Royal Greenwich Trust School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Royal Greenwich Trust School enjoy positive and purposeful working relationships with their teachers and other staff.

New behaviour systems are now in place and routines are clear and embedded. Pupils are showing increasing confidence in using these systems. As a result, behaviour is typically good and well managed.

This ensures that pupils feel safe and are kept safe. Leaders take incidences of bullying seriously and deal with any issues quickly and effectively.

Leaders are ambitious for pupils.

They have designed a rich curriculum that prepares pupils well for the next stage of their education, employment or training. Pupils are expected ...to work hard and focus on their learning. The vast majority do this and produce work of good quality in different subjects.

Leaders and staff place a strong focus on technology. This underpins much of the curriculum and forms the basis for some of the subject specialisms offered in the sixth form. Teachers' subject knowledge is a strength and supports pupils' learning well.

For example, students in the sixth form enjoy learning how to use computer software from industry to control a laser cutter. They also learn the knowledge needed to build and program a robot.

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

Leaders have ensured that ambitious curriculum thinking is in place for all subject areas and year groups, including the sixth form.

Subject leaders have thought carefully about the most effective order in which to teach key knowledge. This ensures that pupils are well prepared for the next stage of their learning. For example, in mathematics, younger pupils learn about positive and negative numbers.

This prepares them well for more complex work on equations. Similarly, in history, pupils learn about cause and consequence. This supports older pupils to use language such as 'trigger' and 'catalyst' with precision when discussing past events.

Teachers check pupils' understanding and identify where there are gaps in learning. Any such gaps are typically addressed swiftly so that pupils keep up with the planned curriculum. However, this is not done consistently, including in the sixth form.

Sometimes, pupils are given work without having the knowledge they need to complete it successfully. This can affect how well pupils learn, and can result in these pupils becoming less focused on their work.

In lessons, behaviour is generally calm and respectful.

Most pupils display positive attitudes towards their learning. However, there are occasions when pupils are not as focused. While teachers typically notice this and support pupils to re-engage with their work, on occasion it is not picked up on swiftly.

In the sixth form, students demonstrate consistently positive behaviour and attitudes towards their learning.

Pupils who struggle with reading are swiftly identified. Staff have been well trained to support these pupils.

There is a coherent and effective programme in place to develop reading confidence, fluency and accuracy for those pupils who need it.

The curriculum to support pupils' personal development is well designed. One of its key aims is to develop pupils' understanding of managing any risks they may experience.

For example, pupils learn about the importance of respectful and consensual relationships, physical and mental health and staying safe online. Pupils enjoy their 'character development' lessons, where they can debate and discuss important issues, including those related to careers, different kinds of relationships and fundamental British values. Pupils, including those in the sixth form, receive valuable advice and guidance about careers and options for their next stage of education, employment or training.

Leaders have appropriate systems in place to identify and support pupils with special educational needs and/or disabilities. Staff work closely with the local authority and other professionals to ensure that all pupils receive the help they need to access the same curriculum as their peers wherever possible.

Trustees, governors and school leaders take clear and decisive action to bring about improvement and make sure that pupils learn and behave well.

They have secured sufficient staff capacity to implement the planned changes. Leaders also seek appropriate external guidance to support their work to develop the school further. Pupils and staff alike spoke about the noticeable improvements in the school, including to the curriculum and behaviour.

Staff's workload and well-being are well considered by leaders.

Safeguarding

The arrangements for safeguarding are effective.

The safeguarding team members are knowledgeable and experienced.

They have ensured that staff have been well trained to recognise and report potential safeguarding concerns. Leaders show rigour and persistence in getting families the help they need by working with a range of different agencies. These include the local authority, social care, health departments, local support groups and the police.

Those responsible for governance maintain effective oversight of safeguarding and have ensured the school is compliant with all statutory guidelines.

Pupils are taught how to keep themselves safe. For example, they learn about online safety, other risks they may be exposed to and how to be mentally and physically healthy.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• While many teachers check with precision what pupils know and remember, there is not always a consistent approach to this. As a result, pupils, at times, are not sufficiently supported to secure the important knowledge they need to be ready for the more demanding learning that comes next in the curriculum. Leaders should ensure that staff routinely check what pupils have understood before moving forward to new subject content.