John Colet School

Highlights from Latest Inspection

Outcome

John Colet School has taken effective action to maintain the standards identified at the previous inspection.

The headteacher of this school is Ian Brierly. This school is the only school in a single academy trust. The trust is overseen by a board of trustees, chaired by Wayne Howell.

What is it like to attend this school?

Pupils are happy here and are welcoming to visitors. The behaviour and relationships are very positive, both in lessons and in social time. The school has a family feel and its vision of 'every student thriving' underpins all its work.

Its work with vulnerable pupils is extremely well coordinated and valued by pupils and parents alike. This contributes t...o the school's highly inclusive and supportive culture. Pupils enjoy the raft of extra-curricular and leadership opportunities on offer.

These enable pupils to nurture their interests and develop character and confidence. For example, the Year 10 mentoring programme for Year 7 pupils, or the many roles taken on by sixth-form students.

The school's shared ambition for all pupils is reflected in their improving achievements in lessons and in public examinations.

This includes pupils with special educational needs and/or disabilities (SEND). Each subject has a very carefully sequenced curriculum from Year 7 to Year 13. Essential knowledge and skills build over time, but content is also placed in the context of the wider world.

Lesson routines are consistent and support positive and purposeful learning environments.

Parents are very positive about the school and recent improvements. Many confirm their child is indeed 'thriving'.

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

The key stage 3 curriculum provides pupils with a sound foundation for study in Years 10 and 11. Pupils take a broad range of subjects at key stage 4. The choices are varied and relevant and most pupils take GCSEs.

The numbers taking languages, and thus the full suite of English Baccalaureate subjects, is increasing. Care is also taken that there are then meaningful links to sixth form subjects or other education and training routes. Almost all pupils take the full curriculum alongside their peers.

In a few cases some pupils follow more bespoke programmes. These are carefully organised with parents and other partners in the best interests of the individuals.

The delivery of the curriculum is effective in most areas.

However, there are some inconsistencies, and the school has already taken effective steps to start to address these. The school now has much more stable subject teams who work collaboratively to refine their teaching approaches. Most teachers carefully select strategies and resources which help pupils to embed important knowledge and skills.

They then provide opportunities for pupils to practise applying what they have learned to different tasks. Most teachers also regularly check pupils' understanding and adjust teaching and feedback accordingly.

The school provides clear information to staff about how to support pupils with SEND.

Teachers use it to adapt the curriculum and lesson activities. Consequently, pupils generally produce work of a high standard, including pupils with SEND, and those who are disadvantaged. Furthermore, in some cases, pupils demonstrate high levels of confidence and independence in how they connect and use what they have learned previously.

For example, in Year 12 sociology and Year 7 history, pupils were enjoying contributing to rich discussions.

The school's literacy strategy is well considered but in the early stages of being rolled out. The school has established an effective programme for supporting pupils who are not yet fluent readers.

Any gaps in reading are precisely identified and then pupils receive targeted support. In addition, teachers are mindful of supporting reading in lessons. As a result, these pupils catch up with their peers in good time.

However other elements of the literacy strategy are not yet as fully embedded. For example, pupils are not consistently supported to read and use ambitious language in all areas of the curriculum and a consistent approach to reading for pleasure is not yet embedded.

Personal development and careers have a high priority because of their importance in preparing pupils to continue to 'thrive' in the future.

Pupils in all years learn how to keep themselves safe and how to manage modern life, including online. The careers programme is relevant and varied thanks to a range of links with employers and training providers. The school ensures that all pupils benefit from these programmes.

Bespoke support is provided where necessary, for example for work experience or transition to college.

Governors provide the school with appropriate challenge and support, and they take their statutory responsibilities very seriously. Staff are extremely loyal to the school and proud to work here.

They value the trust shown in them and the training provided. They recognise that the school is doing what it can to help manage work pressures.

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 is not implemented consistently well across all subjects. This means that sometimes pupils are not developing the subject fluency they need to achieve as highly as they could. The school should continue to ensure that teachers know how to match and adapt activities and resources precisely to enable all pupils to learn the curriculum as intended.

• The school is rolling out its literacy strategy, but it is in the early stages. As a result, some pupils are not yet able to access and use sophisticated language with sufficient levels of accuracy and independence. The school should continue to embed the literacy strategy with all staff, so that all pupils can read, write and discuss issues across the curriculum at appropriately demanding levels.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be good for overall effectiveness in May 2016.

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