John O’Gaunt School

Highlights from Latest Inspection

What is it like to attend this school?

Most pupils like attending John O'Gaunt School.

Staff take the time to get to know pupils to identify what each pupil needs to succeed. Form tutors play an important role in this. Staff care about pupils' well-being and pupils value the support they are given.

Pupils say that they know the school has their best interests at heart. This is exemplified by one pupil, who told inspectors, 'The school feels like family.'

Despite the school's high ambition, pupils do not always learn enough to ensure that they can achieve well.

The school recognises this and is in the process of making positive changes to improve the quality of teaching and learning. Pupi...ls recognise and appreciate that lessons are now more enjoyable and engaging. They are increasingly rising to meet the school's ambition for their learning and achievement.

Pupils understand the school's values of 'ambition, care and courage' and use these to judge their own actions and attitudes. They are respectful of each other and know who to talk to should they have any concerns. Pupils appreciate the school's effective pastoral support and their opportunities to have a say in their education.

The Student Leadership Group is valued by pupils because they see the difference it makes and how their voice is heard.

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

The school recognises that pupils' outcomes in national tests, such as GCSEs, have been too low. As a result, too many pupils are not being prepared well enough for their next steps in education, training or employment.

The school's ongoing focus on improving outcomes is, however, beginning to have an initial positive impact and leaders are eager to build upon this.

The school has recently renewed its curriculum. The knowledge that pupils need to learn is now precisely sequenced and pupils are beginning to build their knowledge and skills.

Pupils with special educational needs and/or disabilities (SEND) receive additional help from staff. The school's wide-ranging support ensures that pupils with SEND receive the precise support that they need to learn.

However, in some lessons, the expectations of what pupils can achieve remains too low.

Too often, the learning activities do not deepen pupils' understanding sufficiently. In addition, pupils do not always have opportunities to develop their ability to write about the different subjects they study. As a result, pupils are not consistently developing their knowledge and understanding.

The school recognises this and is implementing plans to address this variability.

The school has redeveloped the way that it checks pupils' learning. Gaps in pupils' knowledge are often identified by teachers, and many are addressed quickly.

However, this is not consistent. Similarly, there is inconsistency in how well pupils are helped to improve after some formal assessments and examinations. As a result, some pupils are not well prepared for the next stage of their learning.

Supporting pupils to improve their literacy is a priority for the school. In lessons, key vocabulary is frequently emphasised. The school's library is welcoming and promotes reading well.

However, the school does not check well enough whether pupils throughout the school need help to improve their ability to read. Pupils who would benefit from extra support are not consistently identified. Consequently, these pupils do not have the reading fluency they need to learn well.

The school's recent drive to improve behaviour has been very successful. Pupils understand the school's high expectations. In lessons, the school's systems help to ensure a consistent behaviour management approach.

This results in calm learning environments. Should pupils find behaving well more difficult, they receive targeted support and are proud to improve.

The school has focused on identifying and removing any barriers to positive attendance.

While many pupils do attend well, a significant minority have low attendance. The school recognises this and has robust processes in place to support attendance and to help families recognise the importance of coming to school regularly.

Pupils' wider development is carefully considered.

Trips and visits are plentiful and contribute to developing pupils' life experiences. The school offers an impressive range of clubs and activities. Careers education is impactful, meaning pupils are well informed about their next steps.

Leaders are highly committed to the pupils at this school. They, alongside the trust, recognise the impact of some of the initial improvements that have been made. However, they recognise further work is needed to ensure pupils achieve as much as they should across the curriculum.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The ongoing improvements being made to the teaching of the school's curriculum are not yet embedded. In addition, the school has not consistently checked the impact of this work closely enough.

As a result, pupils are not learning and achieving as much as they could. The school must ensure that it continues to implement and monitor the improvements being made. This includes utilising the most helpful information to identify and act upon further development priorities.

• A significant minority of pupils do not attend school as regularly as they should. As a result, they are missing out on vital learning. The school must continue to use its robust attendance processes to support these pupils to improve their attendance.

Also at this postcode