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This school is driven by its ethos to support all pupils to be 'high achieving and happy'. Pupils, including those with special educational needs and/or disabilities (SEND), are exceptionally well supported.
Staff know pupils well and have very high expectations for them. The school provides an ambitious curriculum, where pupils develop secure subject knowledge. Pupils achieve highly, including in national examinations, and are fully prepared for the next stage of their education, employment or training.
Sixth-form students benefit from the wide range of A-level and vocational courses on offer within a consortium with three other schools. They are encouraged to take o...n leadership responsibility and to act as positive role models for younger pupils.
Teachers build strong relationships with pupils, which allows them to thrive and enjoy their education.
Pupils conduct themselves well in lessons and around the school. The school has created an inclusive culture where pupils are taught to respect and celebrate difference. Bullying is rare and pupils are kept safe.
The school provides a wide range of opportunities to develop pupils' character. These include fundraising activities, the Duke of Edinburgh's Award and acting as student ambassadors. Pupils, and students in the sixth form, are confident to debate complex issues such as exploring climate change.
What does the school do well and what does it need to do better?
The curriculum demonstrates high ambition for all pupils. Subject leaders have thought carefully about the knowledge pupils need to secure and the order in which it is taught. The curriculum is very well designed and enables pupils to build their understanding cumulatively.
For example, in science, pupils use the knowledge they have gained when studying the components of a plant cell in Year 7 and apply this to their study of photosynthesis in Year 8.
The curriculum is also designed to help pupils to connect ideas and apply their learning to the modern world. For example, in history, pupils make connections between the past and the present.
They study the ancient Islamic empire and African kingdoms before thinking about the legacy and impact of the British Empire on people today. Similarly, in English, pupils study a diverse range of classic and contemporary poetry, drama and fiction. The curriculum is enhanced by educational visits that link to the texts being studied, for example to the Globe Theatre and the Charles Dickens Museum.
Teachers have excellent knowledge of the subjects that they deliver. Assessment is used very effectively to check pupils' learning and identify any gaps in their knowledge. Staff are swift to address any errors or misconceptions so that pupils are ready to move on in their learning.
Pupils' work is consistently of high quality. The strengths in curriculum design and implementation extend to the sixth form across the wide range of subjects on offer. Leaders have identified areas where some routines need to be strengthened further so that students achieve consistently well.
There is very strong support for pupils with SEND. The school identifies pupils' needs with precision and shares this information with staff. Leaders carefully check that the additional support pupils receive is having a positive impact.
Activities are adapted, where necessary, to ensure that all pupils access the same ambitious curriculum. The 'Parli Plus' provision supports pupils by providing additional help with, for example, homework after school.
Pupils, and students in the sixth form, are highly supportive and respectful of each other.
In lessons, pupils participate actively in discussion and debate. Routines and expectations are in place, which leads to a consistently calm and purposeful learning environment. The school uses a range of strategies to ensure that pupils' attendance is high.
These strategies are being developed further in the sixth form to ensure their attendance matches that of younger pupils.
Pupils' personal development is very well considered. A carefully planned pastoral curriculum enables pupils to explore important topics such as personal health, online safety and respectful relationships.
The welfare of pupils is prioritised and promoted, for example through well-being week. Pupils benefit from a range of therapeutic interventions, which are coordinated by a well-being project manager to ensure they meet pupils' needs. The school provides pupils with access to a wide range of extra-curricular clubs, for example debating, gardening and a range of sporting activities.
Leaders have developed a very strong personalised careers programme that includes meaningful work experience. Pupils, and students in the sixth form, are encouraged to develop as responsible, active citizens. For example, the junior leadership team regularly contributes their ideas at governing body meetings.
Leaders, including those responsible for governance, have high ambition for their pupils and want the best for them. Staff, pupils and parents share this ambition. Staff feel that leaders have carefully considered their workload and well-being.
They appreciate their open door policy. Staff benefit from high-quality professional development, and early careers teachers receive excellent support.
