Rawlins

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy at this inclusive school. They aspire to live out the school's vision of 'act wisely and make the most of every opportunity'. Pupils are polite and considerate.

They greet staff and visitors warmly. In lessons, pupils generally show a positive attitude to their learning and complete tasks well. They feel safe in school.

Pupils learn about the protected characteristics and know well which actions count as discrimination.

The school is increasingly ambitious for pupils' academic success. Pupils achieve well generally.

Students in the sixth form achieve particularly strongly.

Pupils understand the school's high expectations for... their behaviour. They build strong relationships with adults and other pupils.

In social situations, pupils show confidence and care for others. They follow the daily routines and respond well to adults' guidance. Pupils receive high-quality pastoral support.

When struggling to regulate their behaviour or emotions, pupils work well with trusted staff, who give them the support they need. This helps most pupils to regain calm and return to their learning quickly.

There is an extensive range of extra-curricular activities to broaden pupils' wider development.

Pupils also enjoy taking part in the different sports and drama clubs as well as an equality, diversity and inclusion celebration club.

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

The school's curriculum is interesting and generally ambitious for all pupils, including those with special educational needs and/or disabilities (SEND). The school has ensured that, in almost all subjects, the curriculum is sequenced effectively.

Topics build logically over time so that it is clear what pupils should know, understand and be able to do at the end of each year. Students in the sixth form appreciate the wide variety of subjects they can study.

In many subjects, the curriculum is implemented well.

In English, mathematics and science, for example, teachers present new learning clearly and model tasks effectively. They check understanding carefully and provide opportunities for pupils to practise new learning. In this way, pupils are secure in what they know and make strong progress.

However, in some other subjects, there is variability in the way the curriculum is implemented for pupils in Years 7 to 11. Where this is the case, pupils find it harder to retain knowledge, and some do not learn as well as they could. In the sixth form, the curriculum is taught consistently well.

Teachers have strong subject knowledge and help students to learn very well. Consequently, students in the sixth form achieve highly.

The school identifies carefully pupils' additional needs.

Pupils with SEND who have education, health and care (EHC) plans are very well supported, especially through the school's 'Skills for Learning' provision. These pupils participate fully in all aspects of everyday school life and follow a curriculum which is similar to their peers. However, some pupils with SEND who do not attend the provision are less well supported.

These pupils do not routinely achieve as well as they could.The approach to reading is increasingly rigorous. The process of identifying pupils who struggle to read is effective.

When pupils receive additional support, they make strong progress in their reading skills and become fluent and confident readers. Trained sixth-form students regularly listen to pupils read.

Most pupils attend school well.

However, while the school takes effective action to improve the persistent absence of some disadvantaged pupils, this has not yet had a consistent impact.

Pupils' personal development is a priority. Many enjoy the wide range of extra-curricular clubs provided by the school.

Pupils of all ages understand what makes a healthy relationship and discuss fundamental British values confidently. Opportunities to organise charity events help pupils develop as active citizens. Pupils are proud of the recent charity day when they raised a significant amount of funds for causes they support.

The careers education, information, advice and guidance pupils receive is a strength. Disadvantaged pupils and those with SEND are prioritised for careers interviews.Sixth-form students receive detailed information about higher education and apprenticeships and are well supported when applying to university.

Leaders, governors and the trust know the school well. New school leaders benefit from the support provided by the trust to manage effectively changes to leadership and to the curriculum. The trust's support also means that pupils' behaviour has improved, creating a more positive and focused learning environment.

The school has strengthened pupils' personal development, helping them to build confidence, resilience and vital life skills. Steps to reduce staff workload are appreciated. Most staff agree that leaders' actions are improving the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum is not implemented effectively in all subjects. Sometimes, teachers design work and activities which do not help pupils to learn the important knowledge securely enough.

As a result, pupils do not learn as well as they could. The school should ensure that teachers know how best to deliver the curriculum so that pupils learn and achieve well in all subjects. ? Sometimes, the information that teachers receive about pupils with SEND who do not have EHC plans is not clear and precise enough.

Consequently, some of these pupils do not benefit fully from the support provided. The school should ensure that teachers receive high-quality detailed information about all pupils with SEND and have the skills to use it effectively so that these pupils learn and achieve well in all areas of their education. ? Some disadvantaged pupils do not attend school well enough.

As a result, they do not benefit from the curriculum and wider experiences offered by the school. This has an impact on their achievement. The school must ensure that these pupils receive the necessary support to improve their attendance so that they can fully benefit from what the school has to offer.

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