Lutterworth High School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils have strong positive relationships with the staff at this school.

Pupils know they can go and speak to staff at the key stage hubs if they have a worry or a concern. Many pupils enjoy attending the school. Pupils feel safe and happy.

They are generally proud and hold positive views of the experience they receive.

Staff know the pupils well. This helps them support pupils who have additional needs.

The school is inclusive and celebrates diversity. Pupils proudly show off the badges they have received for contributing to the wider life of the school.

The ethos of the school promotes that 'learning comes first' but there is also an ackno...wledgment that learning goes beyond lessons.

The 'emerald way' is one strategy that encourages all pupils to partake in charity work and competition. It also enables pupils to show creativity and develop cultural understanding. This develops each pupil holistically.

The overwhelming majority of parents and carers would recommend the school to others. One parent summed up the view of many when they said, 'My child is thriving at this school. The school treats each child as an individual and takes the time to understand their passions.'



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

The school has an ambitious curriculum. Pupils study a broad range of subjects at key stages 3 and 4. The school ensures that pupils in key stage 3 gain the prerequisite learning for them to be successful in key stage 4.

For example, in modern foreign languages Year 7 pupils receive teaching in both French and Spanish. They then select one language which they can gain a depth of understanding for in Year 8 and 9. Design and technology and art rotations give pupils sufficient time to study these subjects in depth.

The curriculum is well planned and sequenced so pupils can build on what they know. In many subjects the key vocabulary, knowledge and skills are explicit. Many teachers focus on teaching these.

This helps pupils gain the most important knowledge and develop subject-specific skills. For example, in food lessons pupils learn about nutrition. They also develop the skills to prepare a range of savoury dishes.

Teachers have strong subject knowledge. They use this well to impart knowledge. The school prioritises professional development to support teachers to become more effective.

This has a strong impact. Many teachers question pupils effectively to check and deepen their learning. Many teachers use the school's feedback, assessment and response (FAR) strategy to ensure that feedback promotes further learning.

While these approaches are securely and consistently embedded in many subjects, there is variation in efficacy between some subjects and key stages. When this is the case, some pupils do not achieve as well as they should, particularly in key stage 3.

Pupils with special educational needs and/or disabilities (SEND) are well supported.

They access the full curriculum. Pupils with SEND feel included in all parts of school life. The school regularly assesses all pupils' reading ability.

Pupils who are at the earlier stages of reading access planned interventions to help them become better readers. Reader leaders in key stage 4 read with pupils in key stage 3. This helps all pupils develop an appreciation of the importance of reading regularly.

Pupils are particularly familiar about the importance of equality and how this relates to legislation and life in modern Britain. They have an age-appropriate understanding of relationships education. The range of clubs and activities, such as art club and Minecraft club to name a few, allows pupils to develop their talents and interests.

Many pupils engage in competitive sport. Pupils in key stage 4 engage in work experience to gain an understanding of the world of work and further prepare for their future. While there many areas of strength in the personal development offer, there are areas of less high quality, for example some older pupils do not develop a strong enough understanding of different faiths and cultures.

Pupils behave well in lessons and around the school. They know that any discriminatory language or bullying will not be tolerated. There is common application of the school's well-understood rules.

Pupils show a positive attitude to learning. Most commit strongly to their studies and rise to the high expectations set by the school.

Trustees are committed to ensuring that the school provides the best education and experience for pupils.

They understand their statutory responsibilities. They provide support and challenge to school leaders. Staff enjoy working at the school.

They believe their workload and well-being is well considered.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, particularly in key stage 3, teaching and assessment strategies are not used as effectively as in other subjects.

As a result, some pupils do not achieve as well as they could. The school must ensure that the teaching and assessment strategies are consistently and securely embedded across these subjects. ? There are a few aspects of the personal development provision in certain year groups that are not as consistently well planned or developed.

On occasions, these aspects are not of the same high quality as other aspects of the personal development offer. When this is the case, some pupils miss out on valuable personal development opportunities. Leaders must ensure that all opportunities for personal development are of equally high quality and accessible to all pupils.