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Pupils are proud to attend this school. Leaders set high expectations, so that pupils behave extremely well, achieve highly and are ambitious for their futures. Pupils thrive on meeting these expectations.
Staff and pupils work harmoniously and, as a result, pupils feel safe, happy and excel. Pupils' behaviour and attitudes across the school are exceptional.
Leaders have developed a very ambitious curriculum, enhanced by an extensive range of wider opportunities.
The education offered at Twyford is unique and highly developed.
Leaders enable teachers being both experts in their subject and teaching, equipped to deliver a broad curriculum that is well... planned, challenging, and enjoyable. Pupils work hard and want to do well for themselves.
A strong culture of pupil achievement and well-being motivates staff to inspire, so that pupils achieve excellence.
Pupils have many wider experiences provided, which develop pupils' wider enrichment opportunities. Leaders provide many opportunities for pupils to explore music, sport, and chaplaincy.
A high number of pupils take part in in house competitions and the Duke of Edinburgh's Award programme.
What does the school do well and what does it need to do better?
The school is exceptionally well led. Leaders think carefully about every aspect of the education they want all pupils to experience.
The curriculum is broad, exceeding the ambitions set by the national curriculum. For example, all pupils enjoy dedicated curriculum time to develop their singing knowledge and skills. Leaders have also developed a creative approach to delivering design and technology.
This approach helps pupils acquire key skills, such as coding and design principles, that prepare them well for future employability.
Pupils experience a high-quality education through a meticulously planned, well-designed and sequenced curriculum that is expertly delivered. Teachers think hard about what they teach and when, breaking down topics, so that pupils understand important concepts before learning moves on.
A trust-wide approach to delivering key content, such as in mathematics, ensures pupils achieve highly.
Pupils behave exceptionally well. They are highly focused and value the support and encouragement they receive.
Staff present information to pupils in a highly consistent way. This helps pupils to build and recall key knowledge deeply. Leaders have rigorous systems to check on pupils' attendance.
As a result, pupils' attendance is high.
Leaders place a high priority on reading. Pupils who need support with reading receive timely and effective support.
Notably, Year 11 pupils have been trained as reading mentors, supporting younger pupils to become confident readers.
Assessment is well planned, helping teachers to check that pupils are ready to move on in their learning. Assessments also inform how learning is adapted, so that all pupils achieve very well, including pupils with special educational needs and/or disabilities (SEND).
Pupils with SEND are well supported by skilled staff, who know the needs of pupils well. Parents and carers are fulsome in their praise of the school and the education their children receive.
Leaders ensure that pupils experience a carefully planned pastoral curriculum.
This is strengthened by the schools focus on key behaviours and attitudes through the '10:10 ethic'. Pupils explore personal health, well-being, healthy relationships, careers and life in modern Britain. For example, all pupils learn about consent in an age-appropriate way at different points in their education.
Pupils learn about how to be safe and stay safe online and in their wider communities. All pupils, including those in the sixth form, receive timely guidance about their next steps. This includes a wealth of external providers to advise pupils.
In the sixth form, students develop greater independence for when they leave school. This includes through work experience and taking on responsibilities, such as supporting younger pupils in lessons and at clubs.
Teachers feel very well supported by leaders in their professional practice, workload and how mindful leaders are about staff well-being.
Staff receive purposeful and regular training and support, including staff in the early stages of their teaching careers.
Governors know the school extremely well and provide leaders with appropriate levels of challenge and support.
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