Settlebeck School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils, including those with special educational needs and/or disabilities (SEND), enjoy attending Settlebeck School. Leaders and teachers know the pupils well. This helps pupils feel part of a caring school community.

Leaders have set high expectations for pupils' behaviour. Pupils understand and follow the new behaviour systems that leaders have put into place. They are respectful to staff and to their peers.

Bullying is taken seriously and dealt with effectively by leaders. Pupils feel confident in speaking to adults when they have any concerns. This means that they feel safe.

Leaders offer some opportunities for pupils to extend their talents and nurture ...their interests. Some pupils enjoy attending clubs, such as the model railway, strategic games and sports. Pupils also help with charitable projects, for instance cooking for the elderly and taking part in community events.

Despite leaders wanting the best for pupils, some do not achieve well. This is because the curriculum in some subjects is not well designed or ambitious enough to help them succeed.

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

Leaders and trustees have recently strengthened the leadership and governance of the school.

This is beginning to make some difference to the quality of education that pupils currently receive. Even so, leaders are only at the start of their journey. As a result, pupils are not achieving as well as they should.

Recent changes to the leadership of some subject curriculums mean that the design of what pupils will learn has improved. However, in other subjects, the curriculum does not meet the ambition of the national curriculum. Many pupils do not study the full suite of English Baccalaureate subjects.

Teachers use their strong subject knowledge to choose activities that develop pupils' vocabulary and understanding. Even so, in many subjects, the key content that pupils should learn, and when they should learn it, has not been identified. This prevents teachers from building on pupils' prior knowledge.

As a result, pupils' learning is not secure over time.

Leaders have introduced opportunities to encourage pupils to read more often. For example, leaders have extended the range of books that are available for pupils to read.

These new books are capturing pupils' interest, and they are enjoying reading more as a result. Teachers have begun to identify pupils who have gaps in their reading knowledge. That said, these pupils do not get the support that they need to help them catch up.

This hinders some pupils from becoming fluent and confident readers.

Leaders ensure that pupils with SEND, including those in the specially resourced provision, have access to the same curriculum as their peers. The needs of pupils with SEND are identified quickly.

Teachers adapt how the curriculum is delivered to ensure that pupils with SEND are supported. This enables pupils with SEND to achieve as well as their peers.

Pupils are motivated and keen to learn.

As a result, very little learning is lost due to poor behaviour. Pupils attend school regularly.

Pupils learn about the importance of healthy eating, sleep routines and self-care.

Nonetheless, there are limited opportunities for pupils to learn about life in modern Britain. As a result, pupils' understanding of democracy and the rule of law is limited. The quality of careers advice and guidance is also restricted.

Pupils do not have enough information about the world of work. They have a narrow understanding of career pathways and technical qualifications. This means pupils are not as well prepared as they should be for their next steps.

The newly appointed trustees have the expertise needed to support school leaders. They have a strong insight into what needs to improve. Staff's workload and well-being are high priorities for leaders.

Staff feel well supported. They are happy working at the school.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have fostered a culture of care and support for pupils. They respond effectively to the risks that they could face in their local community. Teachers are well trained to identify and report concerns.

Leaders take timely steps to respond to concerns about pupils' welfare.

Leaders liaise effectively with specialist professionals when needed. Leaders also forge positive relationships with the families of vulnerable pupils.

This means that pupils receive the support that they need.

Pupils know about online safety and the signs of an unhealthy relationship. Pupils are well informed to help them keep safe.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In many subjects, leaders have not defined the knowledge they want pupils to learn and when this content should be taught. This prevents pupils from building on what they already know. Leaders should identify the key content that pupils should learn across different subjects.

Pupils who find reading difficult do not receive the support that they need to overcome gaps in their reading knowledge. This hinders pupils from developing fluency and confidence in their reading. Leaders should equip teachers with the knowledge and skills that they need to support pupils to catch up quickly.

• Teachers do not offer pupils sufficient opportunities to develop their understanding of the wider world. As a result, pupils have a limited understanding of what it means to be a British citizen. Leaders should improve the design of the curriculum so that the content better prepares pupils for life in modern society.

• Teachers do not provide pupils with enough of the necessary advice and support about their next steps. This limits pupils' ability to make informed choices about their future learning. Leaders need to develop teachers' knowledge and expertise to deliver meaningful information and guidance about careers.

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