Laurence Jackson School

Highlights from Latest Inspection

What is it like to attend this school?

Leaders and staff have worked closely with pupils to bring about rapid improvements at this school. Overall, parents and carers speak positively about the improvements that have taken place. Many pupils value these changes.

Pupils who have leadership roles are keen to discuss their improved school. Staff are right to be proud of all they have achieved.

Pupils typically behave and communicate respectfully in lessons, at social times and as they move around the school.

This is due to staff's hard work to embed the school's high expectations for pupils' behaviour. Most pupils respond positively to staff. They share the ambitions that staff have for them.
.../>The positive relationships between staff and pupils help pupils to have trusted adults in school.

Bespoke provisions in the school support the needs of vulnerable pupils and those who need to improve their behaviour, attendance or attitudes to learning. These are successful.'

Evolve' is a calm learning environment where pupils access their work with trained staff's support. Pupils with special educational needs and/or disabilities (SEND) are equally well supported to fully access the curriculum.

Pupils are encouraged to pursue their talents, such as in sport, drama and music.

One pupil in school proudly holds the position of Trust Poet Laureate. The school provides specific clubs for its most vulnerable pupils. These are safe spaces that build confidence and friendships.

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

Leaders have reshaped the curriculum to ensure that it is ambitious for all. The curriculum is thoughtfully sequenced so that knowledge and skills build over time. This varies between subjects.

Some curriculums are further developed than others. Teachers present content clearly and select activities that help pupils to remember and apply their learning. The school identifies any needs individual pupils may have and how to support them.

This helps teachers adapt approaches effectively. Staff model learning well, which benefits all pupils. Teachers check pupils' understanding regularly and provide pupils with useful feedback.

The school's work is making a positive difference. Pupils are typically learning more and remembering more of what they are taught. In exercise books, pupils, including pupils with SEND, produce high-quality work.

However, these improvements are yet to be reflected in external outcomes. While pupils are achieving increasingly well, there is ongoing work needed to ensure that all pupils make expected progress.

There are a number of pupils who struggle with reading.

The school supports these pupils successfully. Staff provide a number of interventions, including phonics, to help the less confident readers catch up quickly. The school monitors the impact of these interventions and ensures that pupils improve their fluency and comprehension skills when ready.

Newly trained pupil reading ambassadors read with younger pupils, and pupils regularly visit the school library. Events, such as those linked to World Book Day, promote a love of reading.

The school has successfully made improvements to pupils' behaviour.

Pupils move well between lessons and arrive at their classes ready to learn. Although the number of suspensions has risen as pupils adjust to the new behaviour policy, the school has implemented well-thought-through procedures that have reduced this over time. However, the number of suspensions is still higher than it should be.

When pupils' behaviour falls short of the school's high expectations, staff use a variety of methods to carefully support pupils to understand how to get things right. Most pupils attend regularly and strategies to support pupils who struggle to attend are impactful.

The school's personal development programme is thorough.

Pupils learn how to navigate relationships and how to stay safe online. They explore diversity through events such as diversity month. The school's careers provision benefits from links to partners from the world of work, education and training.

Consequently, pupils are well prepared for their next steps. To enable pupils to explore talents and interests, the school offers a range of clubs and trips. Staff ensure that personal development, careers and extra-curricular activities are accessible to all pupils.

The trust has been integral in forming the school's new strategic direction. There is a new governing body in place. This provides support and challenge to the school and discharges its statutory duties effectively.

Leaders are mindful of staff's workload and well-being. Most staff acknowledge this and are very 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)

• Historically, pupils have not made as much progress academically as they could. This is because, previously, the curriculum was not embedded or implemented sufficiently well. The school should continue to enhance and further embed its curriculum plans to ensure that all pupils make expected progress.

• Some pupils do not meet the school's high expectations for behaviour. As a result, they have too many suspensions from school. The school should continue to work with pupils and their families to further reduce suspensions over time.

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