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This is a school which wants the very best for all pupils. Leaders have a clear vision for the school and are determined that pupils will succeed. Since the last inspection, leaders and staff have worked hard to improve the school.
This work is now paying off, and the quality of education has improved.
Leaders and governors know the school well. They make regular checks to ensure that the curriculum is delivered well.
They have identified the areas in which improvements are still needed, and are working with determination to address these.
Pupils are happy and feel safe. They know that their teachers care for them.
They are sensible and atte...ntive in lessons. Pupils work together and support each other well. They are taught how to keep safe, including online.
Pupils appreciate the wide range of extra activities that are available to them. This includes sports, arts, music and help with homework. Almost all pupils take part.
The school makes sure that pupils have access to opportunities that prepare them well for adult life.
What does the school do well and what does it need to do better?
The school has designed an ambitious curriculum. It is planned to meet the needs of the pupils.
In each subject, plans build towards an end goal. This is to make sure that pupils have the knowledge and skills they need to move on to the next stage of their education.
Leaders know the areas that need to improve and have put effective plans in place to remedy the issues identified.
Outcomes for pupils declined during the pandemic, and leaders know that they are still not as strong as they would like them to be. As a result, they have reviewed the curriculum and changes to plans are now taking effect. For example, the new mathematics scheme of work has ensured that pupils learn things in a logical sequence.
The school has given a high priority to reading. A range of programmes have been introduced to develop the reading skills of every pupil. Pupils learn to read fluently.
All pupils have books read to them during tutor time. The texts chosen are relevant and interesting.
Teachers have good subject knowledge.
They implement the curriculum well and adapt it to meet the needs of their class. In some subjects, teachers check that pupils have remembered the important knowledge they need. However, this is not consistent in all subjects.
Some teachers do not routinely identify when pupils have misconceptions or gaps in their knowledge.
The school provides good-quality professional development and training for teachers. Teachers value this and say that it has helped them improve delivery of the curriculum.
They say that leaders support their well-being and have taken steps to reduce unnecessary workload.
There are clear systems in place to identify pupils with special educational needs and/or disabilities (SEND). The support pupils with SEND need to access the curriculum is included in clear and detailed plans.
Pupils receive good support in class. Teachers and teaching assistants make adaptations when necessary. As a result, these pupils make good progress in line with their peers.
The school has specialist provision in the Shine Centre for pupils with social, emotional and mental health needs. Staff carefully consider the needs of each pupil in this class and provide an appropriate curriculum. The atmosphere in the provision is calm and purposeful.
The new behaviour policy has improved pupils' behaviour. Off-task or disruptive behaviour is rare. Pupils move around the school calmly.
Pupils' attendance fell during the pandemic and has not yet recovered. The school has been proactive in promoting good attendance, but this is not yet having an impact for all pupils.
There is an extensive programme to promote pupils' personal development.
It covers a range of issues, including consent and online safety. The school works closely with the community, including local churches and the local mosque. Pupils celebrate diversity and equality.
They have a good understanding of what is right and wrong. Pupils are taught to be 'an upstander and not a bystander'.
The school has established a comprehensive programme of careers advice and guidance.
Careful consideration has been given to the context of the school and the needs of the pupils. As a result, pupils have ample information to prepare them for life beyond school.
Trustees and governors are realistic about the school's strengths and weaknesses.
They are knowledgeable and well trained. Leaders work well with colleagues from the trust, who have provided support when required.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Pupils' attendance remains below pre-pandemic levels. As a result, some pupils, especially disadvantaged pupils and pupils with SEND, do not attend well, and this affects their progress. The school should take further steps to improve pupils' attendance so that all pupils have the opportunity to achieve their full potential.
Teachers in some subjects do not regularly or systematically check that pupils have remembered key knowledge. As a result, some pupils have gaps in their understanding. The school should ensure that teachers in all subjects use assessment well to check what pupils know and to plan next steps.
