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Mortimer Community College serves its pupils well. Leaders and staff expect the very best from all pupils. Pupils behave well and are focused on their studies.
They show a pride in their appearance and their school. There is a calm and orderly atmosphere in classrooms and corridors. Incidents of poor behaviour and the use of exclusion are declining.
Most pupils feel that teachers deal well with bullying, although a small number have concerns. Overall, pupils' behaviour is a strength. Teachers and pupils treat each other with respect.
Pupils also learn how to respect the rights of different groups in society.
The majority of pupils feel safe in school.... Increasing numbers of pupils and their parents are putting their faith in the school.
Parents are becoming more involved in the life of the school. They are attending subject information events in increasing numbers. These strengthening partnerships between home and school support pupils in their learning.
What does the school do well and what does it need to do better?
Leaders have created an ambitious curriculum. This allows pupils to study a wide range of subjects at key stages 3 and 4. An increasing proportion of pupils are following academic subjects.
Leaders have improved the quality of teaching in Spanish. This is leading to more pupils studying Spanish at key stage 4.
Senior leaders are working with curriculum leaders to enhance their subject plans.
In subjects such as geography and Spanish, teachers have a clear picture of what pupils need to know and remember. Leaders are supporting staff to use research and attend training to improve curriculum plans further. In other subjects, these plans are less developed, particularly at key stage 3.
Leaders are well on the way to strengthening the quality of curriculum planning.
Pupils' subject knowledge is developed well. In many subjects, such as science, teachers help pupils to remember key ideas.
This is more variable in mathematics. Across many subjects, pupils explained how teachers plan lessons that help them to recall major ideas. This stronger knowledge is reflected in pupils' work.
Pupils' GCSE outcomes are improving.
Pupils enjoy learning. They listen carefully to their teachers.
Pupils attend well. Incidences of exclusion have declined. School leaders have ensured that the 180 pupils who have recently joined the school are very much 'Mortimer pupils'.
Leaders have developed the curriculum to raise pupils' awareness of equality. Pupils work with teachers and visiting speakers to challenge racism and homophobia. Pupils also work with employers to appreciate the world of work.
This builds pupils' self-confidence and self-esteem. Pupils receive high-quality careers advice.
Teachers identify the needs of pupils with special educational needs and/or disabilities (SEND) well.
They use this understanding to help pupils with SEND to learn effectively. This is complemented by work in the new learning zone. Here, pupils receive specific help with their reading, writing and mathematics.
This helps them to understand their learning in other subjects. Strategies to promote a love of reading outside of the learning zone are less well developed.
The headteacher provides clear purpose for staff and pupils.
He is supported by a capable team who have raised pupils' achievement and improved behaviour. Parents are becoming more actively involved in school life and the education of their children. Leaders have taken practical steps to reduce staff workload.
Staff feel well supported. They are a highly motivated team who are proud to work at the school. Most parents appreciate the quality of education that their children receive.
Safeguarding
The arrangements for safeguarding are effective. Leaders take their responsibilities for pupils' safety very seriously. They check the suitability of adults working at school.
Staff are trained to look out for pupils' welfare. Good systems are in place to help pupils. Leaders follow up any concerns over pupils' safety quickly.
They record these concerns thoroughly. Leaders have good links with other professionals to support pupils' welfare. Leaders teach pupils about safety in assemblies and through the wider curriculum.
What does the school need to do to improve?
(Information for the school and appropriate authority)
Leaders have worked effectively to plan a coherent curriculum in science and Spanish. Other subjects, such as mathematics, are less well developed. Teachers do not always understand what pupils must know and remember in their subjects.
Curriculum plans do not include this level of detail. This makes it difficult for leaders to check whether the curriculum is being taught effectively. .
Leaders have worked with teachers to improve the quality of teaching. On some occasions, the curriculum is less effectively implemented. This is because teachers do not consistently use assessment or their subject knowledge to challenge pupils' misconceptions as they arise.
. Although leaders are beginning to promote pupils' love of reading, this work is at an early stage of development. Pupils do not consistently read widely to build their knowledge and interest in different types of texts.
