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Many pupils enjoy attending The Long Eaton School.
Pupils with special educational needs and/or disabilities (SEND) feel well-supported. Most pupils and staff recognise that the school has improved recently. Pupils said that bullying does happen sometimes.
They think that the school deals with bullying incidents better now.
Most pupils behave well in lessons and at unstructured times. Pupils said that behaviour has improved.
There are positive relationships between staff and pupils. However, there are still some pupils who regularly disrupt some lessons. Pupils said that some teachers are not always fair when dealing with behaviour issues.
S...ome staff do not always have high expectations of how pupils should behave in lessons.
Students in the sixth form enjoy their learning. They said that their teachers support them well.
Pupils feel safe in school. They know they can talk to staff if they have any worries.
The school has ensured that there are many opportunities for pupils to develop their talents and interests.
Some pupils enjoy attending sports clubs and art club. However, not many pupils take advantage of these opportunities currently. Pupils in Year 11 appreciate the opportunity to attend revision sessions.
What does the school do well and what does it need to do better?
The school has developed an ambitious and well-planned curriculum for all subjects. It is clear what topics teachers will cover and when. It is also clear how pupils will build on their knowledge over time and what vocabulary they will learn.
The school has set out how staff should deliver the curriculum to support pupils in knowing and remembering more. Staff use the 'retrieve, instruct, practise, and secure' approach to structure learning. This supports pupils in learning the curriculum.
Not all staff use this consistently well. For example, teachers do not always check that pupils have understood or remembered what they have learned. Therefore, some pupils have gaps in their knowledge and teachers do not always address these.
Teachers have good subject knowledge. Most teachers explain new information clearly. However, in some lessons, staff do not do this well.
As a result, some pupils are not always clear about what they are learning. Some pupils do not achieve as well as they could.
The school has ensured that those needing extra reading support get it.
Pupils get support to develop their phonics knowledge, fluency and comprehension. This helps them to access the curriculum. Pupils do not always use correct grammar or punctuation in their written work.
Teachers do not always address this. Some pupils repeat these mistakes. As a result, some pupils do not always produce high-quality work.
The school has ensured that teachers get the necessary information to support pupils with SEND. Teachers are beginning to use this information well so that these pupils can access the curriculum. Pupils who attend the resourced provision are well-supported by staff.
They access some lessons in school. They follow a bespoke curriculum that is well matched to their needs.
Students in the sixth form benefit from an ambitious curriculum.
Teachers have strong subject knowledge. Students say that teachers teach them well and provide them with the support they need. Students value the career advice they get and the opportunity to gain work experience.
Most students are well-prepared for their next steps.
The school has a clear behaviour policy to support staff in dealing with behaviour issues. Staff have had training in how to manage behaviour well.
Most pupils work well and have positive attitudes to learning. However, staff do not always address poor or off-task behaviour. This means some pupils do not learn as well as they could.
The school works well with pupils who need support to improve their attendance. Attendance rates are improving.
The school has planned well for pupils' wider development.
Pupils learn about different careers. They know about online safety and healthy eating. Most pupils are developing their understanding of fundamental British values.
They understand that they should treat others who are different from them with respect. However, pupils said staff do not always deliver the personal development programme well. As a result, some pupils do not learn about important issues and have gaps in their understanding of British values and equalities.
The trust has worked well with the leaders to continue to improve the school. Much of this work is at an early stage. Therefore, there are still inconsistencies in some areas.
Staff said the school is well-led and managed. They feel well-supported. Trustees and the academy advisory board fulfil their duties well.
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 have understood or remembered what they have learned. Teachers do not always address gaps in learning.
As a result, some pupils do not learn as well as they could. The school should ensure that all staff systematically check pupils' understanding so they can address gaps in learning. ? Some staff do not explain new information clearly.
As a result, some pupils are not always clear about what they are learning. Pupils do not always understand the work they need to do. The school should ensure that teachers present new subject matter clearly, so pupils understand what they need to learn.
• Some pupils' writing contains basic punctuation and grammar errors. Teachers do not always correct these. Some pupils' work is not of a high quality.
Teachers should ensure that all pupils use accurate punctuation and grammar and produce high-quality work. ? Staff do not always consistently apply the behaviour policy. This means that staff do not always address off-task behaviour.
At times, some pupils disrupt learning. The school should ensure that all staff implement the behaviour policy consistently well and that all staff have high expectations of how pupils should behave. ? Some teachers do not always cover important elements of the personal development curriculum.
As a result, some pupils do not learn about important issues and have gaps in their understanding of British values and equalities. They are not as well prepared for life in modern Britain as they could be. The school should ensure that all staff deliver the personal development curriculum well so that all pupils are well prepared for life in modern Britain.
