Redland Green School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy their time at Redland Green School. They receive a good-quality of education. They are motivated to achieve highly.

Pupils develop resilience and are willing to make mistakes. Students in the sixth form recognise the importance of independent study and wider reading. Teachers encourage and support them to do this effectively.

Staff promote a sense of belonging. Pupils know and use the phrase 'we are Redland Green School (RGS)' to demonstrate this. The school has high expectations of pupils' behaviour.

Lessons are calm and purposeful. Relationships among pupils and staff reflect a positive and respectful culture. Pupils are safe and they feel safe....

The school provides a varied enrichment programme. Pupils spend time learning cheerleading, non-contact boxing or computer animation, for example. Pupils benefit from taking part in leadership activities.

These form an important part of their time at Redland Green. These opportunities are linked to the school's values of respect, ambition and responsibility. Roles include pupils being prefects, organising a culture week and raising money for charity.

In the sixth form, student voice is particularly strong. Activities are often adapted to reflect students' needs and interests.

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

The school and the trust are aspirational for pupils.

Leaders know the school well. They initiate changes and improvements effectively. Pupils learn an ambitious and inclusive curriculum.

Students in the sixth form have a broad and varied range of subjects available to them. The school identifies where pupils have special educational needs and/or disabilities (SEND) quickly. Appropriate support, which is reviewed regularly, is then put into place.

Staff have a secure understanding of the barriers for pupils with complex needs. They make adaptations to support these pupils to follow and learn the full curriculum.

In many subjects, there is a clear vision for what pupils will learn and achieve.

In these subjects, leaders have carefully considered the order in which they introduce knowledge to support pupils to build their understanding over time. However, in some subjects, exactly what pupils will learn is not outlined in sufficient detail.

Staff talk positively about the professional development opportunities the school and trust provide to reflect on and improve practice.

Leaders check the quality of education that pupils receive carefully and pinpoint areas for further development. This informs training for staff throughout the year. Staff appreciate the 'enrichment time' they are given.

They say this supports their well-being positively.

Teachers use assessment to check what pupils have learned. However, at key stage 3 this is not always precise, so it does not lead to changes to what is re-visited or taught next.

In the sixth form, assessment is well planned and guides students to make specific improvements to their work. Students in the sixth form are extensively challenged by their teachers. Students find the work demanding.

Teachers have high expectations of the quality of work that they expect students to produce.

Reading is celebrated at the school. There is a library space which pupils enjoy learning in and many visit it during social times.

Pupils who find reading difficult are supported to catch up with their peers. However, some pupils still avoid reading and it is not a habit for them to read for pleasure.

Pupils behave sensibly as they move around the school site.

Staff are highly visible, but pupils demonstrate they can manage their own conduct well. Older pupils act as role models for younger ones. If any incidents of poor behaviour occur, the school deals with this quickly and appropriately.

Bullying of any kind is not tolerated.

The school is an inclusive and respectful environment where difference is celebrated. This is supported by the school's personal development programme (APEX).

Pupils are taught how to keep safe online, to recognise healthy relationships and to understand the protected characteristics. Students in the sixth form are particularly articulate in talking about equality, diversity and inclusion. Pupils of all ages value and respect people with different backgrounds and beliefs to them.

Pupils receive high-quality careers advice and extensive information to support their next steps. Students in the sixth form are well informed about different pathways, including university, apprenticeships and the world of work.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Teachers' use of assessment to checks pupils' understanding of the curriculum is sometimes not precise enough. As a result, some pupils develop misconceptions and are unable to build their knowledge successfully. The school should ensure that assessment is purposeful and used to adapt the curriculum to support pupils' learning.

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