Sir Bobby Robson School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils build their confidence and learn to enjoy school. For many pupils, this is after long periods out of formal education. They trust staff because they take the time to get to know them and want the best for them.

Expectations of pupils' behaviour and achievement are high. Pupils understand the boundaries and they respond very well.

Classrooms are typically calm and purposeful learning spaces.

This means that pupils improve their attitudes towards school and their attendance, often from very low starting points.

Many speak proudly of the Sir Bobby Robson School community, saying that this is the best school that they have ever been to. Most paren...ts feel this way too.

Pupils are safe in school. They know that adults will help them if they are concerned. Bullying is rare.

If it happens, it is dealt with quickly.

Experiences beyond school, such as shopping, swimming and kayaking, are popular. Pupils enjoy learning to cook.

They tackle enterprise activities with enthusiasm, for example making cakes and selling them at fundraising events. Pupils on the school council make useful suggestions about how to continue to improve the learning environment, including ideas for changes to outdoor areas.

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

Leaders have acted to continue to improve the school's offer and to ensure that it meets pupils' changing needs.

Many pupils arrive with low self-esteem, little confidence and a distrust in an education system that they feel has let them down. Over time, the sharp focus on their well-being and interests means that they settle in quickly. In turn, this builds their willingness and readiness to engage in learning, including in English and mathematics.

Ensuring that all pupils learn to read accurately and fluently is of the highest priority. Regular checks ensure that catch-up support is precisely targeted so that pupils learn to decode unfamiliar words independently. Pupils have access to a range of interesting books and have regular opportunities to read.

Their success in reading is often the key to unlocking their interest in other subjects. As a result, pupils typically make good progress overall.

The revised curriculum covers many subjects, including music, art and technology.

Pupils gain awards, for example, in functional mathematics, English and vocational qualifications. The curriculum allows pupils to build their knowledge in a logical order, with regular opportunities to revisit important content. Some aspects of the implementation of this work are still being developed.

New subject leaders have not fully evaluated the provision in all areas. This means that, occasionally, activities are not matched closely enough to the intended learning. Sometimes, teachers move on too quickly before pupils have secured the information they will need at the next stage.

Pupils learn to manage their own behaviour, supported in an atmosphere of trust and mutual respect. Staff model high expectations. They use consistent language and skilful approaches to tackle any behaviour that falls short of the standards set.

The school's welfare officer works closely with families to continue to improve pupils' attendance. Most pupils take significant strides towards attending school regularly. However, some pupils do not attend school as often as they should.

As a result, they do not achieve as well as they could.

The well-considered programme of personal, social and health education (PSHE) ensures that pupils are taught the principles of tolerance and respect. They learn how to form positive relationships with each other and with school staff.

Important content, such as consent and managing risks, is revisited in an age-appropriate way across year groups. By the end of Year 11, pupils are ready for their next steps in education, employment and/or training. Most go on to take college courses.

Leaders ensure that staff's well-being is prioritised. Staff value the wide range of professional development opportunities available in school and through the trust. Partnerships with parents are strong and effective.

Trust leaders and governors provide well-balanced support and challenge to ensure that the provision continues to improve.

Safeguarding

The arrangements for safeguarding are effective.

The trust, governors and the whole school team are clear that pupils' safety is of the highest priority.

Consequently, staff are well trained to look out for the vulnerable pupils in their care. Training is regularly updated so that everyone knows what to do if they suspect a pupil may be at risk of harm. Leaders make sure that the local safeguarding context is well understood.

Pupils are taught how to manage online risks and the dangers, for example, of gang culture, drugs and knife crime. All the required checks on new staff are completed before they join the school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school's wider leadership team is still developing.

Some subject leaders are new. This means that the capacity to consolidate and build on the implementation of curriculum improvements is still being established. Leaders should ensure that new leaders have the support and any further training they need quickly.

This is so that monitoring and review processes are effective in identifying what is working well and what needs to improve further. ? Some pupils do not attend school as regularly as they should. While they are not in school, they are not learning.

Consequently, they do not achieve as well as they could. Leaders should ensure that the work they do with pupils and families remains securely focused on removing any barriers to attendance. This is so that all pupils have the opportunity to be the best that they can be.