Turton School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils, and students in the sixth form, are proud to be part of Turton School. They enjoy strong relationships with their teachers and other staff. Pupils feel safe when they are in school.

They know who to speak to if they are worried or upset.

The school's code of conduct underpins the sensible behaviour that pupils display in classrooms and around the school at break and lunchtimes. During social times, pupils enjoy chatting with their friends in the school canteen or outside in the spacious playgrounds.

Pupils' conduct helps to make the school a calm and orderly environment.

The school has high expectations of what pupils should achieve. Pupils, ...including those with special educational needs and/or disabilities (SEND), have equal access to an ambitious curriculum.

They progress well through the curriculum in most subjects.

The school supports pupils to be increasingly confident and respectful to each other. It also helps them to understand issues in the wider world.

Many pupils benefit from a wide range of sporting and leadership enrichment opportunities. Students in the sixth form are excellent role models for younger pupils.

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

The school, over time, has developed an ambitious curriculum.

It aims to teach pupils the best of what has been thought and said in the past and to prepare them for the challenges of life in modern Britain. The broad curriculum offers pupils in key stage 4, and students in the sixth form, a wide range of choices to pursue their particular interests.

The school has designed subject curriculums that allow pupils to build their subject knowledge in a logical way.

Pupils achieve well in most subjects. However, in some subjects, including English and mathematics, the progress that pupils made by the end of Year 11 in 2023 was below the national average. The school has reflected carefully on this published data.

It has made considerable improvements to strengthen the curriculums. As a result, pupils currently at the school, especially those in key stage 3, are achieving much better than in the past. Students in the sixth form achieve well.

Teachers have secure subject knowledge. In most subjects this helps them to deliver subject curriculums well across the school. Most teachers explain topics clearly to pupils.

They make sure that important learning is revisited. However, in a small number of subjects, some teachers do not deliver the curriculum as effectively as they should. They do not ensure that pupils' learning builds securely on what they already know.

This prevents some pupils achieving as well as they should in these subjects, especially in key stage 4.

Teachers check regularly how well pupils are learning. In most subjects, they use a wide range of assessment information well.

They make sure that important learning is understood before moving on to a new topic. In the sixth form, students are conscientious in correcting any mistakes that are identified by their teachers and adding extra detail to their work.

Typically, pupils behave well in lessons.

They listen carefully to their teachers and act on instructions. Pupils follow routines as they move around the school building. Sixth form students enjoy their own spacious study and café areas.

They use much of their available time to study independently.

The school accurately identifies the additional needs of pupils with SEND. Staff know these pupils and their individual needs very well.

Staff are well trained in SEND matters and use the information that they receive to support pupils with SEND in their lessons. This helps pupils with SEND to progress through the same ambitious subject curriculums as their peers.

Reading has a high profile.

The school identifies pupils who struggle with reading accurately when they join the school. Those pupils receive additional support to help them become more confident and fluent readers over time. The school actively promotes reading for pleasure through form time and by ensuring that all pupils have regular access to its well-stocked library.

The school shows a strong commitment to ensure that pupils, and students in the sixth form, build the knowledge that they need to be well prepared for life beyond school. Pupils learn about a wide range of issues including relationships, sex and health matters However, their knowledge is less well developed in some other areas including fundamental British values and aspects of citizenship. This is because there are some inconsistencies in how well some aspects of the programme to support their personal development are delivered.

All pupils receive age-appropriate careers education including independent advice about future careers and opportunities. The school is aspirational for all its pupils. For example, in the sixth form area the corridor walls are covered with profiles of former students who have progressed to university, apprenticeships and careers.

Members of the governing body know the school well. Over the past few years there have been changes to the composition of the governing body to add expertise in specific areas. As a result, governors are well equipped to challenge and support leaders.

Staff appreciate the wide range of support that they receive from the school to ensure that change is managed well and does not have a negative impact on their well-being or workload.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects there is some variability in how well teachers deliver the curriculum.

As a result, some pupils do not achieve as well as they should. The school should ensure that in these subjects, teachers receive appropriate training and guidance to allow pupils' learning to build on what they already know. ? Some aspects of the programme to support pupils' personal development are not delivered as well as others.

This includes the teaching of fundamental British values and citizenship. Consequently, some pupils' knowledge of these aspects of learning is uneven. The school should equip staff with the expertise that they need ensure that pupils are fully prepared for life in modern Britain.