Stoke Damerel Community College

Highlights from Latest Inspection

What is it like to attend this school?

Leaders expect much of pupils. These expectations have risen considerably in the recent past.

Leaders insist on an orderly atmosphere continuously. They want the best for pupils academically and holistically. Many pupils recognise this.

They know that staff care for them. Pupils say they feel, and are, safe.

Leaders have introduced a behaviour policy which demands very high standards.

Some pupils find the expectations hard. Some parents are, similarly, concerned that the policy is overbearing. However, staff apply the policy well and like it.

Lessons are quiet and purposeful. Pupils recognise that disruptions are rare, and it is easier to le...arn. Inspectors saw this themselves.

Pupils say bullying can happen and, mostly, staff deal with it swiftly. However, they report that some pupils use homophobic terms without realising it is hurtful. Leaders know this.

They are already adapting the curriculum to tackle this and rightly recognise it is a priority.

Pupils embrace the opportunities to enrich their understanding of the world through learning and extracurricular opportunities. For example, pupils enhance their knowledge through school performances, art and through useful links to their spiritual, moral, social and cultural development.

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

Leaders strive to help pupils achieve their potential. They have constructed a well-designed curriculum that is broad and balanced. They have focused on ensuring that the core elements of the curriculum are more effective than it was when the school was last inspected.

Consequently, staff deliver the curriculum successfully in English, mathematics and science, including in the sixth form. There are other strengths in the curriculum, including in the performing arts and computing. Pupils do well in these subjects.

However, leaders recognise that there are other parts of the curriculum that are not implemented as consistently. Where this is the case, the curriculum is not sequenced adequately, and pupils' learning is less secure.

Governors, including trustees and members of the governing body, share leaders' ambition.

They know the school's strengths and weaknesses. They have put in place useful and considered processes to hold leaders to account and check what leaders tell them. Governors have helped leaders identify the requirements for improvement accurately.

Leaders act swiftly and appropriately to tackle areas that could be better. For example, pupils' attendance overall is improving and suspensions reducing. Leaders recognise that entries to the English Baccalaureate should be higher.

Nevertheless, their aspiration for pupils is high. Leaders have considered plans to address this as the curriculum improves further.

Subject leaders are supported to improve teaching and learning.

For example, trust leaders provide useful and timely challenge to ensure that improvements to the curriculum and the quality of teaching make a difference, including in the sixth form. Systematic approaches to teaching have helped pupils know what to expect, and, as a result, they learn the intended curriculum more thoroughly. Teachers and leaders use assessment effectively in order to check what pupils are learning.

Leaders know that greater consistency will allow pupils to learn with greater depth in the future.

Pupils' reading is a priority. Pupils benefit from a range of strategies to help them to read more widely.

For example, leaders have focused on extending the words that pupils know and use. Pupils who struggle to read access a focused reading programme. This helps them read with greater independence and fluency.

Careers advice is woven carefully into the curriculum from Year 7. Leaders ensure that pupils benefit from advice that is sequenced logically, including for those who continue into the sixth form. As pupils get older, the advice and support they get is more specific.

Leaders responsible for pupils with special educational needs and/or disabilities (SEND) are effective. They work with teachers to plan learning activities that suit the whole range of pupils' needs. SEND pupils learn the same curriculum alongside their peers.

SEND pupils rightly believe in the support they receive because teachers and support staff know them as individuals. Teaching enables most pupils with SEND to achieve according to their potential. However, occasionally, teachers require further support to ensure that they adapt their teaching to meet the specific needs of individuals.

Safeguarding

The arrangements for safeguarding are effective. Safeguarding is shared between skilled leaders. They ensure that those who work at the school prioritise pupils' safety and well-being.

There are systems for identifying and recording concerns that are followed diligently by staff. Leaders have established strong relationships with pupils, parents and other agencies. Consequently, leaders make sure that pupils get the support they need in a timely fashion.

The curriculum helps pupils learn how to keep themselves safe. Arrangements for pastoral support are effective and understood. Safer recruitment practice meets statutory expectations.

Leaders, including governors, check that their arrangements work. Consequently, where these arrangements could be even better, action is taken.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Although improving, the curriculum is not implemented as effectively in some subjects.

This means pupils' learning is less secure in some subjects of the curriculum than others. Leaders need to ensure that the implementation of the curriculum is more consistent in every subject. ? Pupils are prepared for life in modern Britain.

Leaders have established a useful and wide-ranging personal development curriculum. However, occasionally, pupils use some homophobic terms in a normalised way. Leaders need to ensure that the personal development curriculum continues to adapt to the challenges of the school community so that the casual use of homophobic language is stopped.

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