The Radcliffe School

Highlights from Latest Inspection

What is it like to attend this school?

The Radcliffe School is a caring community that values pupils, families and staff. Parents and carers are positive about the strong leadership and improvements they have seen in recent years. Staff are determined that all pupils will achieve and behave well.

They put pupils at the heart of their decision-making and provide a wide range of courses for older pupils to select for study.

There are strong systems to manage pupils' behaviour. Pupils know that incidents of poor behaviour will be addressed.

Low-level disruption occurs sometimes but pupils understand that this will be dealt with fairly and quickly. This means that pupils can focus in most lessons. Pup...ils are polite, welcoming and courteous.

Pupils are happy and say that they feel safe in school because staff listen to them and take action if they report bullying. A capable and enthusiastic team of 'anti-bullying ambassadors' is always on hand to help pupils to discuss and deal with any concerns about bullying. Pupils know that staff want them to succeed and are helpful if they need additional support.

One pupil said, 'It is the best school in the world.'

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

Leaders have reordered the curriculum so that pupils build their knowledge over time. Many of these changes are new.

Consequently, pupils have not learned all of the content that leaders intend. Teachers ensure that pupils refer to their prior learning when considering new concepts. This helps pupils to revise and remember their learning.

Teachers use regular assessment effectively to check pupils' understanding and to plan series of lessons that build upon what pupils know.

Pupils who need additional support with English and mathematics are well supported. Many of these pupils quickly catch up meaning they are able to access and understand texts and successfully apply mathematics in a range of subjects.

Pupils with special educational needs and/or disabilities (SEND) are provided with effective support and this enables them to achieve well. Staff work carefully with parents and external agencies to ensure that the support for these pupils is focused and tailored to their needs. This helps pupils with SEND to access the full curriculum, achieve well and to make long-lasting, meaningful friendships.

Leaders have high expectations for all pupils. More pupils than previously choose to study a modern foreign language. Leaders are determined to continue to build upon the changes they have already made to the curriculum.

Increasing proportions of pupils are now taking subjects that lead to them achieving the English Baccalaureate (EBacc).

The school is a calm and well-ordered place. Pupils say that behaviour is normally calm, although there are some pockets of low-level disruption.

Pupils do feel that they are normally able to get on with their work without being interrupted or distracted by others.

Pupils speak highly of teachers and say that all staff care for them. Staff use the house system and a range of 'get involved' activities to develop the broader character qualities of each pupil.

The use of 'Modern Britain' lessons ensures that pupils have a secure understanding of issues such as sexual health and relationships. However, this curriculum requires further development for Year 11 pupils, who rely on focus days and tutor activities for this aspect of their preparation for life.

Students in the sixth form have a wide range of course options and enjoy their experiences to learn about future career pathways.

They have opportunities for leadership and are involved in mentoring and supporting younger pupils to develop their reading skills. Some students take part in work experience but planned opportunities for all members of the sixth form to do this are not yet in place.

Governors have a secure knowledge of the school.

They focus on the things that matter and ask the right questions. However, governors must ensure that all aspects of the school's statutory duties, such as the sixth-form entitlement, are implemented fully.

Safeguarding

The arrangements for safeguarding are effective.

Pupils are well cared for. Staff keep detailed records of their actions in response to concerns raised about pupils. They are trained to look out for signs that pupils may be at risk from harm.

Staff take prompt action when required and work closely with external agencies, including early help, the police and children's services. Parents who responded to Ofsted's Parent View were positive and confident that staff look after their children well.

What does the school need to do to improve?

(Information for the school and appropriate authority)

Leaders have developed a curriculum that guides pupils though the subject content in a logical manner.

However, some of these changes are relatively recent and pupils have not yet acquired all of the knowledge they need to achieve leaders' ambitious goals. Leaders must ensure that all subjects are carefully sequenced to help pupils to know more and remember more over time. .

Leaders' high expectations and enhancements to systems have led to improvements in pupils' behaviour. In a small number of classes, low-level disruption continues. Leaders must continue to address these incidents to ensure that calm and focused behaviour is the norm for all.