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Samuel Laycock School has high expectations for pupils' personal and academic achievement.
These expectations are fully realised. The school harnesses and nurtures pupils' talents and interests. For example, in performing arts, pupils find their voice and the confidence to perform.
In sports, pupils develop leadership skills and use these skills to coach others. Lunch clubs, after school clubs and residential activities stretch and challenge pupils to try something new.
Pupils talk with enthusiasm about their trips abroad, the school choir and their love of the outdoors.
In Year 11, pupils stay in a self-catering caravan by the sea. They shop and coo...k their own food. They also plan their activities.
This experience further develops their independence and readiness for leaving school.
Pupils feel that they are treated equally in their school. They respect and look after each other.
Pupils in Year 7 have an older 'buddy' who helps them to settle into their new school. Some pupils have had specialist training to help them to listen and chat to other pupils who may have emotional, relationship or friendship worries. Pupils feel safe in school and have trusted adults who they can talk to.
What does the school do well and what does it need to do better?
The school has ensured that the curriculum meets the wide range of pupils' special educational needs and/or disabilities (SEND) in the school. Vocational pathways in key stage 4 give pupils the knowledge, skills and qualifications that they need to progress successfully into post-16 training, work or education. The curriculum is sequenced well to allow pupils to build knowledge securely over time.
The curriculum has been further refined to better meet the needs of pupils with more complex SEND. Additional pathways for pupils with sensory and communication needs have been established. Although this change has had a positive start, it is too soon to measure the impact.
There is more work to do to ensure that these pupils achieve highly.
Teachers have expert knowledge. They know pupils extremely well.
They use this information to both identify and meet pupils' needs. They select activities that will engage pupils and allow them to build on what they already know.
Staff use a range of strategies well to check if pupils have learned what was intended.
They also use this information to plan the next steps for pupils. Staff are quick to pick up on any errors. Through praise and encouragement, pupils stay motivated as learners.
There is a strong culture of reading in school. Pupils read a wide range of texts including fiction, non-fiction, plays and poetry. Pupils discuss the characters and themes.
They also use discussion, song, sign and symbols to help them to draft their own unique writing. This also helps pupils to remember the key vocabulary. The school identifies pupils who need additional support with their reading.
A range of programmes, including phonics, technology, one-to-one and small group work, are highly effective in giving pupils the knowledge that they need to become confident, fluent readers.
The school is calm and supportive. It helps pupils to learn to manage their emotions and behaviour.
The school promotes high attendance. A range of strategies have been successful in helping pupils to attend well.
Independence and living skills are well embedded within the curriculum.
Pupils learn how to look after themselves. This includes cooking, budgeting, shopping, cleaning and using public transport. Pupils learn about healthy relationships and can discuss sensitive topics with maturity and respect.
A well-considered careers programme allows pupils to learn about different careers and the opportunities that are available for them in the future. The school has a bespoke work-experience programme. For example, pupils work in garden centres, a football museum and a theatre.
The trust has breathed new life into the school. It, along with the governing body, has allowed the school the autonomy and trust to thrive, while ensuring that the school has extended support and challenge. Staff morale is high.
The school has taken steps to prioritise staff's workload. Everyone is pulling together to improve outcomes for all pupils.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Some aspects of the curriculum are in the early stages of implementation. In these areas, some pupils' learning is not as secure as it should be. The school should ensure that the curriculum is well-embedded to ensure that pupils achieve highly across all areas.
