Murray Park Community School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy and safe at Murray Park Community School. They know that their teachers care about them. Pupils have confidence that staff will listen to and deal with any concerns they tell them about.

Pupils say that bullying is rare and staff address it when it happens. The environment in the school is respectful. Leaders do not tolerate disruptive behaviour.

Leaders have high expectations for all pupils. They are ambitious about what all pupils can achieve academically and socially. Teachers have secure subject knowledge and have created classrooms where pupils can focus on their learning.

This means that pupils learn well in most subjects.

Pupi...ls with special educational needs and/or disabilities (SEND) follow the same curriculum as their peers. They receive additional support where required in classrooms or as part of the school's 'Hub' provision.

This helps pupils with SEND to achieve good outcomes.

The 'Charter for Success' encourages pupils to engage in activities such as theatre trips and cookery. Leaders ensure that all pupils have opportunities to gain different cultural experiences.

Leaders include pupils with SEND in enrichment activities. For example, pupils will use British sign language as part of the school performance of Mary Poppins.

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

In each subject, leaders have designed an ambitious curriculum that allows pupils to learn about a broad range of knowledge.

Most subject leaders have carefully considered the order in which they want pupils to learn new knowledge. Leaders have planned assessments to check pupils' understanding. Teachers also use these assessments to ensure that lessons take account of prior learning.

This helps pupils to build their knowledge over time.

Teachers teach knowledge and explain tasks clearly. They know the pupils with SEND and which strategies to use to support them in their learning.

Pupils value their education. Many pupils have secure subject knowledge. They are confident in making connections between current and previous learning.

However, this is not the case for some pupils.

Leaders have ensured that classrooms are places where pupils can learn. For those pupils who need support with their behaviour, alternative provision is available.

Pupils attending the 'Bridge' provision study the same curriculum as their peers. Leaders aim to help these pupils return to mainstream education.

Leaders have prioritised reading.

They want all pupils to be able to read fluently so they can access the curriculum. Reading support programmes help pupils who have fallen behind with their reading. These pupils improve their confidence and ability to read.

Pupils enjoy a wide range of clubs and activities. They attend history club, table tennis club and football practice. Leaders provide opportunities for pupils to visit other countries, such as the United States of America and Costa Rica.

Pupils learn about different cultures and faiths. Diversity days allow pupils to learn about different cultures. Pupils attending the Bridge organised a community gardening project.

Older pupils are less secure in their knowledge of fundamental British values.

Pupils are prepared for life beyond school. They receive careers advice and guidance from Year 7 to Year 11.

Leaders have organised trips to universities and opportunities to experience the world of work. They have established links with companies such as Rolls-Royce and Toyota. Some pupils gain apprenticeships with these and other companies.

Leaders have identified priorities to help improve pupils' experiences of school. They have introduced a number of strategies that have improved behaviour and the quality of teaching, for example. Leaders have not fully evaluated the impact of some of these strategies.

Governors share leaders' vision for the school. They support senior leaders, but do not always offer the most robust challenge. Governors are keen to develop their skills and knowledge to help them evaluate school strategies.

Staff, including those who are new to the profession, are very positive about the support that leaders provide. Staff appreciate the flexible working hours. They feel listened to.

Leaders have ensured that training helps teachers to improve the planning and teaching of their subjects.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have created a culture of safeguarding.

Staff understand and confidently use the procedures for reporting concerns. Leaders have ensured that staff are well trained. Teachers know what the signs are that may indicate a concern about pupils' welfare.

Pupils feel safe in school. They are taught about how to stay safe. Leaders ensure that teaching about safety is relevant to pupils and current safeguarding priorities.

Leaders act swiftly in response to safeguarding concerns. They keep detailed records of their actions. Leaders work well with wider agencies and follow up any concerns they have.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some pupils do not always recall their learning in sufficient detail. As a result, they are not always able to make connections between current and previous learning. Leaders should ensure that teachers know how best to help pupils to retain, connect and apply the knowledge they acquire in their lessons to develop their understanding over time.

• Senior leaders and governors do not always fully evaluate the strategies they employ to achieve the school's improvement priorities. This prevents there being the precise support and challenge for senior leaders, including from governors, in delivering the school's priorities. Senior leaders should ensure that their evaluation of all improvement strategies is thorough and that governors have the necessary knowledge and skills to provide appropriate challenge and support.