The Arthur Terry School

Highlights from Latest Inspection

What is it like to attend this school?

Be proud, be kind, be ready – this motto underpins everything that happens in this very well-run school. Leaders have exceptionally high aspirations for all pupils and students and this shows in every aspect of their work.

Leaders want pupils to achieve their best and they frequently do. The sixth-form provision is exceptional. Pupils and students are a pleasure to speak to.

They are mature, friendly, welcoming and proud of their school.

Lessons are orderly, focused and free from disruption. Pupils apply themselves fully to their learning.

Sixth-form students act as role models to younger peers and ambassadors for leaders. The positive relationships ...between staff and pupils are a key factor in the school's success. Incidents of bullying are very rare.

Pupils have full confidence in their teachers to swiftly deal with bullying if it ever happens.

All pupils benefit from an extensive and carefully planned curriculum to enhance their personal development. For example, all pupils receive exceptional advice about possible career paths and next steps in education.

The wider curriculum promotes equality of opportunity and diversity very effectively. As a result, pupils understand, appreciate and respect difference in the world and its people. Pupils are very well prepared for life in modern Britain.

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

Senior leaders have created a culture of high ambitions and aspirations for every pupil and student. This includes disadvantaged pupils and those with special educational needs and/or disabilities (SEND). These aspirations are evidence in the school's broad, balanced and ambitious curriculum.

For example, all pupils in Year 10 are expected to study a language. Leaders have ensured that subject leaders have carefully laid out what pupils should learn in each year group, including in the sixth form. As a result, learning is very well structured and sequenced.

Leaders make sure that pupils with SEND receive the support they need. While there has been some turbulence in the past, leaders in place now are beginning to make a difference. The new leader of the SEND department has robust processes and systems in place to gain a strong oversight of how well pupils with SEND do.

Teachers receive clear information on how to best support pupils in lessons. They put targeted support and effective intervention in place to make sure that all pupils can access their learning and be successful. If needed, pupils with SEND receive sensitive, well-targeted support with their behaviour and social skills.

Leaders have introduced a range of strategies that they call 'vulnerable first'. These are designed to ensure that teachers meet the needs of all pupils in lessons. These strategies are effective and lead to pupils knowing more and producing high-quality work.

On occasion, however, some teachers do not consistently use these strategies. This includes adapting their lessons and adapting their teaching to meet the needs of all pupils. Consequently, some pupils, particularly those who are disadvantaged, sometimes do less well.

Leaders support pupils who are at the early stages of learning to read very well. Teachers know who needs support. Pupils receive individualised intervention to help them to become proficient readers.

Pupils say that they enjoy reading because of the help they have had.

Leaders have an unwavering focus on developing each pupil as a rounded individual. This work is exceptional.

Pupils benefit from endless clubs, activities and social events as well as a range of opportunities to take leadership roles. Pupils discuss topical issues with great sensitivity and receive well-developed teaching about a wealth of topics, such as mental health, protected characteristics, healthy relationships and diversity. Furthermore, pupils receive high-quality and impartial advice about their next steps.

Consequently, pupils are exceptionally well prepared for life after school.

Students in the sixth form benefit from an exceptional quality of education. They receive excellent support and feedback.

Lessons are places where deep learning takes place, and students achieve very well. They speak highly of their school and are proud students. They receive extremely effective careers advice.

As a result, all students go on to appropriate destinations.

Pupils' behaviour is very strong. They understand and willingly meet leaders' very high expectations of their behaviour and their interactions with others.

Leaders and staff are knowledgeable about how to teach and promote positive behaviour. They provide excellent, tailored support for pupils who need additional help to behave well or to get the most out of school life.

Senior leaders and trust executives have a highly detailed, accurate understanding of the school's strengths and weaknesses.

Senior leaders work well with trust leaders to continuously improve the school and strive for excellence. Leaders have ensured that all staff receive innovative pedagogy training. Consequently, teachers are experts in their subjects.

Staff speak highly of the support they receive from senior leaders, including well-being and workload support.

Safeguarding

The arrangements for safeguarding are effective.

Safeguarding practices are very well embedded.

Leaders ensure that staff receive regular training, which includes the potential risks that pupils may encounter in their local area. Staff know what to do if they are concerned about a pupil. The expert safeguarding team works well with external agencies to seek the support a pupil may need.

Pupils say that there is a trusted adult at the school they can talk to if they are worried about anything.

Leaders have ensured that pupils are well-versed in online safety and dangers around the use of social media. Trained staff provide mental health and well-being support to any pupil who needs it.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Not all teachers consistently apply the school's effective strategies to support disadvantaged pupils, such as adapting their lessons and adapting their teaching to meet the needs of all pupils. When this happens, pupils' work is of a lower standard, left unfinished or not attempted. Leaders should ensure that all staff consistently support pupils so that learning is matched to pupils' needs and all pupils achieve as well as they are capable of achieving.