Turing House School

Highlights from Latest Inspection

What is it like to attend this school?

The school's vision of a 'safe, happy and learning community' is entirely realised. This is because the school is inclusive, placing pupils right at the heart of its work.

The school strives for academic excellence alongside developing the whole individual. Pupils feel safe, and their attendance is high. They behave and cooperate well.

They are eager to learn in lessons, contribute exceptionally well to the school and, as a result, achieve very strong outcomes. Pupils are highly equipped and ready for the next stage of their education and future. Students in the sixth form enjoy their experiences and achieve well.

The personal development of pupils is excepti...onal. The pastoral care, guidance and support offered to pupils is very strong. Pupils take part in over 60 clubs and activities promoting a wide range of talents and interests.

These include arts, crafts, history and music. Many pupils participate in the rehearsals for the current school production with enthusiasm and energy. The provision for sports is excellent.

Pupils' participation in a high number of sporting events makes an effective contribution to their team and collaborative skills. Pupils appreciate the range of trips that enhance the curriculum. They take on leadership roles, including as subject ambassadors, and as tutor and sports captains.

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

The school has created a highly ambitious and broad curriculum. Leaders have clearly identified the key components. For example, in science, pupils in Year 7 learn about the ecosystem and plants.

This prepares them well for Year 8, when they study respiration and photosynthesis. Leaders have carefully organised the subjects in a systematic way, so pupils build a deep knowledge over time.

Highly trained teachers are skilled in their delivery of the curriculum.

They know the pupils well, ensuring they present information in a way that helps pupils to know, remember and do more over time. In Year 8 art, for example, pupils learn about identity. In response to the teacher's feedback, they create portraits with increasing skill and accuracy.

Teachers check on pupils' understanding. They ensure that any misconceptions are dealt with swiftly. For example, students in Year 12 Sport Studies demonstrate their understanding of the assessment criteria skilfully in their responses to the practice examination questions about sports in the community.

While most students in the sixth form achieve well, a few do not achieve as well as they could in a few subjects. This is because the use of assessment has not been embedded sufficiently to enable students to recall knowledge.

The provision for pupils with special educational needs and/or disabilities (SEND) is closely linked to their individual needs.

Pupils' needs are identified swiftly and with precision. Pupils receive appropriate and effective support. Teachers carefully consider the needs of pupils and ensure that the right adaptations are made.

These pupils then achieve very strongly.

There is a strong culture for reading. This is because reading across the school is prioritised.

Those pupils who are in the early stage or behind in their reading receive targeted support and intervention to help them catch up quickly. These pupils are increasing their confidence and ability to read more fluently.

The school has very high expectations of pupils.

Pupils thrive because they are motivated to learn. They work very well with each other. The school ensures that behaviour systems are adhered to consistently and strong pastoral systems are in place.

Pupils who have previously found it difficult to participate now contribute well to their learning. Pupils in the sixth form volunteer and support younger pupils through mentoring.

The personal, social and health education programme is very well organised in Years 7 to 11.

This is systematically organised, equipping pupils with a wide range of knowledge on how to keep safe, mentally alert and healthy. The trips to places such as art galleries, sporting venues and places of worship support learning. The provision for careers is strong, and opportunities include engaging with employees and attending a careers fair.

Pupils appreciate the individual guidance offered. There is a structured programme to support sixth-form students' personal development. Some staff do not use this approach consistently.

This results in some students receiving different levels of guidance.

Leaders, including the governors, have relentlessly focused on improving the overall provision, including the achievement of all pupils in Years 7 to 11. The trust and governors hold the school to account through visits and agreed actions that are implemented by the school.

The sixth form is relatively new, and some aspects of its provision lack systematic approaches. The school has taken some action to strengthen the sixth form. For example, the focus on achievement of the highest A level grades has significantly raised attainment in 2024.

Staff appreciate the range of strategies that help reduce their workload and enable them to function more effectively. The vast majority of parents and carers are highly appreciative of the school and the support it provides for their child.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• A few staff do not make consistent use of the school's approaches in the sixth form. As a result, students do not achieve or develop as well as compared to the rest of the school. The school should ensure that staff consistently implement all strategies well so that the quality of students' experiences leads to stronger levels of achievement.