Matravers School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are very positive about the quality of education at Matravers School. They enjoy learning and are eager to do well. Pupils are particularly enthusiastic about the extra-curricular opportunities at the school.

For example, many pupils are proud to be a part of the Combined Cadet Force. Pupils enrich their learning of art, music and sport through a range of clubs.

Pupils, including students in the sixth form, receive a breadth of tailored careers guidance.

Pupils and sixth-form students are well prepared to continue on to further education, apprenticeships and work.

Pupils feel safe and well cared for at the school. Relationships between staff a...nd pupils are strong.

Pupils state that they know what to do if they have a concern and are confident that staff will help. Bullying is rare at the school but pupils state that when it occurs, staff resolve it quickly.

There is a calm, harmonious learning environment, both in lessons and around the school site.

Leaders and staff have embedded routines well. Pupils are kind and respectful towards each other.

Students in the sixth form are proud of the school.

They state that they enjoy learning and feel well supported.

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

Leaders have worked hard to create a well-structured curriculum. Staff share leaders' high expectations of pupils.

Subject leaders have ensured that pupils review what they have learned previously to help them learn new concepts. For example, pupils revise their knowledge of French and Spanish pronunciation, before talking about their birthdays. Pupils, as well as students in the sixth form, learn an ambitious curriculum.

Teaching prepares most pupils well to learn complex concepts.

Leaders have embedded a whole school approach to reading for enjoyment. The library hosts weekly reading lessons for key stage 3 pupils and sixth-form students use it for independent study.

Pupils read challenging texts in the English curriculum. However, some pupils do not enjoy reading and struggle. Leaders have not yet established an effective approach to the teaching of literacy.

Consequently, some pupils, including pupils with special educational needs and/or disabilities (SEND) and pupils in receipt of pupil premium funding, struggle with reading and writing in the wider curriculum.

Leaders and staff check pupils' understanding frequently. This enables pupils to remember what they have learned.

They use this information about pupils to ensure that they receive additional support where necessary. Most pupils with SEND thrive in the school. Leaders have ensured that staff adapt their teaching so that these pupils learn successfully.

For example, in a dance lesson, pupils with SEND developed their spatial awareness very well. Although children looked after receive strong academic and pastoral support, leaders have not ensured that their personal education plans (PEP) are completed in a timely and appropriate manner.

Leaders' ambition for the academic success of pupils is shown through the steady increase in uptake of subjects that make up the English Baccalaureate.

For example, the proportion of pupils studying French at key stage 4 has increased.

Leaders have designed a very effective careers curriculum that meets the requirements of the Baker Clause. Pupils are very positive about the support they receive.

Sixth-form students value the high-quality guidance which enables them to make informed decisions about their next steps.

The behaviour of pupils around the school is strong. There is rarely any disruptive behaviour in lessons.

The positive relationships between staff and pupils help them to learn with confidence and success. Overwhelmingly, pupils are kind and respectful towards each other. Sixth-form students set a strong example of leadership to the rest of the school.

Their smart dress and leadership in a range of cultural and sporting areas ensure that they are well prepared for the world beyond school. Through the curriculum, pupils develop a strong understanding of citizenship.

Governance is strong.

Governors bring a breadth of expertise to their roles. They gather a range of information and hold school leaders to account. Staff are overwhelmingly positive about the support of leaders and are proud of their roles.

Early career teachers feel very well supported.

Safeguarding

The arrangements for safeguarding are effective.

Leaders ensure the physical and emotional safety of pupils, including students in the sixth form.

Leaders have a very strong knowledge of potential safeguarding risks in the community and work well with external agencies. They have an effective system for recording and monitoring the safety of pupils. Leaders escalate concerns to ensure that pupils receive the most appropriate support.

All staff receive safeguarding training alongside regular updates. They know how to identify a pupil at risk and how to refer concerns. Leaders carry out background checks on all adults employed at the school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have not ensured the effective teaching of reading and writing through subject curriculums. Some pupils, including pupils with SEND and pupils in receipt of pupil premium funding, cannot read and write about the curriculum successfully. Leaders must ensure that all staff explicitly teach the reading and writing requirements of their subjects so that all pupils can learn well.

• The PEPs for children looked after have not been completed in a timely and appropriate manner. Therefore, leaders and staff may not be able to identify the bespoke needs of such pupils. Leaders must ensure that the PEPs, a statutory document for children looked after, are completed routinely and appropriately.