Marlborough School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils, staff, parents and carers, and governors are proud to be part of Marlborough School. Pupils told inspectors that the school motto, 'a rising tide lifts all ships', reflects how well pupils care for each other.

Pupils feel happy and safe because staff respond to their needs well.

Staff have high expectations for all pupils, including those with special educational needs and/or disabilities (SEND). Pupils flourish in an environment where only their best effort is good enough.

Leaders ensure that pupils can express themselves and be creative. Pupils enjoy seeing their high-quality artwork displayed.

Pupils are polite and kind.

Their 'Ma...rlborough manners' remind them how to behave well. Pupils move around the building in a calm and orderly manner. They know about the different types of bullying and struggle to remember a time when bullying has occurred.

They are confident that adults would step in if it were to happen.

Parents appreciate the warm welcome they receive from leaders each morning. One parent told inspectors, 'Marlborough enables pupils to be happy, kind and caring individuals.'



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

Leaders have planned an ambitious curriculum that engages and excites pupils. It begins as soon as children start school in Reception. Leaders have considered what they want pupils to know and remember in most subjects.

Leaders bring the curriculum to life through a vast range of real-life experiences. However, in some subjects, learning is not ordered and sequenced well enough to enable pupils to build up their knowledge as well as they should. As a result, some pupils have gaps in their knowledge in a few subjects.

Pupils, including those with SEND, progress well through the planned curriculum. Leaders identify pupils with SEND early and plan effectively to meet their needs. These pupils achieve well.

Parents appreciate the personalised support the school offers.

Curriculum leaders know their subjects well and share their expertise with other teachers. However, they do not consistently check what pupils have remembered over time.

Teachers are sometimes unsure what pupils know or can do. Consequently, learning does not always build on what pupils already know.

Children in early years get off to a flying start.

Staff encourage them to be independent and curious learners. The learning environment, both indoors and outside, is vibrant. Children learn through well-planned opportunities.

They take turns and share with each other well. Leaders plan a range of activities for children to learn new words. Children learn to read as soon as they start in Reception.

They receive high-quality phonics teaching. Pupils read books that contain sounds with which they are familiar. As a result, most pupils are confident and fluent readers by the end of Year 2.

Their comprehension skills develop well. Teachers skilfully support pupils who struggle. These pupils receive the right help to catch up.

Staff are proud to work at the school. They feel valued and listened to by leaders. Staff praise leaders for considering their well-being through a period of change.

Parents speak highly of the changes at Marlborough School. They appreciate leaders' drive to ensure that pupils are well-rounded and responsible citizens.

Pupils are confident and enjoy being part of the 'Marlborough team'.

Pupils learn about different types of relationships. They understand that healthy relationships depend on trust. Pupils know that mutual respect is important.

Leaders have created a respectful culture in which learning is rarely disturbed. Pupils feel able to talk to a member of staff about any worries. Pupils have positive attitudes to learning.

They enjoy contributing to school life through being members of the school parliament. Pupils know what it means to keep healthy. They take part in regular community sports activities.

Leaders are keen to ensure that pupils experience the world beyond their local area. Pupils are given opportunities to try new activities and to experience different cultures. Pupils understand equality.

They told inspectors, 'differences are what make people special'.

Governors support and challenge leaders well. They access a range of training to enable them to fulfil their responsibilities.

Governors hold an accurate view of the quality of education provided by the school.

Safeguarding

The arrangements for safeguarding are effective.

Leaders ensure that all staff have up-to-date safeguarding training.

This enables them to identify when a child may be at risk. Leaders know the local community well. They secure the right support for families when they need it.

Pupils know how to keep safe, including when online. They know where to get help if they need it.

Leaders make the appropriate checks on staff who join the school.

They record the checks accurately on the single central record. Governors have the knowledge to check that safeguarding procedures are working well.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have started to refine the wider curriculum.

However, the curriculum in some subjects is not sequenced in the best way to help pupils know and remember more. As a result, there are still some gaps in pupils' knowledge and understanding. Leaders must ensure that pupils learn knowledge in a coherent and logical order in all subjects.

• Leaders have not ensured that teachers' use of assessment is consistent across subjects. As a result, teachers are sometimes unsure what pupils know or have remembered over time. Leaders need to ensure that assessment is used effectively across the curriculum.