Simon Balle All-Through School

Highlights from Latest Inspection

Outcome

Simon Balle All-Through School continues to be an outstanding school.

The co-headteachers of this school are Michael Moss and Rachel Kirk. This school is part of The Laurel Education Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Rachel Kirk, and overseen by a board of trustees, chaired by Paul Connolly.

What is it like to attend this school?

Pupils thrive within the impressive positive ethos of this school. They are well equipped to become 'tomorrow's citizens today'. Pupils take great pride in demonstrating school values, such as compassion, kindness, respect and patience.

Sta...rting in the early years, pupils show remarkable care for each other. They learn how to understand each other's needs.

Pupils know that learning is important.

Children in Reception Year delight in exploring the world around them. They sustain their concentration and focus on learning exceptionally well. Across the school, pupils work hard to learn and achieve.

This helps them to reach the school's high expectations.

The school goes to great lengths to support pupils, whatever their need or barrier to learning. Carefully considered provision helps pupils, who find attending school challenging, to re-engage with school, attend more and begin to access learning.

Pupils benefit from the school's excellent enrichment provision. Pupils further what they learn in the curriculum by taking part in the school's extensive enrichment and clubs. For example, many pupils learn to play musical instruments.

They also contribute towards the many weekly musical ensembles at the school. Older pupils enjoy supporting younger pupils in the primary phase.

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

The school has an ambitious and well-designed curriculum.

Teachers are provided with very precise guidance about what pupils should know and understand. Using their expert subject knowledge, teachers implement the curriculum effectively. They provide pupils with well-considered opportunities to recall what has previously been taught.

This helps pupils to secure their understanding of important knowledge. Teachers routinely check what pupils know and understand. When needs arise, teachers provide the support pupils need so that they do not fall behind.

This helps pupils, including those who are disadvantaged, learn the curriculum well.

Published outcome across the primary and post 16 phases were very high in 2023. Some attainment measures at key stage 4 were high, although overall progress was average.

There were a significant number of pupils with complex social, emotional and mental health needs in the key stage 4 cohort. Leaders acted with integrity to support and provide a bespoke curriculum for these pupils. Consequently, pupils achieved a wide range of GCSEs.

The vast majority have remained in school or have progressed to meaningful next steps, such as post-16 education.

The school precisely identifies the needs of pupils with special educational needs and/or disabilities (SEND). The school has a growing number of pupils with more complex needs, not previously experienced at the school.

In response, the school has added a great deal of new provision and built staff expertise. This includes working well with external specialists. The school ensures staff are well informed to provide appropriate learning and adaptations for pupils with SEND.

A minority of parents express a wish for their child to have even more support. However, inspectors observed pupils with SEND having their precise needs met and progressing very well through the curriculum.

Starting in Reception and key stage 1, pupils quickly learn what they need to read well.

When pupils show signs of finding reading difficult, the school puts effective support in place. This helps pupils to follow the curriculum and keep up with their peers. The school provides pupils with an impressive array of texts matched to pupils' interests and reading abilities.

Pupils enjoy the books read during lessons. Many pupils read for pleasure on a regular basis.

The school's expectations for how pupils should behave are well understood.

Supported by the school's pupil parliament, leaders have recently refined their system of rewards and sanctions. Pupils appreciate the recognition and rewards they receive for demonstrating the school's values. Leaders check how well staff manage pupils' behaviour.

Staff are consistent in the approaches they take. Pupils appreciate this consistency. As a result, pupils behave exceptionally well.

They are pleasant, polite and caring young people.

The school provides amazing opportunities for pupils to develop as well-rounded people. Pupils are well prepared for adult life in modern Britain.

For example, pupils have opportunities to visit places of national and international interest. In line with the school's inclusive ethos, leaders are proactive at supporting pupils to access clubs. Pupils also learn about different beliefs and lifestyles in contemporary society.

Pupils learn how to discuss controversial issues with sensitivity. They do this incredibly well. The school's careers provision is very well developed, which ensures that pupils have a comprehensive understanding of their career options.

This helps to support pupils to be ready for their next stages.

The vast majority of parents and staff are very positive about the school. They value being part of the supportive school community.

Staff appreciate the way governors and leaders are considerate of their well-being.

Safeguarding

The arrangements for safeguarding are effective.

Background

When we have judged outstanding, we will then normally go into the school about once every four years to confirm that the school remains outstanding.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be outstanding in May 2018.

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