Sir William Ramsay School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at this school are not always protected from bullying and harassment.

Sometimes pupils experience physical and verbal conflict when moving around the school site. Some pupils in key stages 3 and 4 do not report bullying as they are not confident it will be dealt with effectively. Pupils and staff told inspectors that the new headteacher has taken actions to reduce poor behaviour.

However, these have not yet had a strong enough impact.

Some pupils across the school want to learn but, in key stage 3 in particular, they are not always able to do so because of disruption to lessons. Students in the sixth form are respectful and polite.

They enjoy ...the well-resourced and cheerful common room that the school has provided for them.

The school's personal development programme does not yet ensure that all pupils show tolerance and respect for one another. As a result, some pupils use inappropriate and discriminatory language.

They do not fully understand its impact on others. Leaders know that improvements are needed and are reviewing personal, social and health education (PSHE) for the new school year.

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

The curriculum is designed to ensure all pupils, including those with special educational needs and/or disabilities (SEND) achieve well.

However, in some subjects, the planned curriculum does not always ensure that pupils know and can do more. For example, in some mathematics lessons, pupils do not know some of the key vocabulary. This means that they find it difficult to move on in their learning.

In other subjects, particularly in the sixth form, pupils explain their work with confidence and accuracy. For example, in design and technology, pupils talk in depth about the process they follow to make high-quality products, such as speakers and chairs.

Where assessment is good, pupils are challenged and gaps in learning are closed.

However, in some lessons misconceptions go unchallenged. Those who have lower attainment in reading are not assessed as frequently as they could be. Therefore, leaders are not certain that these pupils receive the most appropriate support to ensure that they can read fluently.

The needs of some pupils with SEND are not identified swiftly. This means that they are not fully supported in accessing the curriculum as successfully as their peers. One pupil with SEND told inspectors that he wished his views were listened to more.

Pupils study a broad range of subjects in key stages 3 and 4. However, few pupils achieve the English Baccalaureate as many do not study a language. Leaders assert that this will increase in the future, although plans for how it will happen are not yet complete.

Students in the sixth form undertake an appropriate programme of study and have opportunities to study a range of qualifications. They enrich their sixth- form experiences further by completing other qualifications such as the extended project qualification, or sports leadership award.

Leaders know that behaviour, especially when moving between lessons, is not good enough.

New routines and expectations for arriving on time to lessons have been introduced. However, there are still improvements to be made. Some pupils do not attend regularly enough, which means they miss out on key aspects of their education.

Students in the sixth form have good attendance. They enjoy coming to school and understand the consequences of being absent.

The PSHE programme needs further development so that pupils fully understand the meaning of inclusivity.

For example, some pupils do not always show respect for each other's differences. Instead, they use homophobic and racist language. Leaders have already taken steps to tackle this.

For example, pupil action groups, to raise awareness and challenge discrimination, have been introduced.

There is work to do to reinstate clubs and visits, following the earlier restrictions of pandemic. However, some key stage 3 pupils take part in the Duke of Edinburgh's Award scheme.

Leaders ensure that pupils receive effective and unbiased careers advice. Pupils told inspectors that they are fully prepared for the next stage of their education and/or the workplace. Pupils with hearing impairments and physical disabilities take part in specialist physical education lessons of their choice.

They enjoy school trips planned for their specific needs. For example, sporting events at Stoke Mandeville Hospital.

There has been much change to the senior leadership team in the last year.

This has impacted on the school's ability to ensure that systems and expectations are fully embedded. Leaders' actions in the past have not always been effective enough to address poor behaviour and attitudes in the school. Governors and many members of staff have confidence in the new headteacher to make rapid improvements.

However, recent actions taken by the new headteacher have not yet had enough impact so that all pupils can learn in a calm and safe environment.

Safeguarding

The arrangements for safeguarding are not effective.

There is a high incidence of serious behaviour incidents.

Despite recent actions taken by leaders, pupils are at risk of discrimination and physical harm. Staff are inconsistent in addressing poor behaviour when it occurs. Some pupils do not respond to staff who do act.

As a result, routines and high expectations are not fully embedded, meaning pupils are not deterred from behaving poorly. Pupils, particularly in key stage 3, do not report bullying as they lack confidence in the ability of adults to stop it. Therefore, some pupils in the school remain at risk of harm.

Safeguarding records are well kept and leaders follow up on concerns swiftly. Staff, including governors, know and understand statutory guidance for safeguarding.Leaders seek appropriate support from external agencies to ensure specialist provision is sought for the most vulnerable pupils.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school's personal development programme does not help pupils understand the importance of behaving in a positive and respectful way. This means that some pupils experience bullying and harassment in school. Leaders need to swiftly implement and embed their plans for improvement, so that pupils fully understand the consequences of their behaviour, and the impact it has on others.

• Expectations and behaviour strategies are not fully embedded and consistently applied by staff. Some pupils do not respond to adults who try to deal with poor behaviour. As a result, learning is disrupted in some lessons, and some pupils and staff are not safe from the impact of those who do not behave well.

Leaders need to ensure that staff receive sufficient training and support to manage challenging behaviours, so that the school is a safe environment for all.

• The curriculum in some subjects is not always delivered well. As a result, pupils do not always know and remember more across all subjects.

Leaders need to ensure that staff have access to the careers professional development they need to increase the quality of teaching across the school. ? Support for pupils with SEND does not always allow pupils with SEND to fully access the curriculum as they should. Leaders need to ensure that effective adaptations to resources are made so that they can experience the full curriculum in line with their peers.