Nicholas Chamberlaine School

Highlights from Latest Inspection

What is it like to attend this school?

Nicholas Chamberlaine School (NCS) staff and pupils share the same high aspirations.

Pupils understand and follow the ambition to be 'Successful learners: World citizens'. Relationships between pupils and staff are warm and respectful. The majority of pupils work hard and show a determination to achieve well, including pupils with special educational needs and/or disabilities (SEND).

One parent's comment, 'School is a safe environment, with a great ethos combining care and achievement,' captured the views of others.

There is a purposeful atmosphere around the school. During lessons and unstructured times, such as breaktimes and lunchtimes, most pupils behave ...sensibly.

Where pupils' behaviour is not acceptable, staff speak quickly and efficiently with these pupils to explain the school's high expectations. Pupils feel safe. They know who to talk to about any concerns they may have.

NCS places a strong emphasis on pupils' personal development. Year 12 students are proud to mentor Year 7 pupils with their learning. All pupils in Years 7 to 9 learn a musical instrument and many pupils regularly take part in a range of clubs, such as choir and sports.

Pupils value being able to participate in the Duke of Edinburgh's Award Scheme and school productions. These opportunities enhance the curriculum well.

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

The school has undergone a significant period of change and development since the last inspection.

This includes a new head of school and changes to staff in other senior, subject and pastoral leadership roles. The school has raised expectations around learning and behaviour and has developed a highly ambitious and well-sequenced curriculum. All pupils follow this curriculum and are now beginning to make better progress.

Most teachers use assessments and check what pupils know well and ensure that they understand what they have to do. For example, Year 8 pupils in art can explain how their previous learning of artists and different styles was helping them to produce their own work effectively. However, there are times when some teachers do not check pupils' understanding well enough.

They do not know if pupils remember what they have learned before. This means that some teachers do not consistently adapt the learning to address any wrong ideas or missing knowledge. It also means that some pupils have gaps in their knowledge and struggle to complete their work.

This can limit the progress they make.

The school quickly identifies any special educational needs that pupils may have. Teachers use 'student support sheets' effectively in order to adapt their teaching.

Leaders ensure that all pupils access the same ambitious curriculum and that teachers adapt the curriculum, if necessary, to meet pupils' needs. The school has effectively developed strategies to support pupils who are not confident readers.Specialist teachers rapidly address weaknesses in pupils' phonics, grammar and comprehension.

Teachers model reading and encourage pupils to read during tutorials and outside school. The school continues to effectively promote pupils' reading widely and often.

The school understands the importance of attendance and takes effective action to work with families to address this.

Despite this, the number of pupils absent from school is higher than it should be. Attendance remains a key priority for the school and community.

Pupils' well-being is at the forefront of leaders' vision, including promoting pupils' positive mental health.

The personal, social, health and economic curriculum is well planned and sequenced. Pupils learn about important topics, including healthy relationships, fundamental British values and online safety. All pupils and sixth-form students receive unbiased information on potential next steps and high-quality careers guidance.

This prepares them well for the next stages of their lives.

All leaders, including those responsible for governance, understand how the school's local context impacts pupils' learning and attendance. New policies have brought a rapid improvement in how pupils learn.

However, the school has not fully evaluated precisely which actions are the most effective in addressing shortcomings. For example, the school does not have a good enough understanding of why the progress of disadvantaged pupils is not as strong as it should be.

The trust has invested time and resources to develop the school.

Trustees and governors provide challenge and support. This has helped the school to improve. Leaders have implemented a well-thought-out professional development programme for staff.

Staff feel very well supported and consulted about policy changes. Leaders carefully consider staff workload, of which staff are appreciative.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, teachers do not use assessments well enough to check what pupils know and remember over time. This means that gaps in pupils' knowledge are not identified and addressed consistently. The school should ensure that all teachers use assessments consistently to ensure that any gaps in learning are closed to enable pupils to make better progress.

• The school has not reviewed or analysed some of its improvement actions as carefully as it should. This means that it does not always know the effectiveness of its strategies to support pupils' progress and development. The school should ensure that it precisely analyses the effectiveness of improvement strategies to ensure it makes a positive difference to all pupils' education, including disadvantaged pupils.