Thomas Knyvett College

Highlights from Latest Inspection

What is it like to attend this school?

Pupils know that expectations of their conduct and what they could achieve have increased. They value the perseverance of staff in helping them understand the importance of learning and how to be a good role model. Some pupils express a frustration about the disrespectful and boisterous behaviour of a smaller number of their peers in corridors during social times.

However, pupils recognise that most staff are trying to address this with increasing consistency.

There is an increasing number of opportunities for pupils to offer their views on the school. Pupils can join the school council or the 'Race and Identity' group.

However, pupils are not always aware of... these groups or how they can have their voice heard. Pupils do appreciate events such as the recent 'Culture Day', where pupils explored each other's cultural heritage. Examples such as these are broadening pupils' understanding of equality and diversity.

The school's curriculum has been reviewed to identify if pupils are learning the knowledge and skills they need. Pupils can describe how they are beginning to feel more confident in explaining what they know and expressing their ideas. However, further improvements are needed to ensure that pupils have the knowledge they need to be ready for the next stage of their education.

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

The school recognises the impact that the COVID-19 pandemic, changes in staffing and challenges in the community have had on the school and its pupils. The school has maintained its strong vision to be a fully inclusive school that 'Brings out the Best' in pupils. Robust plans set out actions that leaders are taking to accelerate progress against school improvement priorities.

The school has made significant improvements to increasing the number of pupils attending school regularly. The improved curriculum is designed to build pupils' knowledge over time. A newly strengthened governance arrangement is now in place.

Governors check that leaders are taking the right action to improve the educational provision for all pupils.

The uptake of modern foreign languages at key stage 4 is low and shows little sign of increasing. This means the school is not yet realising the government's ambition of the English Baccalaureate being at the heart of the curriculum.

The school has recently reviewed most aspects of the curriculum. The curriculum identifies the knowledge and skills that pupils need to know. Leaders continuously check that this learning is logically ordered.

However, the curriculum is not always taught in a way that helps pupils make connections between ideas. For some pupils, lessons can move on too quickly before they have had time to fully understand important concepts. In other lessons, some teachers do not identify the most appropriate activities to help pupils learn effectively.

This means pupils cannot always see connections between new and prior learning and, consequently, they do not make the intended progress.

Staff are quick to identify any pupils with special educational needs and/or disabilities. They use assessment information and input from parents and pupils to regularly review the effectiveness of the support in school.

Leaders make swift referrals for expert support for pupils who need it. Those who need help to learn to read receive appropriate support.

Not all staff implement the behaviour policy with consistency.

Teachers do not always address disruption or disengagement quickly enough. This lack of consistency means that too many pupils refuse the reasonable requests of staff. This can disrupt the learning of others.

Some pupils also worry about jostling in the corridor or hearing unkind language during social times.

The school's personal development curriculum has not yet been fully implemented. Leaders have thoughtfully considered what improvements they want to make to the curriculum.

These include further promoting the school's values of, for example, respect and unification. Pupils develop an age-appropriate understanding of relationships and consent. A comprehensive careers programme helps them make informed decisions about their future.

However, because many aspects of this curriculum are still very new, pupils do not yet learn about different cultural perspectives in enough detail. Opportunities to practise contributing positively to the school and community are not yet fully in place.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Pupils do not study a broad enough curriculum in key stage 4. Not enough pupils go on to study a modern foreign language. The school should review its curriculum offer to ensure that all pupils can access a broad and balanced curriculum that prepares them well for the next stages of education and employment.

• The curriculum is not yet implemented as effectively as leaders intend. This means that some pupils struggle to connect important ideas. Leaders must ensure that teachers implement the curriculum consistently well in all subjects so that pupils are able to know and remember more over time.

• Not all pupils behave well in lessons and around the school during breaktimes. Learning can also be disrupted, meaning pupils do always learn as much as they could. Leaders must raise expectations of pupils' behaviour and ensure that all staff consistently implement the school's behaviour policy.

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