Glenthorne High School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy and safe. They behave exceptionally well in lessons and around the school. This means that no learning time is wasted.

Relationships between staff and pupils are excellent. Discrimination or bullying are not tolerated. If bullying does take place, leaders deal with it swiftly and effectively.

Leaders and staff have high expectations for what pupils can achieve. Pupils do very well in the subjects that they study. They enjoy their lessons and regularly ask teachers questions to find out more.

Pupils are focused on doing their best.

Pupils attend a wide range of additional clubs and activities. In the sixth form, there is an extensive ...enrichment programme.

This includes activities such as debating, introductory courses to Russian and Italian and completing an accredited award in science. Sixth-form students contribute to the life of the school. For example, they act as buddies for pupils in Year 7.

Overall, sixth form provision is outstanding.

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

Leaders have planned carefully the curriculum so that pupils' knowledge builds over time. It reflects the school's community and connects appropriately to pupils' interests.

Leaders have made careful adaptations to the curriculum to address gaps in pupils' knowledge that were caused as a result of the COVID-19 pandemic.

The curriculum is ambitious for most pupils. However, in Years 7 and 8, a small number of pupils do not study modern foreign languages as part of their usual weekly timetable.

This limits the breadth of the curriculum for these pupils in comparison to their peers.

Throughout Years 7 to 11, most pupils study the core academic subjects of mathematics, English, modern foreign languages, humanities and science. Alongside this, pupils also study a range of creative and performing arts subjects.

Students in the sixth form select from a wide range of vocational and academic courses and achieve highly. They also learn about topics that are not examined. For example, students studying art are currently undertaking a life drawing project.

Across the school, teachers have strong subject knowledge. They explain things clearly and plan lessons carefully to help pupils learn the curriculum. Teachers routinely check what pupils are learning and use assessment well.

Specially trained staff support pupils who cannot yet read fluently.

Pupils with special educational needs and/or disabilities (SEND) are typically well supported to access the curriculum. Leaders have developed clear plans that outline what specific support each pupil should get.

For example, some pupils get help from subject specialist teaching assistants. However, these support plans are not consistently implemented in lessons. This means that some pupils with SEND do not always receive the necessary support that they need.

Staff encourage pupils to be confident, responsible and independent. In their personal, social, health and economic (PSHE) education lessons, pupils learn about important issues, such as mental health, healthy living and people with protected characteristics. Pupils talked about these topics with sensitivity and respect.

Students in the sixth form build on what they learned in Years 7 to 11. For example, they revisit and extend what they have learned about first aid, healthy relationships and financial planning.

Pupils behave exceptionally well.

There are clear polices and expectations in place. These are well understood by teachers and pupils. Pupils are polite and courteous and always punctual to lessons.

If pupils need specific help to manage their behaviour, dedicated pastoral support is available.

Students in the sixth form are very well prepared for their next steps. For example, all students get a mentor at the end of Year 12 to help them with applications.

Lower down the school, pupils gain a variety of useful information about careers. This includes providers speaking to pupils about apprenticeships and vocational qualifications. The school meets the requirements of the Baker Clause, which requires schools to provide pupils in Years 8 to 13 with information about approved technical education qualifications and apprenticeships.

Governors have high expectations for pupils and provide effective support and challenge to leaders. Appropriate systems are in place to ensure that trustees are kept up to date with how the school is doing.

Staff are extremely proud to work at the school and appreciate leaders' efforts to reduce workload.

They feel well supported by leaders and value the professional development that they get.

Safeguarding

The arrangements for safeguarding are effective.

All staff have received appropriate safeguarding training.

Staff are clear on how to report safeguarding concerns and there are appropriate systems in place to enable this. Leaders take timely and appropriate action to address any concerns. When necessary, leaders work effectively with external agencies to keep pupils safe.

Leaders responsible for safeguarding meet regularly with pastoral leaders to share information about specific pupils. This allows leaders to identify pupils in need of help.

Leaders ensure that the PSHE curriculum is routinely updated and refined so that it is responsive to potential risks that pupils may face.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Sometimes, support for pupils with SEND does not take account of their specific needs as identified in their support plans. This means that some pupils with SEND do not receive the most appropriate support. Leaders should ensure that all staff implement the strategies listed in pupils' support plans to ensure that pupils' individual needs are met.

• Some pupils in Year 7 and Year 8 do not study a modern foreign language. Over the course of these two years, they are removed from their language lessons for additional literacy and numeracy. Leaders should ensure that all pupils in Years 7 and 8 study the full curriculum.