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Pupils are proud to belong to this rapidly improving school. They are happy and enjoy spending time with each other, especially when gathering in the central atrium, 'The Street', during social times. Everyone gets on well in this harmonious school.
In recent times, ambition for what pupils can achieve has increased significantly. Pupils, including those with special educational needs and/or disabilities (SEND), rise to their teachers' high expectations. A broad curriculum with a suitable range of subjects is in place for all pupils.
Pupils have the opportunity to attend a range of trips and clubs. Most pupils achieve well.
Pupils' behaviour has improved beyo...nd recognition.
Pupils have a positive attitude towards learning and engage well. They work hard in lessons, and it is now unusual for pupils' behaviour to interrupt learning. The school is a calm and purposeful learning environment.
Pupils are kept safe. They know that staff look after them well and are alert to any safeguarding concerns. Pupils' welfare is of the highest priority.
What does the school do well and what does it need to do better?
The school and trust have systematically worked through every aspect of their work to raise aspirations and ensure high expectations. The school is much improved as a result. The published examination results for 2022 do not reflect the quality of education that pupils currently in the school receive or their achievements.
The curriculum has been reworked and now matches the scope of the national curriculum. The school has promoted the subjects that make up the English Baccalaureate (EBacc) to be at the heart of the curriculum. Teacher shortages in modern foreign languages in the past have meant that numbers opting for the full EBacc have been limited.
However, more pupils now study the subjects that make up the EBacc. This ensures that they study a range of academic subjects that provides a breadth of options for future study, employment or training.
The curriculum is adapted well for pupils with SEND.
A small number of pupils are provided with relevant alternative learning placements to suit their needs better.
Teachers have carefully planned what pupils will learn in each subject, ensuring that new learning builds systematically on what pupils already know. Staff with sound subject knowledge lead pupils through learning step by step.
Teachers use assessment to find gaps in pupils' knowledge or misconceptions from the past. Teachers ensure that pupils catch up before embarking on new learning. Pupils with SEND have their needs identified and receive effective support from teachers and teaching assistants.
School staff value the opportunity to hone their teaching skills through effective professional development.The school has focused on improving pupils' reading and writing skills. However, a small number of pupils have yet to develop into confident, fluent readers.
Pupils' books and verbal answers show that they have remembered key concepts. However, some pupils' difficulties with writing skills hamper their ability to explain their understanding fully in written work.
Pupils' behaviour has improved significantly.
Strengthened behaviour and anti-bullying policies are in place. Staff are supported well to manage pupils' behaviour. Should pupils struggle to manage their own behaviour, there are well-defined procedures to support them.
The school is a hive of industrious learning.
Pupils learn about being responsible and tolerant citizens. They learn how to keep safe, including when online.
They explore a wide range of issues that will prepare them for their future lives. Effective careers education, advice and guidance support pupils to make choices about their next steps.
Leadership at all levels is effective.
Leaders at all levels are rigorous in seeking out strengths and weaknesses and they monitor the impact of any actions closely. The school ensures that actions taken do not add unduly to staff workload. The school communicates regularly with parents and carers to promote a strong partnership.
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 has not yet ensured that the reading and writing skills of a small number of pupils enable them to get the most out of the improved curriculum. This means that some pupils may not be able to read the curriculum materials provided well enough.
Some pupils are not able to demonstrate their understanding in detail when writing. The school should ensure that these pupils are supported to develop reading skills further so that they develop into confident and fluent readers. The school should also improve all pupils' writing skills so that they are able to show their learning in more depth.
