Guilsborough Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils have mixed feelings about the school. Some pupils enjoy school and say that it has improved.

However, some pupils said they do not like school. Students in the sixth form speak positively about their experience at Guilsborough Academy.

Pupils feel safe in school and know who they can talk to if they have any concerns.

However, some pupils said that bullying happens and they often hear homophobic language. They are not always confident that the school will deal with these issues. Some pupils do not report the concerns they have.

Most lessons are calm and orderly. There is some low-level disruption that sometimes stops others learning. Most pupi...ls have good attitudes to learning.

However, some pupils choose to do little work in lessons. Pupils said that staff are not always fair or consistent when dealing with behaviour issues.

Some pupils do not behave well at unstructured times.

Sometimes pupils are boisterous when going to lessons and they do not always follow staff's instructions.

Pupils have a range of opportunities to learn about different careers. There is a variety of clubs that pupils can attend.

For example, some pupils attend chess, football, netball and art clubs. Many pupils take part in the Duke of Edinburgh's Award scheme.

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

There is an ambitious curriculum in place for most subjects.

The school has detailed the knowledge pupils should learn and in what order. Some subject areas are still developing their curriculum to ensure that pupils build their knowledge over time.

In some subjects, teachers deliver the curriculum well.

They have good subject knowledge. They present new topics clearly and check that pupils understand what they have learned. This is not done consistently well in all lessons.

Sometimes, when explaining new topics, teachers present too much information. Some pupils find this confusing as they have too much to take in. This means they cannot always complete work.

They do not learn as well as they could.

Some teachers do not check carefully enough that pupils have a secure understanding of what they have learned. This means that gaps in learning, or misconceptions that pupils have, are not always addressed.

As a result, some pupils do not achieve as well as they could.

Sixth-form teachers have good subject knowledge. They deliver the curriculum well.

Students have good attitudes to learning and engage with their work in lessons. They progress through the curriculum and achieve well.

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

Some pupils with SEND go to the 'outreach' provision for extra help. This supports them in accessing the curriculum. Teachers get clear information on how to meet the needs of pupils with SEND.

Not all teachers use this information well to support pupils to access the curriculum. This means that some pupils with SEND cannot always complete work and they do not achieve as well as they could. The school provides many opportunities for parents of pupils with SEND to understand how the school supports their child.

There are SEND parents evenings and a parent forum where they can raise any issues. These events are helping to build a better relationship with these parents.

Pupils who need extra help to improve their reading get extra support.

This is helping them to read more confidently. Guided reading sessions help pupils to develop their vocabulary and comprehension.

There is a clear behaviour system in place.

Some staff use this well. But this is not consistent. This means that some pupils do not always understand the expectations the school has for them.

Some pupils do not work as well as they could. On occasions, pupils' learning is interrupted by the poor behaviour of others. Some pupils do not behave well when moving around school.

They push other pupils and sometimes playfight. This makes some younger pupils feel uncomfortable.

Some pupils said that the school does not deal with bullying well.

They said that discriminatory language is common. The school has worked on these issues, but some pupils still hold these views.

The school has ensured that there is a well-planned curriculum in place for pupils' personal development.

However, this is not always delivered well. Some teachers do not always cover important elements of the curriculum. This means that some pupils have a limited understanding of fundamental British values and equalities.

They are not well prepared for life in modern Britain.

Trustees fulfil their statutory duties. Staff say that behaviour has improved.

They feel well supported and are proud to work at the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Sometimes when explaining new topics, teachers present too much information.

This confuses some pupils as they cannot take in everything the teacher has covered. Pupils do not always understand the work they need to do and cannot complete tasks fully. The school should ensure that teachers know how to break new information down into manageable chunks so that pupils understand what they need to learn.

• Teachers do not always check pupils' understanding of what they have learned. This means that they do not always address misconceptions or gaps in pupils' knowledge. As a result, pupils do not always learn as well as they could.

Teachers should ensure that they systematically check pupils' understanding so that they can address any gaps in knowledge or misconceptions. ? Not all teachers use the information they have about the needs of pupils with SEND to adapt their teaching for these pupils. This means that sometimes these pupils cannot access the curriculum and they do not learn as well as they could.

The school should ensure that teachers know how to use the information they get about the needs of pupils with SEND so that these pupils can fully access the curriculum. ? Staff do not always use the school's agreed approach to managing behaviour. At times, expectations for how pupils should behave are too low.

This means that there is low-level disruption in some lessons. Some pupils' behaviour at unstructured times is poor. This makes some pupils feel uncomfortable.

The school should ensure that all staff use the school's behaviour system consistently so that pupils know and meet the school's expectations. ? Some pupils said that bullying and homophobic comments happen frequently. Some pupils do not have confidence in how the school deals with these issues and therefore they do not always report concerns.

The school should ensure that all pupils know how to report any bullying or the concerns they have about other pupils' language. The school should also ensure that pupils know how they deal with concerns so that pupils have confidence in how the school deals with these issues. ? Some teachers do not always cover important elements of the personal development curriculum.

This means that some pupils do not have a secure understanding of fundamental British values or equalities. They are not well-enough prepared for life in modern Britain. The school should ensure that there is enough time to deliver all the personal development curriculum so that all pupils are well prepared for life in modern Britain.