Marlwood School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy their time at Marlwood School.

Staff know pupils well and build positive relationships with them. Pupils have a trusted adult they can talk to about any worries they have. This helps them to feel safe in school.

The school has high expectations of pupils' behaviour and achievement. Pupils respond well to these. They work hard and are keen to do well.

The atmosphere around school is calm. Pupils are sensible and show maturity, both in and out of lessons.

Pupils relish leadership roles, such as being Year 7 'buddies', running performing arts clubs and being sports captains.

These boost pupils' confidence and help them to 'live' th...e school value of responsibility. Pupils with special educational needs and/or disabilities (SEND) and those who are disadvantaged are well represented in leadership roles.

Pupils appreciate the clubs that are available to them.

These include a range of sports and performing arts. The annual 'Marlwood's Got Talent' event enables pupils to showcase a diverse range of interests. The school checks that all pupils take part in the range of opportunities available to them.

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

The school has made significant improvements to the curriculum. The curriclulum is now broad and ambitious for all pupils. The essential knowledge and vocabulary that pupils need to learn has been identified.

Teachers have the subject expertise they need to explain new knowledge clearly. However, sometimes teaching activities are not well matched to what pupils know and can do. When this is the case, pupils do not learn new content effectively.

Teaching includes opportunities for pupils to revisit previous learning so they remember more and build on what they know. Teachers check what pupils have learned. They close gaps in pupils' learning and correct misconceptions.

Pupils with SEND get the support they need to learn well.

Most pupils read widely and often. This helps them to become more confident readers and to expand their vocabularies.

The school provides swift support to help pupils who need to improve their reading.

Most pupils behave well. Pupils with SEND get the extra support they need to meet the high expectations of them.

Staff follow school systems for managing behaviour. Consequently, it is rare for learning to be interrupted by poor behaviour. However, the school does not always identify and tackle the underlying causes of poor behaviour quickly enough.

This means that the same small number of pupils repeatedly do not behave well enough.Pupils receive helpful information and guidance about careers and further education. They gain an insight into the world of work through careers events and work experience.

Pupils with SEND and those who are disadvantaged get additional support to make decisions about their futures. As a result, pupils are well prepared for their next steps.

Pupils learn how to stay safe and healthy.

They know the importance of healthy eating and physical exercise. The school provides information to parents about how to keep their children safe online. Pupils learn about different faiths and cultures.

They show tolerance and respect in the way they treat one another. Pupils enjoy discussing contemporary issues. They value what they learn about wider society.

However, they do not always recall what they have learned about fundamental British values or how this connects to their wider understanding.

Trustees' decisions have facilitated school improvement. Expertise from the trust has had a demonstrable impact on the curriculum and pupils' behaviour and attendance.

Staff have the expertise they need. Consequently, most pupils achieve well.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some teaching activities do not allow pupils to deepen their understanding or apply the knowledge they have. This means that they do not always learn as well as they could. The trust should ensure that the curriculum enables pupils to consolidate and apply their knowledge over time and in a variety of contexts.

• The school does not use the information it collects about behaviour and wider personal development effectively. Therefore, it does not always identify or address the root causes of issues that affect groups of pupils. The trust needs to ensure that the school uses available information to identify issues and to address them promptly.