St Mary Redcliffe and Temple School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils and students join the school from across the city.

Through the 'Alive' values of the school, it ensures pupils transition well to join a caring school community. As a result, pupils speak highly of their school experience.

The school has high expectations.

It prepares pupils thoroughly for the future, both academically and personally. Pupils achieve well in their published outcomes. The sixth form is large with a significant number of students joining in Year 12.

Through strong pastoral support, they quickly integrate into the life of the school.

As a city centre school, the school's population is diverse. The school threads equality ...and respect throughout every aspect of school life.

It is skilful at knowing the multiple experiences and needs of its pupils. This means pupils and their families are well supported.

Pupils conduct themselves well.

They are polite and courteous. Some staff raise their concern that a few pupils do not move round the school well. The school is clear in its expectations and most pupils behave appropriately.

Pupils participate in a wide range of enrichment activities. The school designs these to fully represent the diverse range of culture and interests. Pupils and students appreciate the many ways in which they contribute to, lead and feed back about school life.

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

The school's 'Alive' curriculum is ambitious and has been developed over a long period of time. It is carefully designed to consider what pupils will learn and when to ensure the content is relevant and meaningful for all pupils. The number of pupils studying the suite of subjects in the English baccalaureate is increasing.

In the sixth form, students choose subjects that prepare them for their chosen pathways.

Teachers help pupils to remember and recall their learning well. Through strategies such as demonstrating and questionning, teachers check how well pupils can apply the skills they have learnt.

For example, in art, pupils carefully apply their learning to use shade and tone on a still life piece. As a result, pupils progress well through the curriculum. But, in a few parts of the curriculum, the information teachers have when they check what pupils can do is not then used to effectively help pupils know how to improve.

The school has an ambitious approach to helping pupils to be confident readers and to have a love of books. Through the tutor reading programme, pupils collectively read a broad range of texts. The school checks carefully to understand what the reading needs of pupils are.

They make sure pupils who are in the early stages of reading learn what they need, such as securing their knowledge of phonics.

The number of pupils with special educational needs and/or disabilities (SEND) has risen significantly. The school is highly adept in identifying the needs of pupils and students, and the ways to support them.

This information is communicated clearly. However, strategies to adapt learning when pupils need it are not embedded well in lessons. When this happens, some pupils do not progress their learning in a timely way.

Pupils and students enjoy coming to school. The school is precise in tracking how well pupils come to school. The school knows and understands the situation of each pupil, especially those who are refugees or who face challenging circumstances.

It provides a high level of support and pastoral care to pupils.

Pupils and students receive clear guidance and information about careers and future pathways. They are well informed when they make their choices for pathways of study.

For example, many students progress to university courses or apprenticeships. The school's 'Values in Practice' curriculum is comprehensive in its teaching of personal, social and health education. For example, pupils have a well-embedded knowledge of equality and respect.

They learn about healthy relationships in an age-appropriate way.

The school has recently revised some systems and processes through the school. A few staff feel this impacts on their workload.

The school has many mechanisms in place to support the well-being of staff. The school evaluates its actions as it embeds this work. The structures for governance have changed to help governors be even more effective in the way they carry out their statutory duties.

As a result, they have clarity about the strengths of the school and its priorities to sustain improvement. The school has built strong working relationships with educational partners. This provides greater opportunities for the ongoing professional development of staff.

The school values the positive relationship it has with parents and carers, pupils and the local community. It is highly regarded.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few parts of the curriculum, information about what pupils know and can recall is not used effectively. As a result, some pupils are not clear about what they need to do next to improve their learning. The school needs to make sure assessment is used to help pupils understand what they need to do to get better.

• Strategies to adapt the learning for pupils with SEND when it is needed are not well implemented in some lessons. When this happens, pupils do not progress with their learning as well as they could. The school needs to ensure strategies to adapt the learning appropriately for pupils are well-embedded.