Littleover Community School

Highlights from Latest Inspection

What is it like to attend this school?

Leaders have high expectations. They have created an inclusive and academic culture. Leaders ensure that all pupils, including pupils with special educational needs and/or disabilities (SEND), achieve well.

Leaders help pupils prepare for next steps in their education. Pupils and sixth-form students leave school with the skills and knowledge they need to thrive.

Pupils' behaviour in lessons is calm and focused.

They are eager to share their ideas and knowledge. The vast majority of pupils do not worry about bullying. If they had any concerns, they would report them to staff.

Leaders are quick to respond to concerns. The 'LCS Way' helps to create a ca...ring and purposeful culture.

Students in the sixth form experience a welcoming and respectful environment.

One student said that attending the sixth form has helped them to develop their identity. Students value the support their teachers provide and the sense of community they share with their peers.

Leaders provide pupils with personal development opportunities.

These include the Duke of Edinburgh's Award scheme as well as sports, arts and music clubs. Some pupils access games club and craft club. Students in the sixth form join in with enrichment activities.

These include pottery classes, learning British Sign Language and a debating society.

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

Leaders are ambitious about what they want pupils to learn. Sequences of lessons cover a broad range of knowledge.

Leaders have ensured that teachers know which knowledge to teach and in what order. This helps pupils to develop their understanding of the subjects they study. Sixth-form students are very knowledgeable and make connections between current and prior learning.

Teachers have excellent subject knowledge. They use their expertise to engage pupils. Some teachers do not routinely select approaches which help all pupils to learn the complex curriculum they have planned.

In the sixth form, teachers consistently check students' understanding. They support students to become independent learners.

Pupils with SEND study the same curriculum as their peers.

Teachers adapt the approaches they use to enable pupils with SEND to access the learning. Leaders do not always ensure that training provides all staff with the precise skills they need to further improve provision for pupils with SEND.

Leaders have established a culture in which behaviour is good.

Learning is not disrupted by any poor behaviour. In the sixth form, students work purposefully. They discuss their learning enthusiastically.

Students make good use of independent study periods. They use this time to complete work assigned by teachers as well as their own self-directed learning and revision.

Leaders have recently reviewed their reading programme.

Current strategies used to support pupils who need more help to read do not have as much impact as leaders would like. There are further plans in place to introduce a phonics scheme to support pupils who struggle with reading.

Behaviour around the school site is orderly and respectful.

Pupils are polite to one another, staff and visitors. Leaders have very high expectations of behaviour. They provide support and sanctions for those who misbehave.

Some small groups of pupils need more help to manage their behaviour. Leaders do not yet fully analyse all the information they collect about behaviour trends.

Leaders have developed a strong personal development offer.

Pupils learn about a wide range of issues in personal, social, health and economic (PSHE) education. In these lessons, pupils discuss and debate different ideas about society and morality. Pupils learn about different cultures and beliefs in PSHE and in other subjects.

All pupils and sixth-form students learn about healthy relationships and how to keep themselves safe.

Clubs are available to pupils, including table tennis club and ceramics club. Some pupils take advantage of these opportunities.

All sixth-form students take part in enrichment activities. There are self-defence classes, cookery classes and a 'couch to 5k' club. Students assume leadership responsibilities, including ambassador roles and support for their younger peers in lessons.

Leaders prepare pupils for their next steps. They have established a careers programme which supports pupils from Year 7 to Year 13. Pupils receive individual careers interviews, engage in work experience and attend careers fairs.

Sixth-form students regularly hear from outside speakers. They arrange their own encounters with the world of work as well as completing work experience.

Leaders have identified priorities for development.

Staff have access to training opportunities. Leaders do not always align training opportunities with school priorities. Governors know the school well.

They provide challenge and support for leaders and uphold their statutory duties. Staff say that their workload is manageable and they feel very well supported by leaders.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have established a culture of safeguarding. They have been proactive in raising the profile of safeguarding. Information for staff and students about who to contact and how to report concerns is available on every computer screen.

Leaders provide annual training and regular updates for all staff, including governors.

Staff know how to spot the signs that may cause concern about pupils. They promptly report concerns when necessary.

Leaders quickly respond and keep detailed records.

Pupils learn about how to keep themselves safe. They know who is part of the safeguarding team and how to share concerns.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some teaching strategies are not as ambitious or as precisely focused as the curriculum goals that leaders have planned. This means all pupils are not able to achieve these ambitious end points. Leaders should ensure that teachers are supported in having the right pedagogical approaches to help all pupils achieve the intended complex outcomes.

• Leaders do not have strategic oversight of all areas of the school. This means they are not always able to identify the impact of the strategies they have introduced. Leaders should ensure that they have mechanisms in place to enable them to review strategies and refine these policies when necessary.