The John Roan School

Highlights from Latest Inspection

What is it like to attend this school?

A very high proportion of parents and carers are positive about this school and would recommend it.

One comment, which echoed the views of others, was, 'Communication is great, teachers are accessible and my children are happy.'

There is a strong sense of community here. The school is inclusive, celebrating its diversity.

Pupils are encouraged to treat everyone equally, irrespective of their backgrounds. Pupils are kept safe, many welcoming the 'QR code' that they can use to alert leaders to any safeguarding concerns.

Leaders have been successful in creating a school with a culture of high expectations, including for behaviour.

Pupils behav...e well. For example, during lesson changeovers, they walk quietly around the school and do not cause disruption.

Pupils achieve well in many different subjects.

This reflects the collective work of leaders and staff to encourage pupils to work hard and to be ambitious for themselves. Sixth-form students enjoy their time at school. They are well supported and benefit from excellent facilities at the Maze Hill site.

The school's 'PRIDE' values identify the character traits it wants pupils to develop. For example, 'I' represents 'involved'. Leaders' work to get pupils 'involved' can be seen in lots of ways, such as their participation in after-school clubs.

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

Leaders have carefully designed the key stage 4 and sixth-form offer to ensure that pupils can study subjects all the way through to Year 13. As the sixth form has grown, leaders have added new courses. For example, economics was introduced to the sixth form in September 2023.

Sixth-form students have flexibility in their choices to best suit their aspirations, such as studying an A-level pathway or mixing A levels with relevant vocational courses. Pupils learn a broad range of subjects throughout Years 7 to 9. There are significantly more pupils studying a modern foreign language in Years 10 and 11 than was previously the case, reflecting leaders' aspirations for more pupils to achieve the English Baccalaureate.

Leaders' ambition is also evident in subject curriculums. For example, leaders choose ambitious texts in English. They set out core knowledge that enables pupils to deepen their understanding of concepts such as conflict and equality as they move through the curriculum.

Across the school, staff know what, why and when they should be teaching subject content.

Staff have strong subject knowledge. They receive lots of subject training, including from the trust subject advisers.

Teachers explain concepts and ideas well. They use activities that are purposeful, helping pupils to make sense of what they are learning.

The school places a strong focus on helping pupils to recall prior learning and to 'stick' knowledge in pupils' long-term memory.

However, occasionally some teaching, including in the sixth form, does not have a precise focus on checking that pupils have firmly understood what they are being taught. At times, teaching does not support pupils as well as it could to deepen their understanding.

The school provides effective support for pupils with special educational needs and/or disabilities (SEND).

The school's resourced provision, the 'Centre for Autism' (CFA) gives pupils the personalised support they need, such as the specialist learning coaches who help pupils with their literacy or other specific needs. The coaches also help to identify any underlying additional needs when pupils join the school.

Leaders identify any weaker readers.

They have started work to enhance the support given to these pupils, for example with daily phonics sessions. However, greater staff expertise is needed to ensure that pupils' needs in this area, including those with SEND, can be met more quickly.

Leaders have prioritised the management of pupils' attendance, for example through employing an additional staff member.

This is helping the school to identify and respond quickly to any decline in attendance. Staff work well together to achieve what the school calls 'disruption free learning'. Pupils respond to instructions from staff, quickly settling down and getting on with their work.

Pupils benefit from a variety of enrichment experiences, including visits and guest speakers. Sixth-form students have opportunities to interact with younger pupils through being a mentor or leading the school council. Pupils hear from guest speakers and have workshops to help them understand how to stay safe and look after themselves, including in relation to their mental health.

All year groups go on visits throughout the year, including the 'character' trips such as 'adventure day'.

Careers guidance is effective across the school, ensuring that all pupils, including those in the sixth form are well informed about higher education and apprenticeships. Many sixth-form students are successful in gaining place at high-performing universities.

Leaders, including trustees, know the school well. They have an honest evaluation of what is working well and what needs to further improve. The trust has been instrumental in supporting the school on its improvement journey.

This includes in managing ongoing challenges, such as those relating to staff recruitment. The local governing body are relatively new and are well on the way to getting a handle on their delegated responsibilities.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Occasionally, the school does not check whether pupils, including those in the sixth form, have understood what they are learning with enough precision. When this happens, staff can move on to new learning too quickly and pupils' knowledge and understanding is not secure. The school should refine the training for staff, particularly focusing on how to precisely check pupils' learning and then adapt teaching accordingly.

• A few pupils, including those with SEND, are not being supported as well as they could in building up their reading fluency. As a result, they are not catching up with their peers as quickly as they should. The school should review the support given to those pupils who are developing their reading fluency, ensuring that a greater number of staff have the expertise needed to deliver the school's reading programmes.

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