Turves Green Boys’ School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are rightfully proud to be part of this unique school. They are welcoming to all, confident and articulate about their learning.

Older pupils reflect how much their experience has improved. There is a strong collective identity built around the 'Turves Values'. Pupils understand these very well and demonstrate them throughout the school day.

Pupils show great pride in their work. They display a positive and resilient approach to all their learning. For example, in mathematics and English, their work is laid out with great care and attention.

Pupils conduct themselves exceptionally well around school. Routines are firmly understood by all.

Staf...f and pupils share very strong relationships, built through the value of being 'respectful to all'.

Pupils know leaders at all levels want the very best for them. They know that any adult in the school will be able to help them if needed. Pupils feel safe.

They are supported in numerous ways to attend well and make the most of their time in school.

The school has worked effectively in order to improve the quality of the curriculum and its impact on pupils' learning. They have also increased the range of opportunities for pupils to grow beyond the academic.

Pupils make active contributions to the life of the school. They can participate in numerous activities either side of the school day. These range from supporting the LGBTQ+ community through the allies club and regular performing arts opportunities.

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

This is a school transformed. Trustees, leaders and staff put the best interests of pupils at the heart of what they do. Leaders at all levels have a clear, analytical and strategic approach.

This has secured meaningful change in the school over time. Staff enjoy their work and feel supported to grow professionally. They work together closely, and leaders provide bespoke ongoing professional development.

Leaders carefully ensure that this work is having the desired impact for pupils in lessons.

Pupils, including those with special educational needs and/or disabilities (SEND), experience an effective curriculum. This helps them to know and remember more.

While published outcomes are low, the impact of the curriculum seen by inspectors shows a different picture. Pupils can make clear links to prior knowledge across a range of subjects. Their work shows that they use prior learning to do more difficult things.

The carefully planned curriculum ensures that pupils experience a clear sequence of learning in all subjects. Teachers have a sharp focus on what the pupils need to learn. The curriculum has clear end points for pupils to reach.

Assessment, of all types, is used well to check how pupils are doing. Pupils develop their understanding of key ideas and vocabulary.Reading is at the centre of the school's work with pupils.

All pupils are encouraged to read often and widely. Various strategies support this approach, including author visits and reading-based rewards. The school is working to address the needs of pupils who need extra help with reading.

Pupils who need help with phonics and comprehension receive effective support to improve their reading skills. As a result, pupils develop their reading well and understand that reading helps them in their wider studies.

The school have incredibly high expectations for the pupils.

The current entry level for the EBacc is high and planned to rise. Pupils understand how this approach will help them in the future. They value their learning highly.

Pupils support each other very well when learning or around school. They have a strong shared understanding of how they should behave. Where pupils fall short of the high expectations of behaviour they are helped rapidly.

The school takes intelligent, fair and highly effective action to support pupils to succeed.

There has been sustained improvements in both attendance and behaviour over the last three years for all groups of pupils. Staff strive to understand all their pupils well and remove any barriers to success.

The school uses a range of bespoke approaches, including working effectively with external agencies, to secure the help pupils need. This has worked particularly well for disadvantaged pupils.

The school has carefully considered the wider experiences for its pupils to develop their character and aspirations.

Pupils receive high-quality support when considering their future career. This begins in Year 7 and pupils in key stage 3 talk highly of their visits to universities. All pupils receive timely information about the range of next steps available to them.

Pupils explore issues around mental health awareness and physical health very well. They experience a planned programme of personal, social, health and economic (PSHE) education. The school has built the PSHE programme within the strong culture of safeguarding.

It prepares pupils well for life in modern Britain and works well for most pupils. However, the provision for pupils in Year 11 is not as strong as it could be. They do not have enough opportunities to revisit their prior learning in an age-appropriate way.

Trustees are robust in their support and challenge. They know the school in detail and fulfil their statutory responsibilities well. Those working for the trust support developments effectively and share the high-quality practice developed at the school more widely.

Leaders ensure that the well-being of staff is paramount. Staff know leaders value and appreciate their efforts.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum is yet to have a consistent impact for all groups of pupils. Therefore, some pupils are not achieving as well as they could. The school needs to continue to embed and develop the curriculum in all subjects so that all pupils achieve well.

• Some pupils do not benefit from a coherent enough approach to parts of the PSHE curriculum. As a result, those pupils do not revisit some of the important knowledge. The school should ensure that all pupils have a consistent experience of the PSHE curriculum over time.