Thomas Estley Community College

Highlights from Latest Inspection

What is it like to attend this school?

The 'Thomas Estley Way' guides pupils to show kindness, respect, courage, perseverance and resilience in classrooms and around the school.

This is the foundation for a culture of mutual respect. Pupils are happy. Relationships between pupils and staff are strong.

The school is calm and orderly. Pupils benefit from high-quality pastoral guidance. They trust staff to keep them safe.

The school is aspirational for all pupils. There are high expectations for pupils' academic achievements. The majority of pupils, including those who are disadvantaged or pupils with special educational needs and/or disabilities (SEND), are successful in most subjects.

The ...school prioritises pupils' wider personal development. There is a well-considered programme that helps pupils develop their character and leadership skills. This includes a wide range of opportunities.

For example, pupils can take on roles of responsibility, including as eco- or well-being ambassadors, teaching and learning researchers, or pre-school readers. In the wider community, pupils are involved with charity work and projects in local primary schools. A variety of clubs support the development of pupils' talents and interests in sport, the performing arts and other pursuits.

Pupils have access to information about colleges, apprenticeships and employers. They are well informed about their future choices.

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

The school has developed a broad and ambitious curriculum.

It is organised in a way that helps pupils build on what they have learned previously. A small number of pupils, including those in the specially resourced provision for pupils with SEND, benefit from personalised learning pathways. Weak readers are identified quickly and get the support they need to improve their reading confidence and fluency.

In Years 10 and 11, most pupils study the full range of English Baccalaureate subjects. The curriculum is challenging and prepares pupils well for their next steps.

Teachers are subject experts.

They help pupils grasp subject-specific vocabulary. Typically, new learning is explained clearly and this helps pupils link new knowledge to what they know already. Questions are designed carefully to check understanding and challenge pupils to think deeply.

Pupils respond well. They try hard in lessons and produce work of a good quality. However, activities do not always help pupils to make connections in their learning.

At other times, tasks are not demanding enough. When this happens, pupils become disengaged and do not achieve as well as they could.

The school provides purposeful training to help staff meet the needs of pupils with SEND.

Staff receive detailed information about each of these pupils' needs and the strategies they can use to support them. Most staff check routinely on pupils with SEND. They adapt activities when necessary to make sure that these pupils can be successful.

However, this is not consistent across the curriculum. At times, some pupils with SEND are not supported as effectively as they could be.

Pupils behave well in lessons and around school.

They understand the consequences of poor behaviour. Staff apply these fairly. Pupils are proud to earn rewards for good conduct and hard work.

Most pupils attend school well. Reducing the number of pupils who are absent too often is a priority for the school. Pastoral staff work closely with these pupils, and their parents and carers.

As a result, attendance has improved.

The school is determined that all pupils are well prepared for living in modern Britain. Pupils learn how to keep themselves safe and healthy.

They consider the importance of respecting diversity and fundamental British values. Visitors to the school help to broaden pupils' understanding of different faiths and cultures. Trips and visits further enrich the curriculum.

Most parents are positive about the school. The school strives to communicate with them effectively. Leaders have listened and provided support to help staff manage their workload.

Trustees and governors are knowledgeable. They hold school leaders to account and share the school's aspirations.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Planned learning does not always meet pupils' needs closely enough, including some pupils with SEND. As a result, these pupils do not always get the necessary support or achieve as well as they might. The school needs to ensure that all teachers make suitable adaptations so that the curriculum meets the needs of all pupils.

• On occasion, the curriculum is not planned well enough to encourage pupils to think deeply or make links to what they have learned before. When this happens, pupils become disengaged and do not secure their knowledge. The school needs to ensure that learning activities are designed routinely to build on pupils' prior learning and to deepen their understanding as they progress through the curriculum.

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