Smithdon High School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are benefiting from the improvements made since the school's previous inspection. They know their teachers have high aspirations for them and respond to these well. Most pupils work hard in lessons and produce high-quality work.

Over time pupils learn well. Their achievements have increased steadily in recent years.

There are clear routines in place to ensure pupils' conduct is good.

The majority of pupils understand and follow the agreed systems. This compliance leads to most lessons progressing without interruption. However, a number of pupils feel that some adults focus too much on weaker behaviours.

This leads to some pupils having negativ...e feelings about school.

Pupils value the opportunities to nurture existing talents and develop new ones. This goes beyond the traditional offer of sport.

Many pupils, including those with special educational needs and/or disabilities (SEND), take advantage of these opportunities. High numbers of pupils participate in the Duke of Edinburgh's Award, pushing themselves commendably beyond their comfort zones. Pupils make positive contributions to the community and achieve personal success.

Pupils feel safe. Pupils know that there are adults around school who will help them in times of difficulty.

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

Since the previous inspection, the school has focused on improving the curriculum.

Subject specialists have used the national curriculum as a starting point. Working with the trust they have identified the key knowledge that pupils need to know and by when. This has resulted in a series of well-crafted, ambitious programmes of study.

Teachers support pupils to use what they already know to help them learn new content.

Teachers generally explain the information they are teaching in small manageable steps. This helps pupils understand this knowledge before moving on to the next stage.

However, there are occasions when some teachers do not check how well pupils have understood what they have been taught. Sometimes, questions do not relate closely enough to learning tasks. Questions are not precise enough to pinpoint specific knowledge gaps.

This means teachers are not fully aware of what pupils know, so when this happens, teachers do not adapt teaching enough for those pupils who have not understood. Consequently, in these instances pupils do not remember what they have been taught over time.

Pupils learning to read confidently and fluently is a priority.

Well-planned interventions support those pupils who struggle with reading to swiftly catch up. Pupils understand how important it is to read well for their current and future studies.

Teachers adapt their teaching to help pupils with SEND overcome specific barriers to learning.

This helps pupils, including pupils with SEND, remember more over time.

The school has worked hard to improve the behaviour of pupils. There are high expectations.

Pupils understand these and the consequences for failing to meet these standards. Most adults consistently apply the expected routines in managing behaviour. Some adults develop positive relationships with pupils.

In these cases, pupils respond by trying hard in lessons and behaving well. However, at times, pupils hold a view that these relationships are not founded on trust and respect. They do not feel valued for their achievements and contributions and therefore do not make the effort to behave as positively.

As a result, pupils develop and embed a negative view of school and learning.

Attendance is improving. Despite the school's best efforts some pupils still do not attend regularly.

Leaders know there is further work to do to ensure attendance continues to get better.

Teachers effectively deliver a well-planned personal social and health education programme. This supports pupils to develop an increasing understanding of sensitive topics.

They are well prepared to become positive citizens in modern Britain. Pupils learn the importance of difference, tolerance and respect. They use this knowledge to embrace and celebrate diversity.

The careers programme is well constructed. It provides pupils with the information they need. It supports them to make informed choices.

Staff feel valued. They appreciate how changes, such as to the assessment practices, have reduced their workload. Staff feel included.

They are proud to work at the school.

The local governing board and trustees are well informed about the school. They have been central in successfully securing the positive reputation of the school in the wider community.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Not all teachers use assessment precisely enough to pinpoint how well pupils have understood what they have just been taught. Questions do not focus on specific pieces of knowledge or relate to the independent activity that follows.

This means that teachers are not always fully aware of the specific reasons why some pupils cannot access the learning activities set and are unable to adapt their approaches appropriately. Consequently, when this happens pupils do not learn well. The school should ensure that all teachers are trained to use the agreed assessment strategies to determine exactly what pupils know so they can effectively adapt their teaching to address gaps and misconceptions.

• Some pupils do not have positive relationships with some adults in school. In these cases, they develop negative attitudes to school and education. The school should encourage and foster positive relationships based on respect and trust between pupils and all staff.