John Kyrle High School and Sixth Form Centre Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils and staff are justifiably proud of the welcoming and friendly culture at John Kyrle.

Pupils get on well with each other and actively demonstrate the school's value of respect in their interactions and conduct. The vast majority meet the school's high expectations of behaviour, moving around the site calmly and requiring minimal supervision at social times. Those who make the wrong choices know that any consequences are fair.

Pupils want to meet the school's high expectations of their learning. They apply themselves well in lessons, especially on independent tasks and opportunities to improve their work. Most achieve well.

Lessons are rarely disrupted b...y poor behaviour. Sixth-form students visibly enjoy their learning and make the most of the many opportunities for high-quality discussion.

The school makes sure that pupils learn how to keep themselves safe and healthy at an age-appropriate level through the 'respect' curriculum.

There are many opportunities for pupils to engage in extra-curricular activities. The curriculum is enhanced by visits and participation in competitions. Many pupils gain important life skills and experiences through their participation in the Duke of Edinburgh programme.

Pupils are proud of their charitable activities, including the close links they have with a partner school in Uganda.

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

There have been significant changes and improvements since the previous inspection. The new leadership team have established an ambitious and inclusive vision for the school.

There is a clear understanding of what needs to improve. Important changes have been made to improve the quality of education, as well as other areas. However, because these changes are relatively new, they are not yet embedded.

Pockets of inconsistency still remain. Leaders at all levels know there is still work to be done before they can be confident the improvements are having an impact.

The school has broadened its curriculum offer at key stages 4 and 5.

Pupils can choose from a range of subjects that match their career aspirations, including construction and criminology. The curriculum has been designed in a way to support pupils to build their knowledge over time. However, in some subjects in key stage 3, this sequencing is not as strong.

The key knowledge pupils need to learn is not clear. Sometimes, pupils do not understand how they are learning and improving within each subject.

The school believes in inclusion.

This is evident in the high-quality support pupils receive in the 'hub' and the 'haven'. Pupils with special educational needs and/or disabilities (SEND) have their needs identified and mapped in comprehensive plans. However, sometimes the level of detail in these plans means staff are not confident about the specific adaptations they need to make in lessons.

There is work underway to ensure that adaptations are consistently made for all pupils who need them. The school has made sure that there is appropriate support in place for pupils who are at the early stages of learning to read.

Pupils benefit from the strong subject expertise of teachers in all subjects.

Teachers enthusiastically share their subject knowledge, especially in sixth-form lessons. New knowledge is explained clearly. Teachers check effectively that pupils have understood their learning.

There are times, however, when the additional support or adaptation needed by some pupils at the point of learning is not as effective as it should be. Pupils do not always have the opportunity to discuss their learning and organise their thinking before they move on to written tasks.

Pupil outcomes are improving.

Most pupils, including those with SEND, achieve well. However, this is not the case for some disadvantaged pupils, especially those who are persistently absent. Students achieve excellent outcomes in a number of key stage 5 subjects.

Almost all pupils successfully move into the next stage of education, employment or training, including many who take up apprenticeships. This can be attributed to the strength of the careers guidance and support they receive.

The school's high expectations of behaviour and attendance are understood by all.

There has been a reduction in the number of incidents of poor behaviour and attendance has improved. The strength of pastoral support pupils receive is a strength.

Many parents and carers are happy with the care and education their children receive.

They support the improvements that have taken place over the last two years. Trust leaders, trustees and local governors work well with school leaders. There is an accurate understanding of what the school does well and any areas that require further strengthening.

There is an absolute commitment to seeing the school and its pupils thrive.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The key knowledge pupils need to learn is not always made explicitly clear to them.

This means pupils do not always understand how their learning is building over time. The school should ensure that the curriculum is implemented in a way that enables all pupils to better understand themselves as learners in each subject. ? There are times when teaching is not adapted well enough to meet the needs of groups of pupils.

This can include some disadvantaged pupils, pupils with SEND and those who are persistently absent. Consequently, some of these pupils develop gaps in their knowledge or do not learn and achieve as well as they could. The school should ensure that all staff are clear around their role and responsibilities in supporting these pupils to achieve the best possible outcomes.

• There is more to be done to strengthen the school's work on literacy and oracy. Sometimes, pupils do not have opportunities to discuss their learning and practise using new vocabulary before they move to written work. The school should ensure all staff are consistently following the school's literacy and oracy strategies.