Laurel Park School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are safe in this school. They have adults that they can ask for help from if needed.

Bullying is rare and staff deal with any incidents swiftly. However, some pupils do not behave as well as they should. Pupils have variable attitudes to learning.

Some say that behaviour interrupts their lessons. Expectations for good behaviour are inconsistent. A well-planned personal, social and health education programme helps pupils to understand how to stay safe and well.

However, not all areas of the curriculum are as well planned.

Leaders are ambitious for pupils' achievement. For example, they have prioritised literacy provision, including debating ski...lls, for pupils in Years 7, 8 and 9.

Those pupils who are already confident readers learn Latin in that additional time. However, pupils do not always rise to these ambitions.

The school's vision is to 'live with purpose' and leaders make sure there are a broad range of experiences and enrichment activities available to pupils.

Clubs include a philosophy society, law society and coding club. Pupils in the cast and crew are looking forward to their upcoming school production of Matilda. Pupils celebrate diversity and some are proud to have become 'cultural ambassadors'.

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

Pupils learn all national curriculum subjects. The development of subject programmes is a work in progress and the clarity of thinking around it is variable. For example, in mathematics, teachers clearly identify and prioritise the most important information over time.

This means that pupils are confident about their prior learning and do well in their current learning. For example, Year 9 pupils can use previously learned skills to help them complete their current work on algebraic fractions. What is taught in music is organised logically and designed to help pupils learn more, however it lacks ambition overall.

For example, pupils in Year 10 struggled to discuss features of Baroque music and examples of classical composers. Although they had studied this music earlier in the year, they had not built-up sufficient knowledge over time.

Leaders use several programmes to help early readers.

These include the frequent new arrivals in the school, many of whom speak little English. Pupils in Years 7, 8 and 9 receive this targeted intervention. Leaders have identified strategies to scaffold learning for pupils with special educational needs and/or disabilities (SEND).

They share their expectations with classroom teachers. However, these approaches are not used systematically. This means that some SEND pupils struggle to access and understand the work they are completing.

Teachers use a variety of assessment strategies. They identify key missed learning due to COVID-19 as part of their planning. Leaders have introduced activities to help pupils remember their previous learning.

However, there is inconsistency in how teachers use these. Gaps in knowledge are not always effectively addressed. This means that at times pupils move on in their learning without having understood key subject information.

For example, not all Year 9 pupils could discuss key ideas from the study of the First World War.

Leaders are re-establishing clear routines and expectations for behaviour following disruption from COVID-19. However, the impact of this is variable.

While some lessons are calm and orderly, poor behaviour disrupts learning in others. Similarly, outside of lessons, behaviour is boisterous at times and pupils do not always show respectful behaviour. Clear routines are in place to manage the attendance of pupils and they attend well.

Leaders have a clear focus in this area and there has been a positive impact from this.

The enrichment programme is wide, varied and all students are welcome to attend, and many do. These clubs take place online and in person.

Pupils discuss and debate current affairs. International Women's Day was recently celebrated, but this was not an isolated event. Year 8 pupils study feminist poetry and learn about the Suffragette movement.

Pupils are well guided in terms of careers education.

Notwithstanding the challenges of COVID-19, this has been a turbulent time for school leaders. Leaders have had to respond to several challenges.

Despite this, staff are well supported by school leaders. Leaders are considerate of staff workload and well-being. Staff enjoy being a part of this school community.

Safeguarding

The arrangements for safeguarding are effective.

Staff are confident and clear about how to report any safeguarding concerns. They have regular safeguarding training.

Governors have robust routines to ensure that leaders are fulfilling their responsibilities. Leaders keep clear records and make appropriate referrals to external agencies when required.

Leaders have a carefully considered curriculum which responds to safeguarding needs.

Pupils are aware of how to keep safe, for example in online safety and social media. They learn about healthy relationships in an age-appropriate context. The school invites external speakers in to discuss a range of issues with pupils.

Leaders know their pupils, and their needs, well.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have sought advice in establishing clear behaviour routines. However, these are still being embedded.

Some lessons are interrupted by poor behaviour. Leaders must continue to embed and follow through these routines. This will ensure that behaviour does not interrupt learning and expectations of pupils are clear throughout the school.

Leaders have completed work on the curriculum, but there was variability in the curriculum thinking behind different subjects. Leaders need to ensure clear understanding of subject intents and ensure that these are well considered and ambitious. Each subject needs to clearly identify the best way for pupils to understand their subject.

• Leaders have identified specific strategies to support pupils with SEND. However, these strategies are not always used effectively in lessons. This means that the curriculum is not always scaffolded to meet the needs of these pupils.

Leaders must ensure that strategies for pupils with specific needs are consistently used to ensure that they can achieve as well as other students. ? Leaders need a clearer oversight of the school's approach to curriculum delivery and assessment. A range of pedagogical strategies are used, although inconsistently.

This means that there is variability with the classroom experiences that pupils have. Leaders must ensure that pedagogical approaches are shared clearly and followed through effectively. This will ensure that there is a clarity of approach for all groups.