The Joseph Whitaker School

Highlights from Latest Inspection

What is it like to attend this school?

The school is developing a culture that reflects its motto of 'Proud to be me. Proud to be Us.'

Pupils are well cared for. They are safe and happy at school. The school is ambitious for everyone to do well in all aspects of school life.

Staff are committed to the school's values and aspirations for all pupils.

The school has high expectations of pupils. Pupils learn well in most subjects.

The majority of pupils behave well. Relationships are polite and cooperative. In lessons, most pupils focus on their learning and learn well.

Pupils appreciate the school's priority of nurturing respect for difference.

Sixth-form students are prou...d of the school. They serve as positive role models for younger pupils.

They appreciate the support and care they receive.

The school nurtures pupils' confidence, resilience and independence very well. Pupils benefit from a wide range of extra-curricular activities, including a variety of clubs and sports.

Pupils gain from many memorable experiences, including trips and residential visits. Many value the performing arts opportunities, including the annual stage production.

Most parents and carers have positive views about the school.

However, some parents do not fully appreciate the school's expectations of behaviour for their children.

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

The school has developed a broad and balanced curriculum that provides Year 10 and Year 11 pupils with the opportunity to gain qualifications in subjects that reflect national expectations. Younger pupils learn well across a range of national curriculum subjects.

The school ensures that subject curriculums are ambitious. In the majority of subjects, the school identifies the key knowledge that pupils need to learn and when. For example, in art and design, pupils build their knowledge of artists, movements, periods and styles.

They develop their expertise in a range of techniques using varied media to become accomplished artists. However, this ambition is not seen in all subjects.

Teachers have strong subject knowledge.

They make regular checks on pupils' understanding to ensure that activities build on prior learning. This enables pupils to learn and remember over time and deepen their understanding. However, at times there are some inconsistencies in this practice across school.

The school has high expectations of pupils with special educational needs and/or disabilities (SEND). Leaders identify pupils' specific needs accurately. Staff carefully adapt their teaching to enable these pupils to learn well.

Leaders seek external support when needed. Pupils with SEND learn the same curriculum as their peers.

The school is developing a positive culture of reading.

Pupils who are at an early stage of reading are supported to become fluent and confident readers. Staff are trained to provide specific support, for example to deliver age-appropriate phonics. The school is developing pupils' love of reading.

The school has appropriately high expectations of pupils' attendance. Pupils' overall attendance has improved since the COVID-19 pandemic. Pupils understand the school's high expectations for behaviour.

Pupils' behaviour is largely positive. Most pupils engage with their learning well. The school has a calm and orderly feeling.

However, some pupils' attitudes to learning are not as positive as they could be.

Pupils' personal development is a strength. Leaders ensure that the personal, social, health and economic (PSHE) education offer is carefully structured.

Pupils benefit from opportunities to learn about physical and mental health. They learn about age-appropriate relationships and sex education. They are taught the importance of equality, diversity, inclusion and respect.

Staff promote pupils' moral and social development very well. Careers provision is strong. Pupils gain from many positive work-related learning opportunities.

They receive appropriate advice and guidance. They are prepared well for their next steps.

The school sets high expectations for its sixth-form students.

Students benefit from carefully thought through subject curriculums that serve to build their learning very well. They are taught well by knowledgeable and skilled staff. Students apply themselves purposefully.

They appreciate and meet the school's high expectations. Pastoral care is positive. Students value the high-quality support offered.

Sixth-form students are very well prepared for their next steps in education, training or employment.

Leaders, including those with responsibility for governance, know the school well. They know the school's strength and priorities for development.

They continue to build on the school's good quality of provision. The trust provides appropriate support and challenge.

Staff are proud to work at the school.

Staff morale is positive. Leaders are mindful of staff workload and well-being. There is a genuine team spirit among staff.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the school does not identify all of the key knowledge that pupils need to learn and when. Consequently, the school's implementation of the curriculum in these subjects is inconsistent and teachers cannot make the necessary checks on pupils' understanding and build on their learning.

As a result, pupils do not learn as well as they could in some subjects. The school must ensure that all subject curriculums are equally ambitious, enabling all pupils to know, remember and do more over time. ? The school's approach to managing behaviour is, at times, not consistently implemented.

Consequently, a minority of pupils' attitudes to learning are not as positive as they could be. The school's high expectations of behaviour are not understood and appreciated by all parents. The school should ensure that the behaviour policy is consistently well implemented, that all parents understand these high expectations, and that the attitudes of some pupils are nurtured to be as positive as those of their peers.