Rastrick High School

Highlights from Latest Inspection

Outcome

There has been no change to this school's overall judgement of good as a result of this ungraded (section 8) inspection. However, the evidence gathered suggests that the inspection grade might be outstanding if a graded (section 5) inspection were carried out now.

The school's next inspection will be a graded inspection.

The head of school is Mathew Williams. This school is part of Polaris Multi Academy Trust, which means other people in the trust also have responsibility for running the school.

The trust is run by the chief executive officer, Steve Evans, and overseen by a board of trustees, chaired by Duncan Brundell.

What is it like to attend this school?

Pupil...s at Rastrick High School are part of an extremely welcoming community. They are proud to attend the school.

Pupils are happy and safe in school. The school deals with rare occasions of bullying well.

Pupils achieve very well.

This is reflected in the high outcomes achieved in external examinations and in the depth of pupils' ongoing learning. Adults have very high expectations for pupils. The school has built a carefully constructed curriculum that focuses incisively on pupils' academic and wider personal development.

Staff equip pupils with the knowledge and experience to prepare them well for life in modern Britain.

Pupils behave extremely well. They are polite, courteous and welcoming to visitors.

In lessons, they are highly attentive and appreciative of their learning. Pupils are inquisitive and willing to contribute to class discussions in articulate ways. There is a calm and happy atmosphere in the school.

The range of extra-curricular activities on offer is vast. Over 50 clubs run every week that are attended by large numbers of pupils. These clubs range from British Sign Language to pom pom club.

Parents and carers value the wide range of opportunities the school provides for their children. These clubs capture pupils' interests and significantly broaden their experience.

What does the school do well and what does it need to do better?

The school has a highly ambitious curriculum in place that enables pupils to acquire an extensive range of knowledge and skills.

Staff encourage pupils to take their learning to higher levels. For example, in art, pupils use three-dimensional printers to develop their knowledge of computer-aided design. The school maps out the curriculum journey in highly considered ways.

Staff have developed 'waypoints' to show pupils what they have previously learned and how this links to their future learning. These approaches enable pupils to recall and apply the knowledge they have learned in impressive ways.

The curriculum is taught by knowledgeable teachers with considerable subject expertise.

The school has thought carefully about what effective teaching looks like. Staff receive highly effective training to ensure that pupils benefit from exceptional learning. Teachers carefully select teaching approaches that are the most conducive to effective learning in their subject.

Teachers use perceptive questioning to further develop pupils' understanding and sharply address any misconceptions that pupils may have.

The school offers a broad, academic curriculum that provides pupils with access to deep knowledge. Pupils enjoy the varied subjects that they learn about in key stage 3.

They have the opportunity to choose a wide variety of subjects in key stage 4. While staff offer pupils meaningful guidance, there are no constraints on what they can study. The school actively promotes the academic subjects in the English Baccalaureate suite of qualifications that are being followed by increasing numbers of pupils.

Pupils with special educational needs and/or disabilities (SEND) experience a high-quality curriculum. The school ensures that teachers are aware of the support needed to allow pupils with SEND to flourish. Pupils with SEND achieve very well and progress on to their chosen pathways.

Leaders have effectively prioritised the central importance of reading. The school provides bespoke support for pupils at the early stages of learning to read. Pupils who need additional support to develop their phonics skills are expertly helped.

These pupils quickly catch up with their peers. In form time, form tutors read to their pupils regularly. Carefully selected books ensure that pupils have ready access to engaging and exciting texts.

These also allow the thoughtful exploration of wider issues, such as race and religion.

The school enhances pupils' spiritual, moral, social and cultural development exceedingly well. The wider curriculum develops pupils' sense of responsibility.

They are taught the importance of respecting the rights of others and learn about the importance of democracy. Pupils gain insights into other cultures and faiths, which are further complemented by the annual cultural celebration week. The school has an impressive strategic approach to developing pupils' awareness of careers, which enables them to think carefully about their next steps in life.

The school is keen to capture the voice and views of parents. The school responds to the views of parents and carers and recognises the importance of this partnership in securing the best for pupils.

Leaders, governors and the trust work very closely together for the benefit of the pupils in their care.

They unite to give pupils the very best experience in school and the best possible chances in life.

Safeguarding

The arrangements for safeguarding are effective.

Background

When we have judged good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be good in January 2015.

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