The Magna Carta School

Highlights from Latest Inspection

What is it like to attend this school?

A sharp focus on improvement since the previous inspection is highly evident. Pupils and staff are rightly proud of the progress made in all aspects of school life.

The school's high ambitions for pupils' behaviour and achievement are known by all. Pupils rise to meet these high expectations consistently. The 'Magna Carta Way' underpins this.

Pupils treat each other with courtesy and respect. Lessons are purposeful and pupils work hard. Success is celebrated.

Pupils benefit from excellent pastoral care. They learn how to treat people with different beliefs and backgrounds respectfully. As a result, pupils describe their school as, 'really inclusive, where you... can just be yourself'.

Pupil's wider personal development is a priority. Personal, social and health education (PSHE), delivered expertly, teaches pupils vital knowledge and skills to prepare them for life in modern Britain. A comprehensive programme of extra-curricular activities supports and extends pupils' talents and interests.

Pupils' commitment to these activities is impressive. They develop valuable leadership skills and positive character traits through activities such as student council and the Duke of Edinburgh's Award scheme.

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

The school's curriculum is well designed, ambitious and meets the needs of all pupils, including pupils with special educational needs and/or disabilities (SEND).

A growing number of pupils gain qualifications in the English Baccalaureate. The school's recent focus on curriculum development is evident. In some subjects, for example mathematics, history and physical education, teachers ensure that pupils' learning carefully builds on the knowledge and skills that they have learned previously.

Here pupils' progress is strong, and they achieve well. However, not all teachers' checks on pupils' learning are as effective. Some pupils have gaps or misconceptions that are not addressed before teachers move learning on.

This is more evident in key stage 3 than key stage 4.

Teachers have strong subject knowledge. They benefit from a comprehensive programme of ongoing professional development.

The needs of pupils with SEND are well known by all staff. Where practice is most effective, staff use this information to adapt the curriculum carefully to ensure that pupils with SEND achieve their best outcomes. However, in some lessons, teachers' adaptations to support pupils with SEND are in their infancy.

There is a strong focus on improving pupils' reading. However, many of the strategies to support weaker readers are new and not yet embedded.

Pupils' behaviour and attitudes are positive.

Staff apply the effective behaviour management system consistently. As a result, the school is calm and orderly. The school has focused on improving the attendance of all pupils.

In most cases this has been successful. However, persistent absence of disadvantaged pupils, particularly those eligible for the pupil premium, remains too high. These pupils routinely miss too much school.

Support for pupils' well-being is a priority. Pupils learn about the importance of maintaining their own mental and physical health as part of the weekly tutor programme.PSHE lessons equip pupils with vital knowledge about how to keep themselves safe, including online, and they learn vital age-appropriate sex and relationships education.

Pupils benefit from a wide range of opportunities, including visits to other education settings, to prepare them for their next steps effectively. Careers education and advice is strong and provides pupils with valuable information to make informed choices about their future.

The school faced significant challenges last academic year due to problems with some of the school's buildings.

Leaders, staff and pupils dealt with this difficult period remarkably well. Trustees and the local governing council have an accurate understanding of the school's strengths and where further improvement is required. They provide valuable support and appropriate challenge.

Staff value the school's focus on improvement and feel proud of the contribution they continue to make. Staff appreciate the support they receive from leaders and know that leaders are considerate of their workload.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Work to check pupils' learning in some subjects is in its infancy and needs sharpening. Not all teachers check that pupils have secured key knowledge and skills before they move on. The school needs to ensure that all teachers accurately identify gaps and misconceptions in pupils' knowledge and skills and adapt their subsequent delivery of lessons to rectify these.

• Precise adaptation of the curriculum and strategies to support pupils with SEND are still being refined. The support that some pupils receive in lessons is not as effective as it could be. The school should continue its work to enhance and embed good practice in all subjects and ensure systems for oversight are consistently robust.

• While there are processes in place to improve attendance, too many disadvantaged pupils are persistently absent. This means that these pupils miss vital learning and are at risk of falling further behind. The school needs to redouble its efforts to ensure that the attendance of disadvantaged pupils improves rapidly.