Lordswood Boys’ School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy attending Lordswood Boys' School. They receive a good quality of education.

Teachers and other staff expect the best of pupils. All staff have a shared desire to improve the school. Pupils understand that education can open up opportunities for them to become positive and productive members of society.

Leaders and teachers believe that 'literacy builds success'. Leaders' and teachers' focus on improving pupils' literacy has had a very positive impact on pupils' ability to learn more across the curriculum.

Teachers have high expectations of pupils in lessons.

They expect pupils to produce high-quality written work and contribute to class ...discussions. This happens consistently in different subjects. Teachers regularly check that expectations are met.

Pupils understand teachers' expectations and respond positively to them.

Behaviour in lessons is generally calm and purposeful. Pupils are proud of their new school buildings and treat them with respect.

Different groups of pupils get on well together. There is a harmonious atmosphere throughout the day. Pupils respect school staff and respond positively when instructions are given.

Bullying is not tolerated and is therefore rare. Everyone knows what to do when this happens.

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

The school is very well led.

The principal has worked with multi-academy trust leaders to improve the school. They have been well supported by a committed board of trustees. Leaders believe that pupils at Lordswood Boys' School deserve the best possible education.

They want every pupil to have a wide range of opportunities. They believe that pupils should be ambitious about what they can achieve. Leaders' work to ensure that these values are realised has led to many improvements across the school.

Leaders have rightly celebrated the successes of recent years. As a result, they have sometimes been less focused on areas that still need to improve.

The curriculum offers a wide range of subjects.

Pupils are guided by their teachers towards appropriate qualifications in key stage 4. As a result, the vast majority of pupils pursue further education when they leave the school. Teachers plan carefully what pupils should learn in lessons.

Their planning focuses particularly on developing pupils' literacy skills. Teachers expect pupils to write extended answers and to explain themselves fully when answering questions in class. However, the curriculum in key stage 3 does not yet match the full breadth of the national curriculum.

For instance, pupils do not get the chance to study design and technology or computer science. Leaders have plans in place to address this.

Pupils receive opportunities to develop their wider interests.

Regular 'personal development days' give pupils the chance to consider various issues. For example, pupils recently learned about sexuality and relationships. They valued the chance to discuss these issues with their peers and teachers.

The school has introduced enrichment lessons for all pupils. These provide opportunities for pupils to experience a wider curriculum. For instance, pupils can choose from topics such as ancestry, construction or journalism.

Leaders want to improve the extra-curricular options further. For example, pupils currently have limited opportunities to take part in musical ensembles or drama productions. There are also limited opportunities for pupils to go on trips and visits.

Pupils with special educational needs and/or disabilities (SEND) are well supported. The curriculum is well planned for these pupils. Teachers adapt the curriculum planning appropriately to ensure that pupils can learn all subjects.

Teachers have detailed plans on how to support pupils with SEND. Leaders check that these plans are followed.

Careers information, education, advice and guidance are provided for pupils in all year groups.

Pupils are able to meet with a careers adviser. They also learn about different careers during their lessons. Additionally, expert speakers talk to pupils during 'personal development days'.

Safeguarding

The arrangements for safeguarding are effective.

All staff know what to do to ensure that pupils are kept as safe as possible. Leaders share responsibility for ensuring that safeguarding systems are working properly.

Staff and trustees receive extensive training. Everyone understands how important this training is. They ensure that pupils receive help when they need it.

Leaders work with outside agencies to secure this.

Pupils learn how to keep themselves safe. They receive extensive information and guidance.

They are confident to discuss safeguarding issues. They know what to do if they have, or someone they know has, a problem.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Currently, pupils are not able to study all national curriculum subjects at key stage 3.

For example, pupils do not have the opportunity to study computer science or design and technology. However, it is clear from leaders' actions that they are in the process of bringing this about and are making the necessary adjustments to the curriculum. Leaders are aware that pupils should study a curriculum which is as broad and ambitious as the national curriculum.

For this reason, the transition arrangements have been applied. ? Occasionally, trustees, leaders and governors do not question or challenge why decisions are made. Leaders at all levels must ensure that, alongside identifying things that have been done well, they also focus sharply on what still needs to improve.

Pupils do not have access to a wide enough variety of extra-curricular opportunities. This means that some pupils do not have the chance to develop their enjoyment of creative subjects like music and drama. Leaders should widen the extra-curricular provision to ensure that pupils can experience as broad a range of opportunities as possible.