subjects that they study. The focus of the curriculum is too often linked to preparing pupils for GCSE examinations, rather than prioritising the knowledge needed to become life-long learners of the subject. Checks on learning during lessons do not routinely help teachers to adapt future teaching so that knowledge is built on and gaps are addressed.

Consequently, pupils do not develop secure enough knowledge of the subjects that they study.

Disadvantaged pupils, including pupils with special educational needs and/or disabilities, are known, but the support they receive is variable. Staff are not always clear about how to help these pupils or how to check that any extra support is making a difference.

Consequently, not all disadvantaged pupils catch up with their peers quickly enough.

Work to support weaker readers is ongoing and evolving. Those who need it receive useful extra help with learning phonics.

Others in key stage 3 are supported well to become more fluent readers, including through use of the library. Leaders have plans to further develop reading support into key stage 4 for those who need it.

Relationships are positive and kind.

Instances of bullying, racism and sexually inappropriate behaviour are very rare. Reflection and restorative conversations are helping to reduce the number of pupils being removed from lessons. Leaders' actions are leading to improvements in attendance, particularly for persistent absentees.

There is further work to do but leaders remain vigilant and determined.

Staff are well motivated and work cooperatively to support each other's workload. They say that leaders support their well-being through providing opportunities for departments to collaborate over their curricular planning.

Continuing professional development and ongoing coaching are having a positive impact on staff's subject and leadership expertise.

The sixth form is highly regarded and is a popular destination for pupils from other neighbouring schools. The school offers a breadth of subjects alongside high-quality careers information, education, advice and guidance that start lower down the school.

Students' work is of a very high standard. Year 13 students have developed high levels of independence, understanding and knowledge retention. Drop-out rates are low, and students are studying full programmes.

This prepares them very well for the future, reflected in their applications to Oxbridge and uptake of high-quality apprenticeship options. Attendance is high and attitudes are positive. Pastoral support is particularly strong.

Governors and trustees are confident about their roles and responsibilities. There is a clear demarcation between the roles of trustees and the roles of governors. Governors and trustees have a clear understanding of how the school operates as a result of subject reviews and classroom visits.

They have received extensive training to support their work. Leaders are held to account for the quality of education.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum does not consistently identify what pupils need to learn so that they develop a deep and effective body of knowledge across the curriculum. Learning sometimes leans too heavily on preparing for examinations instead of preparation for future learning, impeding the depth of pupils' understanding. The school should ensure that curriculum planning routinely focuses on the vital knowledge that pupils need to be successful learners of their subjects.

• Learning is not always matched precisely enough to pupils' needs. Consequently, pupils do not develop a deep and secure body of knowledge across the curriculum. The school should ensure that 'in the moment assessment' and the matching and adaptation of subsequent teaching enable pupils to build their knowledge securely and consistently over time.