Sir Joseph Williamson’s Mathematical School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils and students are thoughtful, polite, courteous and respectful.

The school's culture helps them to feel safe and happy. Their behaviour is exceptional. Bullying is extremely rare and is dealt with very quickly on the few occasions when it does occur.

Pupils have extremely high ambitions. Parents and carers are enormously positive about the school.

The curriculum is unashamedly academic but appropriately enriched with a complementary personal development programme covering aspects such as British values, citizenship, mental health and well-being.

The school has a wealth of highly regarded enrichment and extra-curricular opportunities. Assemblies... and tutorials allow students to learn about healthy relationships and responsible citizenship.

The culture in the sixth form is positive, inclusive and aspirational.

Students are mature and articulate. They talk with remarkable confidence and insight about their learning. They demonstrate highly positive attitudes and commitment to their education.

They act as excellent role models for younger pupils. Work seen in books and folders is of a consistently high standard.

Leaders talk with commitment and passion about the school.

They are highly ambitious, as evidenced through shared values, policies and practices. Leaders have consistently high expectations of students. They promote courtesy, acceptance and respect for others.

They are committed to personal development and well-being as well as the highest standards of achievement.

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

The curriculum is coherently planned, sensitivity sequenced and meticulously implemented. It is boldly ambitious.

Content is suitably linked and developed beyond the national curriculum. The curriculum is well considered to ensure that pupils master the curriculum, learn more and remember more.

Pupils with special educational needs and/or disabilities (SEND) are not left behind.

Teachers adapt their practice to meet these pupils' needs. Their curriculum is not narrowed, and activities are carefully scaffolded to enable pupils to access them. As a result, pupils with SEND make exceptional progress in relation to national averages.

Pupils who qualify for pupil premium are very well supported by a dedicated academic tutor. The school is proactive in identifying how the pupil premium grant can be used to enrich and support their learning. As a result, these pupils achieve and attend exceptionally well.

There is a strong focus on the development of reading skills. A passion for reading is encouraged throughout the English department. Literacy skills are very well supported and actively encouraged across the school.

Pupils make good use of complex subject-specific language.

Teachers' subject knowledge is exceptionally strong and pupils appreciate their qualifications, expertise and enthusiasm. Lesson planning ensures that knowledge is revisited with an emphasis on retaining knowledge.

Teachers use assessment effectively to check pupils' understanding and to identify any gaps in learning.

Character development is embedded into the behaviour policy. Pupils are taught explicitly about developing qualities which they will need to flourish in society.

Positive personal traits and virtues are highlighted. This guides pupils' conduct so that they learn eagerly and cooperate consistently.

In addition, the school offers regular opportunities for character development.

These include taking on roles of responsibility as well as being involved in clubs and enrichment activities. Take-up of these activities is high and gives pupils access to a wide set of rich opportunities.

Careers are well supported with strong impartial careers advice.

Additional support is offered for students who are applying for Oxbridge, medicine, dentistry and law. The school uses alumni well to support careers advice and guidance. As a result, significant numbers of students continue to universities of their choice.

Sixth-form leaders have constructed a highly ambitious academic programme of study. They have considered the needs of students with SEND and disadvantaged students and have made appropriate adaptations. The work undertaken is consistently demanding.

Teachers have specialist knowledge of the subjects they teach.

Attendance at school for all groups, including pupils with SEND and disadvantaged pupils, is high. Pupils are punctual to lessons and travel around the site quickly and with purpose.

Sixth-form attendance is strongly tracked and is also high. Punctuality is excellent. Students develop strong independent study skills.

Leaders, staff and pupils create a positive environment where bullying is not tolerated. If bullying, discrimination or derogatory language do occur, they are dealt with quickly and effectively. Relationships reflect the school's respectful culture.

Staff morale is high, and turnover is low. Leaders are very conscious of staff well-being.

Trustees and governors have an impressive understanding of their role.

They perform their duties with enthusiasm and determination. The governing board challenges and supports the school in equal measures. Senior leaders welcome this challenge.

The school benefits significantly from the help and expertise of the trust.

Safeguarding

The arrangements for safeguarding are effective.

Staff are well informed about safeguarding and safeguarding practices.

The single central record of staff suitability is compliant. All staff are provided with regular and detailed safeguarding training to ensure that they can identify and report concerns effectively. Staff are suitably trained in safer recruitment practices.

The school has a strong ethos of safeguarding. Leaders have effective arrangements that always act in the best interests of pupils to protect them online and offline. The school has a safeguarding curriculum that forms part of the personal development programme.

Pupils know what to do if they encounter any concerns and they are confident that these will be dealt with. Pupils feel safe and they are safe. Parents and staff agree.