Sponne School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are rightfully proud of their school. The school strives to live out its 'dream, believe, achieve' values daily.

Pupils are respectful and welcoming. Relationships are polite and cooperative. Pupils appreciate the calm and orderly ethos across the school.

Pastoral care is strong, as is staff's work to promote pupils' welfare. Pupils are happy and safe. They know who to turn to if they have any worries.

They are cared for very well.

The majority of pupils behave well. Bullying is rare.

The school deals with it appropriately when it occurs. The school sets high expectations. Pupils learn well and achieve highly.

Sixth-form stud...ents gain from a range of purposeful opportunities that fully support their personal development. They value the support that they receive. Older students serve as positive role models for younger pupils.

Pupils benefit from a wide range of extra-curricular opportunities, including a variety of sporting and performance activities. Pupils gain from many memorable experiences, including trips and overseas residential visits.

Most parents and carers have positive views about the school.

They value the school's inclusive and supportive culture. They recognise the school's strengths including its musical life that is quite exceptional. However, some parents do not fully understand the school's expectations of their children.

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

Leaders, including those with responsibility for governance, lead with a shared vision and strong moral purpose. They know the school's strengths and what needs improving. The trust provides appropriate support and challenge.

However, the school is less effective in addressing the barriers faced by some disadvantaged pupils.

The quality of education is good. The school's curriculum includes a range of subjects that prepares pupils well for their next stages in learning.

Subject curriculums reflect the goals of the national curriculum in key stage 3. The school's curriculum for Year 9 pupils serves as an ambitious transition year to Years 10 and 11. Key stage 4 pupils are provided with a range of opportunities to gain qualifications in subjects that reflect national expectations.

The school's end of Year 11 published outcomes for 2024 were very positive, particularly in science and mathematics.

The school ensures that subject curriculums identify the key knowledge that pupils must learn and when. Pupils are supported well to build learning over time.

Teachers have strong subject knowledge. They check on pupils' understanding to ensure that learning is embedded. For example, in English, pupils build on their interpretation of literature, including poetry, during their time at the school.

They benefit from a strong focus on storytelling and they build vocabulary well over time. In art, younger pupils gain key knowledge about artists and periods of art. They develop sophisticated skills through the use of different media and techniques.

The school has prioritised reading. Pupils who struggle to read are given additional support to become confident and fluent readers. A strong culture of reading is being nurtured.

The school supports pupils with special educational needs and/or disabilities (SEND) well. These pupils' needs are accurately identified. Teachers adapt teaching to enable pupils with SEND to access the same curriculum as their peers.

Most parents of pupils with SEND value the support provided by the school.

Pupils' behaviour is positive. Higher expectations of behaviour and attitudes to learning are being set by leaders.

The vast majority of pupils engage well with their learning. Pupils' overall attendance is positive. The school's robust attendance systems have brought about sustained improvement in attendance since the COVID-19 pandemic.

The school's provision for pupils' personal development is a significant strength. The personal, social and health education curriculum is carefully structured. Pupils gain a sound understanding about physical and mental health.

They learn about age-appropriate relationships and sex education. They deepen their understanding of right and wrong. Careers provision is very strong.

Pupils receive appropriate advice and guidance. They are prepared well for their next steps. The school offers an extensive range of extra-curricular opportunities and experiences.

Pupils value the range of leadership roles available.

The school sets high expectations of sixth-form students. Students apply themselves purposefully.

They are taught by knowledgeable and skilled staff. Students benefit from a wide range of subjects that are offered. The school provides excellent opportunities for students' personal development and work-related learning.

Students are proud to be part of the sixth form.

Overwhelmingly, staff are very positive about the school. They value and appreciate professional development opportunities.

Leaders are considerate of staff workload. Staff morale is positive and they are proud to be part of the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school's focus on disadvantaged pupils is not as sharp as it needs to be. As a result, the barriers faced by these pupils are not as effectively addressed as they might be and some do not achieve as well as they could in some subjects. The school needs to ensure that provision for disadvantaged pupils enables these pupils to learn at least as well as their peers.

• The school's high aspirations and expectations have not been communicated successfully to some parents. As a result, some parents do not fully understand the reasons for, and the benefits of, the school's expectations and provision. The school should ensure that parents understand its expectations, thus enabling parents to support the school's work in providing for their children's education.