Meadow Park School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils, parents and staff all describe the significant improvements that have taken place at the school since the arrival of the new headteacher. There is now a clear and ambitious vision evident from all leaders to improve the quality of education for all pupils.

The school is welcoming to all pupils and is frequently described as caring and compassionate. Pupils describe how they feel fully included in the life of the school. Their concerns are taken seriously, and they are protected from discrimination.

The school has robust systems in place to deal with all forms of bullying. Pupils agree that bullying is dealt with effectively.

Pupils say that teaching i...s improving but they do not always remember the important information in their learning.

Some pupils need more help to improve their reading. Pupils also need more help to understand what they need to do to improve their work.

Although most pupils behave well in lessons and around school, a small number of pupils need repeated reminders to settle to their work and to complete tasks set.

Pupils have the opportunity to take responsibility and support others, such as by being prefects and anti-bullying ambassadors. Pupils were particularly positive about the support they receive to support their mental health.

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

The school has thoughtfully designed a curriculum that is ambitious and tailored to the interests of pupils.

A broad range of subjects is offered at key stage 4, including several vocational subjects. For older pupils, the school currently provides a small range of business and innovation courses. However, the school has not clearly identified the important knowledge that pupils must learn and remember to be successful in their learning.

Examination results in 2023 indicated that pupils are not yet learning their curriculum well enough. Leaders recognise this and continue to work with staff and pupils to improve learning. Pupils believe that the school is improving rapidly.

The great majority of pupils who left the school last year were supported well by the school to progress to the next stage of their learning.

Teachers know their pupils well, including pupils with special educational needs and/or disabilities (SEND). Teachers have high expectations of what pupils with SEND can achieve.

However, they do not consistently provide the necessary adaptations to ensure that they understand the key points of their learning.

Most teachers have good subject knowledge, which they use effectively to explain new learning to pupils. However, some teachers are not checking carefully enough that pupils understand their work.

They do not consistently identify pupils' misconceptions. As a result, pupils are sometimes confused by their learning.

Pupils have opportunities to develop their reading skills in form time, in some lessons and in literacy lessons in the library.

However, there is no targeted support to improve the reading level of the weakest readers. They do not currently get enough support to ensure they can read well enough to access the whole curriculum.

The school has high expectations of pupils' attendance and behaviour.

The new behaviour policy makes clear what behaviours are not acceptable. There are robust processes for managing behaviour. Most pupils now behave well in lessons.

Teachers deal with isolated incidences of poor behaviour effectively. Pupils say that behaviour has improved. A small group of pupils do not consistently have positive attitudes to their learning.

Although they usually follow teachers' instructions, they may need additional prompts or encouragement to start their learning activities. The school monitors attendance very carefully and acts quickly to ensure pupils attend school regularly. Attendance is improving.

Pupils have many opportunities to discuss wider issues, such as careers or health and well-being. They are taught how they can contribute positively to society. Discussions on current affairs take place in form time and assemblies.

Cultural diversity is celebrated, and a recent culture day was successfully undertaken at the request of pupils.

Older pupils are on programmes that meet their personal ambitions and aspirations for the future. They have good relationships with staff and are committed to their studies.

They have a personal development programme in form time and are well supported with careers advice.

Governors, trustees and staff at the trust have an excellent understanding of the needs of the school. They have put in place considerable support to ensure leaders have the capacity and tools to deliver the improvements required.

There is a coherent training plan in place to help teachers improve their teaching.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Pupils do not know or remember many of the key facts in their learning.

As a result, they are not able to build effectively on earlier learning or remember key knowledge for examinations. The school needs to ensure that the skills and knowledge that all pupils need, including those with SEND, are clearly defined and well implemented so that all pupils can learn and remember more. Some teachers do not regularly check that pupils understand their work.

As a result, they do not identify misconceptions, and leave some pupils confused about their learning. Pupils do not know what they need to do to improve. The school should ensure that all staff have the necessary skills and knowledge to be able to check on pupils' understanding of the curriculum and to articulate what pupils need to do in order to improve their work.

• Pupils who need additional help with their reading do not receive enough support to improve those skills. As a result, they struggle to access some of their curriculum. Leaders should develop strategies to provide targeted support for pupils with low reading levels so they can participate successfully in their learning.

• Some pupils do not consistently have positive attitudes towards their learning and need frequent interventions from their teachers to complete their work. As a result, they make less progress than they could. Leaders should continue their work to help pupils regulate their own behaviour.