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Prince William School is a calm and friendly place. Pupils enjoy school, feel safe and are happy. They respect staff and like seeing their friends.
Staff provide a range of opportunities to achieve the school's motto of 'learning for life'. Most pupils are proud of their school. The 'hub' is a strength of the school.
One pupil spoke for many, saying, 'staff always help you if you need it'.
Staff have high expectations. Some pupils say that their teachers are 'inspirational'.
Pupils' behaviour is positive most of the time. Pupils use social time well and enjoy a range of activities: as one said, 'There is always something you can do.' Staff and pupils... share the successes; for example, the school was recently awarded Northamptonshire's Sports School of the Year.
Pupils feel supported at school. They know how to behave and understand what is expected. Pupils wear their uniform with pride.
They say that bullying is rare and are confident that staff will deal with it quickly and effectively when it happens.
Most parents and carers comment very positively about the school. They know that the school has improved and are pleased that their children are part of the school community.
What does the school do well and what does it need to do better?
Leaders are ambitious for all pupils and know what they want them to learn. The curriculum meets most pupils' needs. Leaders have thought carefully about the school's local context.
They have designed a curriculum that has a broad range of subjects in all key stages.
Subject leaders think carefully about what pupils should learn in most subjects. They are planning a curriculum that helps pupils know more and remember more.
Pupils' knowledge and skills build over time. Some subjects are not as well planned. Across the curriculum, teachers do not ensure that the needs of all pupils with special educational needs and/or disabilities (SEND) are met.
Teachers have strong subject knowledge. Pupils say that they understand what they are learning and why. Sixth-form students debate and discuss with ease and confidence.
They build on the knowledge that has been taught previously.
The curriculum for personal development is carefully planned for pupils in key stages 3 and 4. The programme for personal, social, health and well-being is comprehensive.
Teachers help pupils understand risks and how to keep themselves safe in different situations. Leaders ensure that pupils in all year groups receive appropriate careers advice and guidance.
The headteacher has brought a sense of purpose, clarity and consistency to the school.
She has acted decisively to move the school forward. Staff feel well supported and valued at the school.
Leaders have emphasised the importance of reading.
The sixth-form reading buddies support and mentor Year 7 pupils. Many pupils commented positively about their enjoyment of reading both in and outside of school.
Leaders have high expectations of pupils' behaviour and conduct.
Pupils are respectful of each other and staff. Behaviour is improving and the proportion of exclusions has reduced in the past year. The pastoral team, which includes the 'hub', is a strength of the school.
The 'hub' is a safe place where pupils are focused on their learning and are supported by the dedicated pastoral staff. Parents, pupils and staff describe the 'hub' as 'a sanctuary, to support, guide and instil confidence in pupils'.
Leaders ensure that pupils attend school regularly.
As a result, pupils' overall attendance has improved. However, the absence of some disadvantaged pupils is a concern. Too many of these pupils are regularly absent.
Sixth-form students enjoy their education. They are challenged and well supported. Teaching in most subjects helps students to learn and remember more.
Leaders encourage and support students in applying for higher education places and apprenticeships. They support and encourage students to achieve their career aspirations. The curriculum does not provide well enough for students' personal development.
Leaders and governors have established a positive culture in the school. They work collaboratively with trust officers and trustees to further improve the school.
Safeguarding
The arrangements for safeguarding are effective.
Leaders and trustees fulfil their safeguarding responsibilities. Staff know pupils well. They are vigilant and are well trained.
They follow the school's safeguarding systems well. Leaders respond to pupils' needs and gain effective external support when needed. They work with relevant external agencies effectively.
Leaders make sure that all checks are in place before adults work with pupils. Pupils learn about potential risks and how to be safe in different situations. Pupils say they feel safe in school.
What does the school need to do to improve?
(Information for the school and appropriate authority)
Leaders have improved curriculum plans in most subjects to be ambitious for all pupils. However, some subject plans are not carefully sequenced to build on prior learning. As a result, pupils do not consistently build and deepen their learning over time.
Leaders need to continue to develop all curriculums, including those in the sixth form, to ensure that all pupils follow an ambitious curriculum that enables them to know more and remember more.Leaders do not ensure that all teachers support and challenge pupils with SEND appropriately. As a result, some of these pupils fall behind with their learning and underachieve.
Leaders need to ensure that all pupils with SEND receive the support and help they require to meet their needs. . Too many disadvantaged pupils do not attend school regularly enough.
These pupils do not achieve as well as they should. Leaders need to support and challenge parents to make sure that their children attend regularly. .
Leaders have not ensured that the personal development curriculum for sixth-form students is well planned. Students do not benefit from a coherently planned personal, social, health and economic curriculum. Leaders need to ensure that all pupils, including sixth-form students, receive purposeful opportunities for personal development.
