The Sittingbourne School

Highlights from Latest Inspection

What is it like to attend this school?

Staff have high aspirations for what all pupils can learn and achieve. This level of ambition is evident throughout the school.

This includes in the specially resourced provision for pupils with special educational needs and/or disabilities (SEND), which includes specially designed courses. Here, as across the rest of the school, leaders adapt the curriculum effectively to meet pupils' needs.

Pupils are proud of how tolerant and supportive their school is, giving examples such as the active LGBTQ+ society.

They are confident to report instances of what they call 'DRB' (discrimination, racism and bullying). Leaders challenge any perceived intolerance through '...character education' and personal development lessons. Pupils can and do request topics they want to learn more about in these sessions, which are used by leaders to develop the personal development programme further, for example in the recently introduced learning about personal finance.

The vast majority of pupils behave well in school. Movement around the site is settled and there are few incidents of bullying. Where this does happen, the majority of pupils are confident that staff deal with it swiftly.

Staff set clear routines in lessons and around the school, such as having year group zones in the playground. This helps to ensure that pupils feel safe in school.

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

Leaders have planned a carefully considered curriculum across their subject areas, plotting carefully the knowledge and skills that all pupils, including those with SEND, need to learn.

This is planned effectively from Year 7 upwards and into the sixth form, where students are able to study an increasingly broad range of both academic and vocational subjects, including at the school's 'Skills Centre', where pupils access a range of different vocational courses.

Leaders ensure that pupils have access to a wide range of courses. In the past, too few pupils have studied a modern foreign language, but leaders have succeeded in increasing the numbers of pupils continuing with these courses.

However, currently, too few pupils study the ambitious range of subjects required for the English Baccalaureate (EBacc) performance measure.

In lessons, staff use a variety of methods to assess what pupils know and understand, adapting their teaching well to address any misconceptions. Assessment is used precisely across a number of subject areas, where leaders carefully review the gaps in pupils' knowledge so that future teaching can be more specifically targeted to help fill these gaps.

This is especially well developed in English and mathematics, and is becoming embedded across other areas of the curriculum. In the sixth form, students receive even more tailored support and, consequently, are clear on what they need to do to improve. Across the school, pupils benefit from these activities.

Current pupils are making good progress through the planned curriculum and are well prepared for their next steps.Leaders have prioritised reading in the school, and leaders ensure that pupils who struggle to read fluently receive a range of support to help develop these essential skills. Leaders provide weekly opportunities for all pupils to develop their reading as part of their personal development provision.

This is beginning to show developing confidence in reading skills as it becomes more embedded.

Pupils are well focused in lessons, and staff generally manage any issues well. Pupils are praised and rewarded for demonstrating the school's values.

However, suspensions from school and persistent absence both impact on some pupils' learning. Leaders use suspensions appropriately, but they continue to be too frequent. Similarly, while staff are taking appropriate steps to support pupils in attending school more regularly, this work is ongoing.

The programme for pupils' personal development is extensive and detailed. 'Character education' lessons help pupils to learn about and discuss important ethical issues. Teachers guide pupils to explore sensitive topics such as coercive relationships.

This supports pupils to be well informed and well prepared for life in modern Britain. Leaders plan specific activities to develop pupils' resilience, and a range of support for mental health and well-being. Some pupils have the opportunity to demonstrate leadership skills, for example as ambassadors to support school events.

However, this is not yet fully developed, and there are limited opportunities for pupils to contribute to the wider community. A well-considered careers programme, including in the sixth form, ensures pupils are informed about an increasingly wide range of career options.

Leaders are reflective, and continually evaluate their practice to continue to develop provision for pupils, particularly in response to disappointing examination outcomes in 2022.

This is evident in work to develop the curriculum, as well as to support pupils' behaviour. Leaders, both in school and in the multi-academy trust, are outward-looking, and regularly use external expertise to confirm their practice and identify areas for ongoing improvement.

Safeguarding

The arrangements for safeguarding are effective.

There is an effective culture of safeguarding at the school. Staff receive appropriate training, which is regularly updated, meaning that they know how to identify and refer any pupils who might be at risk. They know their pupils well, and there are detailed records kept of any concerns.

Concerns are acted on quickly, and leaders liaise well with external agencies as needed. Pupils are taught how to keep themselves safe, including online.

Leaders complete appropriate checks to ensure that adults are safe to work with children.

Governors know their safeguarding responsibilities and hold leaders to account.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• While they are reducing, the rates of persistent absence remain too high. As a result, too many pupils are missing out on their education.

Leaders need to continue to identify the barriers to pupils' attendance, to ensure these pupils attend school more regularly and benefit from the education the school provides. ? More pupils are now studying a modern foreign language, but not enough are encouraged to take the more rigorous combinations of subjects that make up the EBacc suite of qualifications. Leaders need to ensure that pupils are given the information they need to understand the range of options available to them, thereby strengthening the number of pupils taking these more challenging and ambitious qualifications.

• Suspensions are used appropriately, but the number of suspensions in school are high and not reducing quickly enough. As a result, some pupils are missing out on time in school. Leaders need to continue to work with pupils who struggle to regulate their own behaviour, to support them to be in school and in lessons more consistently.

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