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Pupils know that the school has high expectations of what everyone will achieve. The new behaviour rules that have recently been put in place make it clear to pupils their role in helping to make the school a calm place to learn. Each day, pupils reflect on how they can promote Christian 'light' values such as integrity and tolerance.
Most pupils follow the school rules and treat each other respectfully. Pupils who need additional help to manage their behaviour receive appropriate, thoughtful support. For pupils who need it, therapeutic alternative education helps to develop pupils' resilience and engagement with learning.
They learn social skills that they can apply ...in school to interact more positively with education and their peers.
Pupils learn a broad range of subjects to prepare them for an ambitious future. The curriculum has been carefully designed to be accessible to all.
This means all pupils, including those with special educational needs and/or disabilities (SEND), can learn the skills and knowledge they need. For example, in physical education, pupils can demonstrate learning by talking about what they know even if they cannot demonstrate physical skills.
Sixth-form students speak highly of the support that they receive from their teachers.
A range of ambitious qualification options and effective pastoral guidance prepares them well for success.
What does the school do well and what does it need to do better?
The curriculum has been recently reviewed and replanned for each stage of pupils' education. It carefully identifies the important facts and skills pupils need to know in a logical order.
Plans cover concepts in sufficient depth to help pupils form a deep understanding. Pupils regularly practise important skills, such as multiplication tables in mathematics. This helps pupils remember and apply learning with increased ease and fluency.
The ambition of the curriculum is high. The teaching of modern foreign languages starts very early, in Year 1. Pupils learn common greetings and how to count in French and Spanish.
This means pupils are increasingly better prepared to achieve a qualification in languages. An increasing number of pupils are now studying a language in key stage 4 as part of the English Baccalaureate.
Some parts of the curriculum are newer.
When this is the case, teachers do not always check what pupils can remember from prior learning. Therefore, teaching can move too quickly through topics before pupils have a confident grasp of new ideas. Learning is not always sufficiently revisited.
This can limit how well some pupils fully understand concepts and can use these in their learning.
Children in Reception secure the foundational knowledge needed to be curious learners. Learning is carefully designed to promote secure numeracy and reading skills.
Each day, children carefully practise new letters and words. Expertly trained staff help them to read with increasing fluency and understanding. In each class, pupils who need additional help to read confidently receive effective support.
Consequently, most pupils use their reading skills to learn well in other subjects.
Most pupils understand their role in making the school a happy and inclusive place to learn. Lessons are typically calm and purposeful.
Teachers can get on with helping pupils to learn well. The school provides additional help for those pupils who do not attend school well. For some pupils, this support has improved attendance to school.
Leaders recognise that there is still work to do to provide the right assistance for those who need it.
Sixth-form students are role models for other pupils. Nurturing relationships between students and staff focus on helping everyone to realise their full potential.
A wide offer of qualifications matches students' ambitions. An extensive programme of enrichment supplements academic learning and raises aspirations. Work experience and volunteering opportunities enrich the school's effective careers programme.
This helps to prepare students for adulthood.
The new 'Expanding Horizons' programme develops pupils' many skills and talents. A wealth of extra-curricular clubs and trips helps pupils to experience new activities such as abseiling.
Student leadership provides pupils with a way to contribute to school life. Sixth-forms students help younger pupils to practise reading aloud. Pupils learn to keep themselves safe and healthy.
Most pupils model mutual respect, which is actively promoted by the school. Therefore, pupils are increasingly well prepared for life in modern Britain.
The school regularly reviews support plans to help pupils with SEND to learn successfully in class.
Leaders provide training to help staff use the strategies set out in these plans. Leaders regularly review how well support meets pupils' individual needs. The school recognises there is more they can do to keep parents and carers informed about how their child's SEND needs are being met.
Leaders have taken steps to improve this. Newsletters, open mornings to discuss support and a recent 'Phonics and Pizza' session help parents to support their child's learning at home.
The school rigorously monitors and reviews its improvement plans.
Staff understand their role in the school's improvement journey. They feel part of a united team to provide the best care so that pupils continue to thrive.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Teachers do not always check that pupils understand concepts accurately or in sufficient detail. This can limit how well pupils can apply what they know to new learning. Leaders must continue to ensure that all staff have the training needed so they can help pupils know and remember more over time.
• Some pupils do not attend school regularly enough. This puts them at risk of missing out on vital education and risk further disengaging them with learning. The school must continue to work with services to ensure that pupils attend school regularly.
• A minority of parents have a negative perception of the support for pupils who need additional help. This means some parents do not always know how to work constructively with the school to support their child's education. The school must continue to work with parents to ensure pupils receive the most appropriate help to achieve well.
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