The Norton Knatchbull School

Highlights from Latest Inspection

What is it like to attend this school?

The school lives up to its promise of a vibrant learning environment where young people are nurtured to become considerate, confident and well-rounded individuals. Across the school, there is a powerful sense of community.

Expectations are high. Relationships are strong and pupils care for one another. Pupils feel safe, and they are safe.

Behaviour and attitudes in most lessons are excellent, particularly for older pupils who are highly motivated, enthusiastic and focused. Pupils feel valued. They know that they can talk with a member of staff if they have any concerns.

Health, welfare and well-being are extremely well supported through the highly regarded pe...rsonal development programme.

There is an extensive range of extra-curricular clubs and activities. These include a debating club and a medical society as well as sports, choir, jazz and string ensembles.

Pupils run several clubs themselves, including a French club, a history club and a magician club. The provision is supplemented by a diverse range of local and international visits.

Leaders have worked exceptionally hard to address the issues raised at last year's ungraded inspection.

The curriculum in key stage 3 has been completely overhauled. Across all subjects, the curriculum is now carefully planned, sequenced and organised. Leaders, including governors, have instilled a real sense of purpose and determination across the whole school.

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

The curriculum is coherently and ambitiously planned. A recent review and evaluation have ensured that pupils study the full curriculum. The proportion of pupils taking the English Baccalaureate (EBacc) is well above the government's target.

However, especially in Year 9, there is still too much focus on GCSE requirements rather than developing the curriculum in greater depth, breadth and richness. The revised curriculum is still being embedded, adapted and tailored. Consequently, the quality of education is not yet consistently secure across all subjects.

The small number of disadvantaged pupils, including those with special educational needs and/or disabilities (SEND), are well known, and their needs are understood. Adults adapt learning to meet pupils' needs sensitively. The most able pupils are actively supported to excel through seminars, competitions and the 'super curriculum'.

Teachers have a strong subject knowledge, and present information clearly and concisely. Pupils spontaneously ask questions to deepen their learning, demonstrating high levels of intellectual curiosity. Assessment routines are carefully considered to ensure that they have maximum impact for pupils and are manageable for teachers.

Literacy and oracy are developed well. In contrast, pupils' written presentation skills are more variable. There is a strong focus on reading, with additional and effective support for those falling behind.

Links with other subjects are not always pursued to support pupils' wider knowledge and understanding as well as they could be.

The personal development programme is broad, detailed and impressive. Pupils' books evidence coverage of xenophobia, homophobia, misogyny, body positivity and staying safe online.

Pupils are less confident at talking about British values and linking these to the school values of mutual respect that are based on care, integrity and trust. Planning for personal development learning in tutor time is well structured, but delivery is not consistently effective.

The careers programme is carefully constructed to enable pupils to make informed life choices.

Local businesses and companies support pupils well with work experience, job applications, CV writing and job interviews. Technical qualifications are promoted alongside degree apprenticeships. The impact of careers education is evidenced through the large numbers of students proceeding to highly regarded universities.

Students in the sixth form have well-embedded and positive study habits. They routinely model exemplary manners and demonstrate high levels of independence. They are well drilled for exam success, but the quality of their learning experience is occasionally compromised by an over-emphasis on external examinations.

Students are encouraged to explore and celebrate diversity. Girls enrolled in the sixth form feel included and welcomed.

Leaders are working exceptionally hard to embed recent changes to the curriculum and ensure greater consistency in how it is delivered.

Subject leaders are knowledgeable, enthusiastic and ambitious for all pupils. They have a well-honed appreciation of the importance of the curriculum. Staff are proud to work in the school.

They are happy, and they say their workload is well managed.

Leaders have a clear understanding of the school and its current strengths and weaknesses. The school acknowledges that further work is needed to ensure that pupils with SEND and sixth form girls come to school more often.

Poor punctuality is being addressed. The new behaviour for learning policy has ensured a much more clear and consistent approach to behaviour management.

Trustees are clear and confident about their roles and responsibilities.

Minutes and records show that they ensure that school resources are managed well and that leaders are held to account for the quality of education. Trustees actively engage in the school development plan and appreciate the importance of careful self-evaluation.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Learning occasionally relies too heavily on preparing pupils for external examinations. This means that pupils do not always make meaningful connections across different areas of learning. Leaders should ensure that the curriculum develops pupils' creativity, critical thinking and problem-solving skills, thus enabling all pupils to thrive and succeed.

• Leaders recognise that the quality of education is not yet secure across all subjects. This means that, in a small number of subjects, implementation is variable and not yet fully embedded. Leaders should continue to ensure that the curriculum is implemented consistently by sharing the very best practice which already exists.