Manningtree High School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils have responded positively to the changes recently implemented at Manningtree High School.

Pupils, including those with special educational needs and/or disabilities (SEND), understand the increased aspiration the school now has for them. Pupils have answered this ambition by working hard. Most pupils focus on their learning and produce work that is of high quality.

They learn well and achieve highly.

Pupils are safe. They know that adults have their best interests at the forefront of their thinking.

Pupils are confident that adults will help them to resolve any problems if they arise.

Most pupils are well behaved. They are polite and ...engaging.

Pupils can see how the increased expectation for their conduct is helping them to learn. The majority of learning takes place without disruption. However, around school, pupils are not always encouraged to move with purpose and with consideration for others.

Pupils enjoy a broad choice of opportunities to develop existing talents or explore new ones. These include sports, performance, and the design and building of racing cars. Pupil leaders are proud of the roles they play in improving the school.

They are passionate about the charities they raise funds for and the support they provide to their peers.

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

The school's curriculum is broad and ambitious for all pupils. Subject experts have identified the important knowledge that pupils need to know.

Large, complex topics have been deftly broken down into smaller manageable pieces. The school has then carefully considered the order that pupils need to learn each of these components. This helps pupils use what they already know to secure new learning.

Important words and language are skilfully woven into learning. Pupils who struggle with reading are expertly supported to catch up and become fluent. As a result, pupils develop to be highly articulate.

Teachers explain new information clearly. They use the detailed information that is provided about pupils with SEND to adapt their teaching. Checks on pupils' understanding identify any gaps or misconceptions.

These are filled and fixed quickly. Learning activities help pupils to secure new learning. Pupils produce written work that explains their thinking and illustrates the depth of their understanding.

Pupils with SEND are well supported to produce work of an equally high standard. Pupils apply their knowledge to solve problems with confidence and ease. Consequently, pupils' learning is secure, and they make sustained progress through the curriculum.

The majority of pupils are well behaved and engage positively in learning. When learning is disrupted, staff generally deal with it consistently and effectively. However, how staff deal with disengaged behaviour or learning avoidance is not as consistent.

This means that some pupils are allowed to become passive in class. They do not contribute as much as they could. Some are allowed to leave classrooms and miss out on important information.

Here, learning is not as secure.

The school has a well-designed personal, social, health education programme. Pupils learn about key topics such as tolerance and democracy.

Through the curriculum, pupils learn about faiths and cultures different to their own. This helps pupils to develop a respectful understanding for others. The careers education programme is equally well considered.

Pupils learn about how different subjects open the door to different careers, including global opportunities. Pupils access information about different qualifications from a range of external providers. This helps pupils to make informed decisions about their next steps.

As a result, the number of pupils who successfully remain in education, employment or training beyond school is high.

Trustees have a deep understanding of the school. They share the school's vision and determination to support every pupil to achieve their goals.

They hold school leaders to account robustly. Most staff are supportive of the changes that have been made. They are proud to work at the school.

The majority of staff feel that the school considers their workload and well-being carefully when introducing new ideas or strategies.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Not all staff apply the school's agreed policies and protocols to manage pupils' behaviour.

As a result, some pupils are allowed to be passive in their learning. A small number are allowed to leave classrooms and move around the school unchallenged. The school should ensure that all staff have the knowledge and expertise to consistently apply the agreed strategies to ensure positive behaviour across the school at all times.