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The school's motto, 'Achieving together', is reflected in all aspects of its work. The school is highly inclusive, where all are welcome. Pupils and staff describe the school as a family.
Pupils benefit from the calm, harmonious atmosphere. They enjoy positive relationships with each other and staff. Pupils recognise that staff have their best interests at heart and want them to succeed in all aspects of life.
Pupils understand the school's three simple rules: to be ready, safe and respectful. They appreciate that these rules apply equally to staff. Most pupils strive to meet staff's high expectations of their conduct and academic achievement.
Pupils work to ...meet the school's 'pledges', designed to encourage participation in enriching activities. Many pupils wear achievement badges with pride. Some achieve the status of being a 'knight of Pembroke'.
Most pupils behave well in lessons and around the school. They do not consider bullying to be an issue at their school. Pupils say they are well supported by pastoral staff and would report any problems or concerns they may have.
They feel safe at school. Pupils say they would recommend the school to others.
What does the school do well and what does it need to do better?
Leaders have developed a clear vision for the school.
The curriculum is ambitious and is underpinned by the school's 'capitals'. These aim to develop pupils' academic, social, cultural and creative capital. Pupils study a broad range of subjects throughout key stages 3 and 4.
The number of pupils studying languages at GCSE level is increasing.
Subject curriculums are well planned. Leaders have identified the most important knowledge they want pupils to know and by when.
The curriculums are designed to help pupils build knowledge over time. Plans include opportunities for pupils to revisit content to help knowledge stick in their long-term memory. Leaders have thought about the impact of missed learning as a result of the pandemic.
They have amended plans to make sure that gaps in pupils' knowledge are filled.
A well-planned reading curriculum promotes a love of reading across the school. Pupils experience a range of challenging texts.
Staff have good subject knowledge. They use this well in discussions to help develop pupils' knowledge. Pupils discuss and debate with confidence, and many are extremely articulate.
Most pupils achieve well across the curriculum. Teachers provide well for pupils with special educational needs and/or disabilities (SEND). For example, they amend tasks to help these pupils achieve the same curriculum aims as all pupils.
Teaching assistants are not routinely well deployed. They do not have a consistently positive impact on pupils' learning or experiences.
Leaders are reviewing the school's approach to assessment and feedback.
Staff do not always give pupils effective feedback. Pupils say that they do not always find the feedback helpful. Not all staff challenge pupils when their work is of poorer quality than expected.
Most pupils behave well. However, on occasion, poor behaviour disrupts the learning of others. This is particularly the case when pupils do not have their usual teacher.
Leaders take effective action to support pupils who struggle to attend regularly. Nevertheless, too many pupils are persistently absent from school.
Promoting pupils' personal development is a key focus of the school's work.
The personal, social, health and economic education curriculum is well planned. Pupils learn about a range of appropriate topics that help prepare them for life in modern Britain. Pupils enjoy enriching experiences, such as visiting the theatre, and benefit from a variety of extra-curricular clubs.
Pupils are tolerant and understand diversity. However, pupils do not learn enough about other cultures. Pupils receive high-quality careers education, advice and guidance.
They go on to appropriate next steps when they leave the school.
Governance is effective. Trustees are knowledgeable and hold leaders to account well.
The local governing body provides effective support and challenge.
Leaders work hard to support staff. Staff enjoy working at the school.
They appreciate that leaders are considerate of their workload and well-being.
Parents are overwhelmingly positive about the school. Many expressed their gratitude for the positive difference that the school has made in their children's life.
Safeguarding
The arrangements for safeguarding are effective.
Positive relationships between staff and pupils enhance the school's pastoral work. Staff take all potential safeguarding issues seriously.
They are alert to potential concerns and act promptly to ensure that pupils get the help they need quickly. Leaders involve external agencies when necessary.
Staff are aware of risks that are pertinent to the school's cohort and the local area.
Staff know how to report concerns about an adult's conduct. Leaders ensure that thorough checks are carried out on staff to ensure they are suitable to work with children.
Pupils learn how to keep themselves safe through the curriculum.
For example, they learn about healthy relationships.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Leaders have not established a clear and effective approach to assessment and feedback. Pupils do not always benefit from helpful feedback.
Leaders should ensure that they establish clear expectations for assessment and feedback. They should ensure that staff apply agreed strategies consistently. They should ensure that pupils find the feedback helpful.
• Not all staff challenge pupils when they produce work of poor quality. Leaders should ensure that all staff support pupils to produce their best work by sharing high expectations and checking that pupils have met these. ? Pupils with SEND are not well supported by additional adults.
Leaders should ensure that teaching assistants are well deployed and support pupils in lessons. ? Too many pupils are persistently absent. Leaders should develop strategies to ensure that all pupils attend regularly.
• The curriculum does not ensure that pupils learn about other cultures in sufficient depth. Pupils do not have a broad and deep understanding of other cultures. Leaders should ensure that they develop pupils' understanding and experiences of a wider range of cultures.
