Meden School

Highlights from Latest Inspection

What is it like to attend this school?

This is a school where all staff want the very best for their pupils. Leaders have a clear vision.

They are ambitious for the school. Pupils study a wide range of subjects. The curriculum has been carefully designed so that pupils achieve well, including pupils with special educational needs and/or disabilities (SEND).

Bullying is not tolerated. Pupils say that when it happens, staff take it seriously and act swiftly to resolve any issues. Pupils learn what bullying is.

They know how to report any concerns.

Pupils behave well and get on well together. The atmosphere in lessons and around the school is calm and purposeful.

Pupils respect them...selves and each other.

Pupils enjoy school and feel safe. They know that their teachers have their best interests at heart.

Teachers listen to their opinions. Pupils are engaged in their learning. They demonstrate the school's ethos, which is to have high aspirations of themselves, the school and the community.

Many parents and carers believe the school has high expectations for their children.

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

The curriculum sets out the knowledge that pupils should learn in each subject. Leaders have considered the order in which pupils will encounter new learning.

They build pupils' knowledge and skills over time. This helps pupils to achieve well.

Leaders have designed a curriculum that creates wider opportunities for pupils.

They want pupils to have an education that is the 'window to the world'. Leaders also want pupils to make a positive difference to their community. They have ensured that the curriculum reflects the context of the school.

For example, the geography curriculum considers what it is like to live in Warsop.

Pupils settle quickly into their learning. Teachers' subject knowledge is good.

They ask questions that help pupils to develop their understanding. In lessons, teachers frequently remind pupils what they have learned previously. This helps pupils remember their learning over time.

The majority of teachers share important knowledge clearly. They provide pupils with opportunities to discuss their learning and answer questions. Consequently, pupils are developing their oracy within their lessons.

Teaching assistants understand their role and provide effective support.

Teachers promptly identify pupils' misconceptions and correct them. They use their knowledge of pupils' understanding to decide next steps for learning.

Pupils say that 'teachers like their job', and as a result, pupils and staff have positive relationships.

The reading curriculum is ambitious. All subjects support pupils' reading.

Most pupils feel confident to read aloud and interpret texts. The English curriculum creates opportunities for pupils to read various authors, as well as poets. Staff provide extra support for pupils who enter the school with weaker skills in reading.

This helps them to improve their reading. However, some pupils rarely read outside of lessons. They do not receive the opportunity to practise and develop their reading fluency.

Staff feel that leaders consider their workload and well-being. They feel that leaders respond well to staff feedback. One teacher summed up the views of many when they said, 'It is a lovely place to work.

A place where you are valued by everyone.' Leaders provide high-quality training for early career teachers.

Leaders in the sixth form have established an effective curriculum.

Students take on opportunities to develop beyond the classroom. Some students help younger pupils to practise their mathematical skills. Students said that they enjoy their sixth form.

One student reflected the views of many by saying that they are 'proud of the family feel and enjoy the small size and personal care.'

The personal development programme is well planned. Pupils and students learn the importance of knowing what is right and what is wrong in modern Britain.

Pupils and students said that they value their tutor time. They are mature in how they approach sensitive topics.

Leaders have created a clear vision for behaviour.

They keep detailed records. They use this information to teach pupils the 'Meden way,' which is 'always doing the right thing, even when no-one is watching'. The majority of pupils achieve this.

Pupils' behaviour is good.

Attendance at the school is improving. However, the attendance of pupils with SEND is not as strong as others in the school.

Leaders continue to work hard on this issue.

Safeguarding

The arrangements for safeguarding are effective.

Leaders ensure there is a strong culture of safeguarding in the school.

They have put rigorous systems in place to ensure that all safeguarding concerns are recorded and acted on. Staff and governors receive regular training and updates and have a good understanding of the risks that pupils face. They work closely with external agencies to get pupils the right help.

Leaders' safeguarding checks of alternative providers are rigorous. Leaders check the suitability of staff carefully before they start working with the school.

Pupils are given many opportunities in the curriculum to learn about safety, for example how to have positive and healthy friendships.

One pupil echoed the views of many when they stated, 'Meden is special because of its safeguarding.' Pupils and students feel safe in school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Pupils who enter the school with reading skills that are below the average are given effective instruction to help them catch up.

However, they rarely read independently or for pleasure. As a result, they do not practise and consolidate the knowledge and skills of reading fluency. Leaders should ensure that all pupils are encouraged and supported to develop a love and enthusiasm for reading.

• Pupils' attendance at the school is improving. However, the attendance of pupils with SEND is not as strong as the rest of their peers. Leaders must continue their ambitious plans to ensure that the attendance of pupils with SEND improves.