Tiffin School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are rightly proud of their school.

They especially value the vast range of extra-curricular opportunities on offer. These opportunities play an important role in supporting pupils' mental health and well-being. Leaders encourage pupils to set up their own societies.

For example, students in the sixth form organise the history society. Pupils celebrate diversity in the school. For example, staff and pupils have developed an LGBTQ+ society.

A diversity week was organised and celebrated this year.

Leaders are ambitious for every pupil. Pupils work hard to realise these aspirations across the curriculum and achieve well.

The work produced... by students in the sixth form is of an exceptional standard. Leaders have carefully planned for the introduction of a co-educational sixth form. Female students play an important part across the whole school.

For example, they take up student leadership positions which include working with form groups in the lower school.

Pupils are safe and well supported by staff. They behave exceptionally well in class and around the school.

Pupils treat each other and staff with respect and kindness. Bullying is rare. Pupils are confident to report any concerns.

Staff respond to incidents of bullying swiftly and effectively.

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

Leaders have established an ambitious curriculum that introduces pupils to a broad range of subjects. Teachers have strong subject knowledge, and pupils learn very well.

For example, Year 7 history pupils know, in detail, the causes of the Crusades and how this knowledge connects to other European histories. Year 12 students can confidently draw on their knowledge of tonal harmony, blues form and the work of Béla Bartók when discussing how music is constructed and used for expressing ideas. These students have excellent musical understanding and excellent practical music skills.

Most subject leaders have clearly identified the important knowledge they want pupils to remember. This careful thinking means that pupils' understanding develops well over time. Pupils debate and discuss their learning confidently.

However, the curriculum is not equally strong in all subjects. For example, there is not a coherently planned computing curriculum in place for Years 8 and 9.

Leaders are committed to developing the 'whole child', making sure that pupils are fully prepared for later life.

Leaders have ensured that all pupils have access to opportunities beyond the taught curriculum. Almost all pupils take advantage of the extensive range of opportunities provided. For example, all of Year 7 sing in school concerts.

All pupils take part in house competitions. These events give pupils the chance to compete in a range of areas that they choose, such as sports, music and literary activities.

Leaders provide specific and detailed careers advice and guidance to all pupils.

Teachers guide sixth-form students in planning their university applications or other next steps. This excellent support helps to ensure that a very high proportion of these students attend Russell Group universities. Sixth-form students receive their own personal development programme which covers a range of topics such as financial literacy.

School alumni help support current students with careers guidance.

Pupils have exemplary attitudes towards their learning. Teachers know their pupils very well.

Leaders ensure that clear routines are in place to identify pupils' needs, including those with special educational needs and/or disabilities. Staff are aware of how to find and use this information to support pupils effectively to learn the curriculum. This includes sixth-form students.

Pupils arrive at the school as confident readers. However, those students who may need additional help with comprehension receive appropriate support. Staff encourage pupils to read.

They ensure that pupils read a culturally diverse range of books throughout Years 7, 8 and 9.

Pupils receive timely feedback about their work. Teachers use effective strategies to address misconceptions.

Assessment approaches vary between different departments. While leaders rightly value department flexibility, whole-school monitoring does not always identify and share the best practice. For example, assessment approaches sometimes use criteria that do not precisely identify the knowledge that pupils need to know and remember.

Governors have a clear understanding of their role and provide appropriate challenge to school leaders. There are plans in place for governors to oversee specific school priority areas. However, school leaders are not focusing sharply on identifying the most important school priorities.

Staff are well supported by leaders and proud to work in the school. They appreciate how accessible school leaders are, and they feel heard.

Safeguarding

The arrangements for safeguarding are effective.

Pupils are safe and feel safe. Staff are clear about how to raise any concerns about individual pupils. These systems are used effectively by staff.

An anonymous reporting system is available for pupils to use if they need it.

The school makes timely and appropriate use of external agencies, as required, to offer additional support for pupils. Regular safeguarding training is provided and understood by staff.

Leaders have planned an ambitious curriculum to help prepare pupils for the modern world. This curriculum responds to pupils' current needs. For example, there is a focus on mental health following the COVID-19 pandemic.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the curriculum does not identify the most important knowledge that pupils need to know and remember. This means that on occasion, teachers are not consistently clear about what they want pupils to know and remember. Leaders should ensure that the curriculum in all subjects identifies the core knowledge and skills that pupils need to know and do.

• Sometimes, leaders and governors do not identify the right priorities to work on. For example, in some curriculum areas, leaders' tracking and monitoring are not sharp in relation to what is taught in the curriculum. Leaders should ensure that they monitor and track the most important information.

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