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Pupils value the focused, orderly and calm ethos across the school.
Their conduct is polite, courteous and purposeful. High behavioural expectations are set and are mostly met. Respectful routines are well established.
The school's values, 'be kind, be proud and be resilient', are reinforced regularly and are lived daily. Pupils are known and cared for very well. They know who to turn to if they have any worries.
They are safe. Pastoral care is very strong. Most pupils comment that they are happy at school.
The school has raised its expectations of pupils' learning. Pupils engage well with their learning. They work purposefully in lessons.
M...ost are keen to learn.
Pupils benefit from a range of well-thought-through opportunities to support their personal and character development. They take pride in their achievements.
They enjoy extra-curricular activities, for example singing in the school choir, which is a joy to listen to.
The school has undergone significant changes in recent years. However, many parents and carers do not fully appreciate the reasons for, and the benefits of the changes.
There is therefore variability in parents' views about the school. Many parents express positive views, whereas others are less satisfied.
What does the school do well and what does it need to do better?
Leaders, including those with responsibility for governance, know the school very well.
They lead with a shared vision and strong moral purpose. They strategically focus on what needs to be developed. The school has improved behaviour and the quality of education.
High expectations of behaviour are consistently set. This has brought about much improvement in behaviour and most pupils' attitudes to school. As a result, the number of suspensions has reduced significantly in the last two years.
The school has high expectations for pupils' attendance. Parents are appropriately supported and challenged when their children do not attend regularly. Consequently, attendance is improving.
However, too many pupils, including disadvantaged pupils, do not value their education and are often absent. This affects their learning and progress. The school strives for even better attendance.
The quality of education is good. The school's curriculum includes a range of subjects that appropriately meet pupils' interests and prepare them for their next steps. Subject curriculums identify the key knowledge that pupils must learn and when.
Structured steps in learning enable pupils to build learning over time. For example, in art, younger pupils build key knowledge about tone, texture and form. They develop related skills through the use of different media.
The school enables pupils to gain knowledge, understanding and skills. Staff support pupils with special educational needs and/or disabilities (SEND) by adapting teaching to meet their needs. For example, targeted questioning and breaking tasks down enables pupils with SEND to access the same curriculum as their peers.
However, there is more to be done to embed higher learning expectations for all pupils, including pupils with SEND.
The school's published outcomes for disadvantaged Year 11 pupils in 2023 are not reflective of the curriculum that pupils are learning now. Currently, the curriculum and its delivery is enabling disadvantaged pupils to know and remember more.
Reading is a whole-school priority. The school's 'Portland Read' initiative is introducing younger pupils to a range of carefully selected texts that nurture a love of reading and extend their understanding of diversity. Pupils who struggle to read are given additional support to become fluent in reading.
The school sets high expectations of sixth-form students, including disadvantaged students. These expectations are met. Pastoral care is strong.
Students value the support offered. They apply themselves purposefully. Students are taught by knowledgeable and skilled staff.
Students are well prepared for their next steps.
The school has developed a comprehensive personal, social, health and economic education curriculum. This includes age-appropriate relationships and sex education.
Pupils learn about healthy lifestyles. They learn about potential risks and how to keep themselves safe, for example when in the community and online. They learn to appreciate British values and the importance of different cultures.
Careers provision is strong. Pupils receive appropriate advice and guidance. They are well prepared for their next steps.
Pupils have many opportunities to engage with extra-curricular opportunities. Some pupils cherish leadership roles, such as being part of the Pupil Parliament. Pupils are listened to, and their opinions are valued.
Overwhelmingly, staff are upbeat about the school. They value the positive changes in the school's culture. They appreciate training opportunities.
They welcome steps to make their workload more manageable. Staff morale is positive and they are very proud to be part of the school.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• The school's learning expectations are not as high as they could be for all pupils. Consequently, some pupils, including some pupils with SEND, do not learn as well as they could. The school should ensure that all pupils are enabled to know and remember more in the long term.
• The rationale for the school's approach to improving pupils' behaviour and learning has not been communicated successfully to some parents. As a result, some parents do not fully appreciate the reasons for, and the benefits of, the school's raised expectations. The school should ensure that parents understand the school's higher behavioural expectations and the school's raised aspirations for pupils' learning.
• Some pupils, including pupils with SEND, are absent too often. This means that too many pupils are missing out on important learning. The school must ensure that parents who require it receive the support and challenge needed to improve their children's attendance.
