The Angmering School

Highlights from Latest Inspection

What is it like to attend this school?

The Angmering School is a calm and orderly place, where pupils feel safe.

Leaders have created an environment that has a strong focus on learning and high-quality pastoral care. Their commitment to inclusion means that all pupils, including those with special educational needs and/or disabilities (SEND), thrive. Leaders make sure that those with physical disabilities benefit fully from all that the school has to offer.

Students in the sixth form feel very well supported. By the end of Year 13, they achieve well. Students are ambitious about their next steps.

This is because leaders provide a well-constructed careers programme.

Pupils behave well in l...essons and around school. Staff deal with any bullying or incidents of inconsiderate name calling quickly.

Pupils know who to go to if they are worried about themselves or others.

There is a wide range of extra-curricular activities. Pupils enjoy going to basketball, singing and origami clubs at lunchtime and to paralympic sports, football and netball after school.

Pupils are proud to champion curriculum areas as 'subject ambassadors'. Sixth form students mentor pupils in Year 11 and help younger pupils to improve their reading.

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

Leaders have worked tirelessly to improve the school since the previous inspection.

They have designed an ambitious curriculum and a comprehensive training programme for staff. An increasing number of pupils study the English Baccalaureate subjects in key stage 4 and there is a wide range of courses to study in the sixth form. Pupils with physical disabilities attend the school's SEND provision, the Lavinia Norfolk Centre.

Well-trained staff provide these pupils with high-quality support.

In most subjects, leaders have thought carefully about what pupils should learn. Within, for example, mathematics, English, art and physical education (PE) leaders have organised learning, so that pupils build on what they know already and deepen their knowledge as they move through the year groups.

Consequently, pupils achieve well. However, in a small number of subjects, such as religious education (RE) and modern foreign languages, leaders have not selected or organised essential knowledge precisely enough and pupils do not achieve as well as they could.

Reading is a top priority.

The well-resourced and vibrant library is popular with pupils. Leaders have worked hard to provide texts that entice weaker readers to dive into a book. Pupils enjoy the daily reading sessions and staff support those who struggle to read effectively.

Teachers' subject knowledge is strong and they use assessment well. In lessons, they continually check to find out how well pupils remember the ideas and concepts taught. Teachers craft insightful questions to support and challenge pupils.

This motivates pupils to find out more about the different subjects and topics. They confidently express their views about topical issues. Teachers take swift action if pupils struggle to keep up.

Staff skilfully adapt activities and tackle pupils' misconceptions efficiently. In the sixth form, teachers develop students' independence by using well-chosen activities. Students benefit from high-quality advice and guidance from pastoral staff.

Pupils understand the securely embedded rules and routines of the school. Teachers and support staff successfully help those pupils who find it difficult to manage their behaviour. Attendance is improving steadily.

Although disadvantaged pupils' attendance is lower than their peers, leaders' actions to encourage these pupils to attend more regularly are having a positive impact.

Leaders promote pupils' personal development very well, including in the sixth form. The 'insight' and 'perspectives' programmes teach pupils about personal, social, health and economic (PSHE) themes and topics.

Pupils value these lessons. Careers education empowers pupils and students to learn about and consider a wide range of next steps. These include apprenticeships, T levels and university courses.

Leaders design opportunities for pupils to listen to visitors from varied industries, colleges and universities. Students discover what university life is like through trips to local universities.

Staff are enthusiastic about working at the school.

They are also very positive about leaders' attention to their well-being. Leaders are considerate of staff workload, making regular checks on the impact of policies.

Governors know the school well.

They challenge school leaders about their improvement strategies and the impact of their actions. Governors make sure that they are well informed to do so, for example, by speaking to subject leaders about teaching and achievement routinely.

Safeguarding

The arrangements for safeguarding are effective.

Leaders ensure that safeguarding is a priority for all staff. Leaders provide regular and effective training, so that staff know how to spot signs that pupils may be at risk of harm. Staff know how to report concerns and leaders keep detailed records of their actions when concerns arise.

Leaders pursue any concerns that are referred to external agencies if they feel that they are not acted upon quickly enough.

Pupils learn how to stay safe and recognise risks through the assemblies, tutor time and PSHE lessons that leaders design. These lessons include information on water safety, e-safety, drug awareness and staying healthy.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, leaders have not planned and sequenced knowledge with enough precision. This means that sometimes pupils do not learn as well as they could. Leaders need to continue to strengthen the curriculum, so that all subjects are equally effective.

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