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Pupils are happy at this school and attend well. Their behaviour is exemplary. Pupils are polite and courteous.
The environment is calm and orderly, including when pupils move between the two school sites. Occurrences of bullying are rare. Pupils and parents and carers are very confident that staff will deal with any instances of bullying that occur.
Leaders act swiftly to address any issues that may put pupils at risk of harm. A high proportion of parents would recommend the school. One parent, typical of many, wrote: 'The school has improved tremendously.'
Pupils, including students in the sixth form, are achieving better than they did before in ...this inclusive school. Expectations are high. Relationships are positive.
Pupils study a broad range of subjects in all key stages. The curriculum is well planned so that all pupils understand what they need to know and be able to do at the right time. The content of the curriculum has been thoughtfully designed to inspire pupils in most of the subjects they study.
Pupils, particularly in key stage 4, do not always have the secure knowledge they need to complete longer extended assessment tasks.
What does the school do well and what does it need to do better?
The curriculum is ambitious. Pupils study a broad range of subjects.
The subjects that make up the English Baccalaureate lie at the heart of the curriculum. The proportion of pupils opting for these subjects in key stage 4 is rising. The school's 'independent learning sessions' are effective in helping pupils to keep up with the curriculum, including those needing extra support for reading.
Leaders have comprehensively reviewed curriculum plans in almost all subjects, including in the sixth form. These plans are detailed and precise. Subject leaders have thoughtfully considered how their subjects contribute towards the academic and personal development of pupils.
In geography, for example, pupils have many opportunities to learn about people and places beyond where they live. In English, leaders choose literary texts to mirror the 'human journey' as people get older. The social and cultural aspects of learning are well thought out.
Aspects of the curriculum for computing at key stage 3 are not at such an advanced stage of planning as in other subjects.
Subject leaders have devised effective systems for assessing pupils' knowledge and understanding. They have introduced regular assessments to check that pupils have remembered key content.
In most subjects, pupils are achieving better than has been the case in the past. This is especially so at key stage 3 and in art, design and technology. Teachers' subject knowledge is strong.
They use this to ask precise questions to help pupils know and remember more. In some subjects, however, pupils are less confident in applying the knowledge they have gained when completing extended assessment tasks. Sometimes they are unable to complete these tasks independently.
Leaders are ambitious for all pupils. Leaders' oversight of the provision for pupils with special educational needs and/or disabilities (SEND) has been transformed. Leaders' personalised support for pupils in the 'Parker Plus' centre is helping young people with complex needs to re-engage with learning.
Pupils are motivated and have positive attitudes towards their studies. There have been no exclusions since April 2019.
The curriculum for pupils' personal development is strong.
The school offers a good range of extra-curricular activity, especially in sport. Pupils have opportunities to develop leadership skills. Examples include the sports leaders programme and the school's junior leadership team.
Pupils learn about equality of opportunity and diversity. They receive a high-quality curriculum about how they can make safe choices. Recently, leaders have delivered detailed sessions about harmful sexual behaviour and online safety.
Leaders ensure that all pupils receive impartial careers advice. There is a well-planned programme for Years 8 to 13. The proportion of pupils entering education, employment or training has increased.
Students in the sixth form are well supported to take their next steps. Many students are successful in gaining places on university courses and apprenticeships.
A culture of high expectation underpins all aspects of the school.
Leaders have invested in high-quality professional development for staff. Staff, including teachers at an early stage in their careers, value the opportunities provided. Leaders check to make sure that their programmes are having the desired impact.
Staff morale is highly positive. Governance processes further enhance the professional development of leaders. Trustees have a precise understanding of the school's effectiveness.
They are very skilled in holding school leaders to account.
Safeguarding
The arrangements for safeguarding are effective.
Leaders have created a strong culture of vigilance.
Leaders know the local safeguarding risks. Pupils learn about them through their personal development programme. Pupils say they feel safe in school.
They know whom they can talk to about any concerns they have. This includes access to a trained counsellor. Leaders take swift and decisive action to protect pupils from harm.
They work well with external agencies, including social care and the police. All staff receive high-quality training. They understand their responsibilities well.
Record-keeping is thorough. The oversight of children in the care of the local authority is strong.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• In some subjects, teachers do not always check that pupils have all the knowledge they need to be able to complete extended written tasks or assessments.
When this happens, pupils sometimes show a lack of confidence in completing tasks, particularly at key stage 4. Sometimes they opt out or do not finish the work set. Teachers should ensure that pupils' understanding of the concepts taught are secure before setting tasks for pupils to complete or before moving learning on, to help pupils to remember and apply more of what has been taught.
