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Pupils are welcomed by smiling staff as they cross the purple line at the school's entrance each morning.
These friendly greetings ensure that pupils' first experience of school each day is a positive one. The strong relationships between staff and pupils exemplify the school's culture of care. This helps pupils to feel happy in school.
The school focuses on celebrating pupils' successes. This helps pupils to flourish. For instance, pupils delight in being chosen for 'Proud Thursday', when their achievements are shared with the whole school community.
Most pupils are determined to try their best. This helps them to meet the school's high expectations for thei...r achievement.
Pupils learn the importance of being polite and well mannered.
Respectful interactions with staff are the norm. Pupils appreciate that staff notice when they make positive choices. Younger pupils strive to complete the different stages of the ACE programme.
This encourages them to conduct themselves well and with consideration for others. Lessons are calm, purposeful environments where learning is rarely disrupted.
Pupils embrace opportunities to nurture existing hobbies and interests or to discover new ones.
For example, younger pupils participate in the 'Honours' programme. Through this, they earn badges for participation in a vast array of different activities.
What does the school do well and what does it need to do better?
With support from the trust, leaders have rapidly and successfully improved the quality of education that the school provides.
This has been driven by a strong emphasis on staff development. Staff are fully supportive of the school's improvement journey. In a time of much change, they appreciate the thought that leaders have given to managing this.
For example, the school's approach to giving feedback to pupils has reduced teachers' workload. Staff share a strong commitment to raising pupils' aspirations and providing an education that enables pupils to succeed.
The school provides an ambitious curriculum through which pupils' knowledge builds logically from Year 7 to Year 11.
Teachers use their subject expertise to explain new content clearly. They design appropriate learning activities based around the trust's 'five pillars' of learning. These help pupils to learn well.
Teachers frequently check what pupils know and remember. However, at times, some teachers do not accurately identify when pupils have not understood important knowledge. Occasionally, learning moves on before some pupils are ready.
The school ensures that vulnerable pupils, including those with special educational needs and/or disabilities (SEND), have the support that they need to learn successfully. The needs of these pupils are identified accurately. They benefit from carefully considered approaches to supporting their well-being, for example in 'The Bridge'.
This equips pupils well to learn alongside their peers.
The school quickly identifies those pupils in key stage 3 who struggle with reading. Well-trained staff help these pupils to catch up with their peers.
Some pupils who lack confidence in their reading are supported by older pupils who act as reading mentors. This helps younger pupils to develop into confident and fluent readers. However, the school's approach to supporting pupils in key stage 4 who find reading difficult is underdeveloped.
As a result, some older pupils do not get the help that they need to read well.
Pupils conduct themselves well. Careful thought has been given to ensuring that the school is a welcoming and safe place where pupils wish to be.
The school is tenacious in its work to understand any causes of absence and to remove any barriers to pupils attending well. This work is proving effective.
The school has designed a personal development programme which equips pupils well for life in modern Britain.
This includes opportunities to contribute to the local community, for example by singing in care homes or raising money for charities. Pupils are also encouraged to explore and understand the world beyond their local area. For instance, they enjoy a range of trips and visits.
A thorough careers programme broadens pupils' awareness of possible next steps. They are given the information and encouragement that they need to make well-informed and aspirational decisions about their futures.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• On occasions, some teachers do not use the school's assessment processes effectively, to identify misconceptions and gaps in pupils' knowledge. This means that, at times, learning moves on before some pupils are ready. The school should ensure that staff have the expertise to use assessment strategies consistently well.
• The school's approach to identifying and supporting pupils in key stage 4 who are struggling to read is underdeveloped. This means that some older pupils do not get the support that they need to build their reading knowledge quickly. The school should ensure that appropriate support is in place for these pupils so that they learn to read well.
