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Pupils enjoy attending this school as there is so much to see and do. They chat happily about the many trips, visiting speakers and theatre companies, and clubs that are on offer. Pupils set up their own clubs to follow their interests, such as Rubik's Cube and Warhammer, and then invite others along to join in.
It is a vibrant community where many undertake leadership roles. Pupils are eager to run events, fundraise for charity and mentor those who would like a little bit of support or help with their studies.
The school has a caring ethos.
Military families benefit from community events held by the school, such as cinema evenings and inflatables afternoons.... Pupils from disadvantaged backgrounds cook on Fridays to take a family meal home. In such ways, pupils are developing altruism and an understanding of what it means to be a good citizen.
Pupils follow an ambitious curriculum. Most want to do well in their lessons and behave accordingly. Year 11 pupils are feeling the pressure of being the first cohort through the school to sit national exams.
They are coping well with this, being in receipt of helpful mental health support and guidance.
What does the school do well and what does it need to do better?
In its first few years of operation, the curriculum has changed as the school has grown in size. The school has an expanding vocational offer.
The broad curriculum also includes subjects that form the English Baccalaureate. Pupils with special educational needs and/or disabilities (SEND) follow the same curriculum as their peers. Occasionally, some pupils follow a more bespoke route which may include alternative provision.
The curriculum is well planned. Staff pay careful attention to what pupils know and can do. They make sure that pupils' learning builds on what they have learned before.
Where pupils are hesitant in what they understand, teachers explain concepts clearly and in simple steps. This develops pupils' confidence and motivates them to learn more.
The school has a well-considered programme for supporting pupils who are not yet fluent readers.
Staff precisely identify pupils' gaps, and they target support accordingly. The reading interventions that pupils receive are having impact. Most pupils experience success and have confidence with reading.
The school has a variety of strategies to keep pupils positive about reading.
Support for pupils with SEND is stronger with the appointment of more people to the SEND and pastoral teams. They have effective procedures for identifying and responding effectively to pupils' changing needs.
The trust has run extensive training for staff. Hence, they are supporting pupils in lessons remarkably well. Staff give careful consideration as to when pupils require further support or when they need to move on to more challenging work.
Issues with temporary staffing in certain subjects, such as science, has led to some challenges with pupils' behaviour. The trust has taken steps to address this through significant investment in staff. Low-level disruption in classrooms is now rare and dealt with effectively so that the learning of others is not interrupted.
There remains a small number of pupils who struggle to behave positively in lessons or sometimes when they move around school.
Pupils' wider development is a priority for the school. The personal, social, health and economic (PSHE) education is comprehensive.
Pupils learn a full range of important topics thoroughly. This includes an age-appropriate understanding of consent in relationships and how to be safe online. Pupils benefit from a wide-ranging careers programme.
Pupils receive impartial careers advice. They have opportunities to engage with employers and training providers. This helps pupils to have high aspirations and make informed decisions about their future.
Trustees have strong oversight of the school. They are highly effective, ensuring that the school continues to drive forward its improvements. They have a sharp focus on equalities so that the school is an inclusive place for everyone.
Staff feel looked after and valued by trustees and leaders.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• The culture of respect and acting with integrity is developing as the school grows in size.
On occasion, a small number of pupils are not making the right choices for their behaviour, such as when they are taught by someone who is not their normal teacher. This then disrupts the learning of others. The school should ensure that the key values delivered through the Paxman Aspire curriculum are understood by pupils, so they can be the best version of themselves regardless of the situation or who they are with.
