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They get on very well together and show others kindness and respect. Pupils know that staff care about them and want them to be successful. They appreciate the support that staff give them and their families, particularly in response to the impact of COVID-19.
Staff have high expectations which most pupils respond to positively. The school is calm and orderly. Well-established classroom routines create an environment where pupils can learn.
Pupils enjoy gaining rewards for doing well. Pupils do not think that bullying is an issue in school. They feel safe and are confident that staff will solve any problems swiftly. ...> Pupils regularly give back to their local community. For example, they support a local care home for older people and donate money to a nearby well-being project, as well as raising funds for charities further afield. Many pupils take advantage of a rich variety of extra-curricular activities, including sport, music, art, gardening and cooking clubs.
Parents and carers are overwhelmingly positive about the school. One parent summed up the views of others: 'Leaders have transformed the school into a nurturing, aspirational environment where pupils can flourish.'
What does the school do well and what does it need to do better?
Leaders have brought the school community together.
Their strong values focus closely on doing the best for each pupil. The school has improved a lot since its previous inspection.
Leaders' commitment ensures that all pupils benefit from a good quality of education.
They have made sure that the curriculum is ambitious for all pupils. Pupils learn a broad range of subjects. Those with special educational needs and/or disabilities follow the same curriculum as their peers.
These pupils are well motivated, thanks to the effective support they receive from staff.
Leaders have established clear intentions for the curriculum. In almost all subjects, pupils follow a course of learning that builds steadily on what they already know towards ambitious end points.
Curriculum leaders consider carefully the order in which they teach the subject content so that pupils know more and remember more over time. Pupils achieve increasingly well in almost all subjects.
Most teachers make appropriate choices about how to teach the curriculum.
They use their strong subject expertise to check pupils' knowledge and understanding before moving on. However, leaders have not ensured that the curriculum is delivered consistently well in all subjects. In Year 7, pupils do not get off to a quick enough start in mathematics.
In science, teachers do not always ensure that they plug the gaps in pupils' knowledge. Some pupils do not achieve as well as they could in these subjects.
Well-trained staff provide effective support to pupils who struggle to read well.
They successfully encourage pupils to become confident and fluent readers. Leaders' plans to promote a love of reading across the curriculum are not yet fully in place. For example, they have refurbished the library but not yet ensured that it has a wide variety of texts.
Most pupils attend well and are keen to learn. They behave positively towards each other and willingly help others. Staff provide effective support to pupils who need extra help to improve their behaviour or attend more regularly.
There are many and varied opportunities for pupils to develop their skills, interests and character. Through the curriculum and other experiences, they learn how to become responsible citizens. Pupils discuss and debate their views respectfully.
They make a rich contribution to the wider life of the school. Leaders have given much thought to their social and spiritual development. Leaders have begun to implement the programme of relationships and sex education.
Elements of this curriculum are successfully delivered. However, not all aspects of the programme for personal development are coherently planned.
The provision for careers education is well developed, although opportunities for work experience have been limited recently.
The school meets the requirements of the Baker Clause, which requires schools to provide students in Years 8 to 13 with information about approved technical education qualifications and apprenticeships.
The trust and the local governing body provide leaders with close support and challenge. Staff benefit from training provided by the trust to improve their practice.
Staff appreciate how considerate leaders are of their well-being and workload. They are proud to work at the school.
Safeguarding
The arrangements for safeguarding are effective.
Pupils learn about local risks they may face, including from county lines and substance misuse. They know how to look after their mental health. Pupils have someone to talk to if they are worried.
Staff are well trained. They know how to spot that a pupil may be at risk. They report any concerns promptly to leaders.
Leaders maintain detailed records of their actions to keep pupils safe. They work closely with external agencies when pupils need extra help.
Almost all pupils, staff and parents think that pupils are safe at school.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Leaders have not ensured that the implementation of the curriculum is of the same high quality in all subjects, including science. On occasion, teachers do not make sound pedagogical choices or check that all pupils have understood the learning before moving on. Leaders should ensure that all teachers, including those who are not specialists, are supported to ensure that they deliver the curriculum consistently well.
• Leaders have not made sure that opportunities to promote pupils' personal development are coherently well planned and implemented. Some aspects of personal development are not delivered in such a way that pupils are explicitly taught the key knowledge they need. Leaders should ensure that the programmes for personal, social, health and economic education, relationships and sex education and health education are planned coherently and delivered consistently and effectively.
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