Redborne Upper School and Community College

Highlights from Latest Inspection

What is it like to attend this school?

Pupils and students talk positively about attending the school. Older students welcome the support and encouragement they experience.

They act as positive role models. Pupils with special educational needs and/or disabilities (SEND) are enthusiastic about the support they receive.

Pupils achieve well in public examinations.

They typically work hard in lessons because of the expectations of staff. Sixth-form students learn to be independent. They benefit from, and value, engaging with and supporting charity events.

The school is a calm place. The sense of community encourages pupils to behave appropriately. Pupils are well looked after.

They ...make it clear that unkindness is not something that is tolerated. Any inappropriate behaviour is challenged quickly and effectively.

Pupils benefit from a wide range of opportunities outside the school, including residential trips to Iceland, Germany, and Italy.

Pupils have the opportunity to visit the National Gallery and theatres. More widely, the school's farm and 'emotional support dog' ensures that pupils build confidence and can participate fully in school life.

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

The curriculum is well planned and sequenced.

It is typically ambitious. Subject content is taught effectively by subject specialists, who provide step-by-step support to ensure pupils understand important knowledge. As a result, most pupils achieve well.

There is often a broad extra-curricular offer in some subjects, which supports pupils in deepening their knowledge. In some areas, pupils' understanding and work is not routinely checked effectively. This means that for some pupils the quality of their work and their knowledge are not always consistently strong.

The provision for pupils with SEND has improved since the last inspection, especially for those pupils with high levels of need. There is a rigorous approach to identifying pupils' needs during their transition from middle school. Staff have a good level of understanding of the needs of pupils and make appropriate adaptations.

Pupils and parents speak positively of sporting participation of pupils with SEND, including football. Pupils with SEND are positive about the support they receive from adults.

The approach to reading is increasingly rigorous.

The process of identifying pupils who struggle to read is effective. Where pupils are receiving support, they are making good progress in becoming fluent and confident readers. Trained sixth-form students listen to pupils read regularly.

Pupils behave well around the school and during lessons. They are polite and courteous to adults. There are positive relationships between staff and pupils.

Students in the sixth form speak highly of the school's culture. Pupils and students feel safe and can be themselves; they know being different is accepted and celebrated in the school community.

Most pupils attend school regularly.

However, while the school has taken action to address the persistent absence of disadvantaged pupils, this has not yet had a consistent impact across the school. In a small number of cases, the attendance codes for pupils attending off-site provision are not accurate. Leaders are aware of the need to train staff appropriately to ensure such errors do not re-occur.

Pupils' personal development is considered carefully by the school. The Duke of Edinburgh award, for example, engages large numbers of pupils in all year groups. Both younger pupils and sixth-form students have a very good understanding of what makes a healthy relationship.

They talk confidently about fundamental British values. Through pupil voice groups, they can share their views and see action as a result.

The careers education, information, advice and guidance pupils receive is a strength of the school.

The opportunity to experience the world of work benefits them. Sixth-form students are exposed to a wide and useful range of information relating to higher education and apprenticeship opportunities. Students are well supported when applying to university.

Staff are positive about the school. Their well-being and workload are considered effectively by school leaders. Staff also have access to a wide range of professional development opportunities and professional qualifications.

Teachers new to the profession are well supported.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, pupils' understanding is not routinely checked systematically, and misconceptions are not always identified accurately.

The quality of pupils' work is not consistently high. As a result, some pupils, particularly those that are disadvantaged, do not learn as well as they could. The school should ensure that the approach to checking pupils' understanding is rigorous and consistent.

• Too many vulnerable pupils are still absent too often. This has an impact on their achievement. The school must ensure that the systems in place to reduce levels of persistent absence are implemented robustly in all year groups.