Ulverston Victoria High School

Highlights from Latest Inspection

Outcome

There has been no change to this school's overall judgement of good as a result of this ungraded (section 8) inspection. However, the evidence gathered suggests that the inspection grade might not be as high if a graded (section 5) inspection were carried out now.

The school's next inspection will be a graded inspection.

What is it like to attend this school?

Most pupils, including students in the sixth form, enjoy attending Ulverston Victoria High School. The majority of pupils, including those with special educational needs and/or disabilities (SEND), feel safe in school.

The poor behaviour of a small number of pupils at social times spoils the experiences of some of the...ir peers. Some pupils feel bullying incidents are not dealt with well by the school. This affects how happy they feel.

The school has high expectations of pupils' achievement, including those with SEND. Pupils are benefiting from the school's recent changes to the curriculum. Pupils' achievements are improving as a result.

Pupils are keen to nurture their talents by participating in a wide range of extra-curricular clubs. For instance, they enjoy theatre workshops, and they play a range of sports and musical instruments. Pupils relish opportunities to travel to Iceland, France and Barcelona.

These experiences help them to expand their linguistic skills and broaden their understanding of the world.

Students in the sixth form are prepared well for their next steps beyond school. They enjoy being positive role models for younger pupils.

For instance, they thrive in their roles as reading buddies for pupils in key stage 3 and by acting as mental health ambassadors. This helps students to develop further their leadership and communication skills.

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

The school has strengthened the design of its curriculum.

In most subjects, the content of the curriculum is suitably ambitious in both breadth and depth. Added to this, the school's changes to the order of the knowledge that pupils should learn means that pupils can build logically on previous learning. In a small number of subjects, the school's work on the curriculum is at an earlier stage.

Some teachers do not have the expertise and confidence required to deliver these new curriculums well. For example, they do not explain new concepts and ideas with sufficient clarity. This means that some pupils, including those with SEND, do not learn the curriculum as well as they could do.

The school is refining its approach to assessment. Most teachers check pupils' understanding often in lessons. This enables them to identify gaps and address misconceptions.

However, in some subjects, there are occasions when assessment strategies are not used effectively enough. This hampers teachers' knowledge of whether pupils' earlier learning is secure. As a result, some pupils do not have the knowledge that they need to embark on new learning with confidence.

The school has appropriate systems in place to identify with accuracy the additional needs of pupils with SEND. The school works closely with a range of external agencies to meet pupils' needs. Added to this, the school engages well with parents and carers of those pupils with SEND in order to identify how best to support their learning.

Reading is a high priority for the school. There is a sharp focus on identifying and supporting those pupils who struggle to read. This means that these pupils quickly receive the help that they need from staff to become confident and fluent readers.

Pupils are inspired to read a broad range of high-quality texts. They are encouraged by staff to use the school library, to join reading clubs and to become reading buddies for younger pupils.

Most pupils have the desire to succeed.

Typically, little learning is lost due to disruptive behaviour in lessons. Even so, a small number of pupils use inappropriate language and they are unkind to others. The school does not always address these issues as effectively as it should.

As a result, some pupils are reluctant to report concerns.

Students in the sixth form are polite and well mannered. Sixth-form students serve as positive role models to younger pupils by taking on various leadership positions.

Pupils, including those who are disadvantaged, receive a comprehensive careers programme. For example, in Years 10 and 12, pupils undertake a range of work experiences. The school ensures that pupils receive independent careers advice and guidance.

This helps pupils to become fully informed about their next steps in their education, employment or training.

Pupils are encouraged to take part in a range of charitable initiatives. For example, pupils raise money for local hospices and foodbanks through sponsored runs.

These activities contribute well to pupils' wider development beyond the curriculum. However, the personal, social and health education (PSHE) curriculum has not been developed fully by the school. Opportunities to learn about life in modern Britain are limited.

Some pupils do not have a secure understanding of fundamental British values.

In the process of addressing their school improvement priorities, leaders consult well with staff. For example, leaders consider the workload of staff when making decisions about the curriculum.

As a result, staff feel that their well-being is considered by the school and that their workload is manageable.

In recent years, governors have been relentless in their pursuit of a better understanding of the school's context. As a result, governors have more knowledge and confidence to challenge and hold leaders to account for the quality of education for all pupils.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some teachers do not have the skills and expertise to deliver the newly designed curriculum consistently well. This hinders how well pupils learn.

The school should continue to support teachers to design learning well so that pupils learn the intended curriculum and achieve as well as they should. ? The school's strategies for assessing pupils' learning are still in development. As a result, in some subjects, some teachers do not identify where pupils have gaps in their knowledge.

The school should ensure that teachers use assessment effectively so that they know exactly how well pupils are building up their knowledge over time. ? The school does not deal with inappropriate language, unkind behaviour and some incidents of bullying as well as it should. This means that the behaviour of some pupils negatively impacts on the experiences of their peers.

Added to this, some pupils do not feel able to report concerns. The school should take action to address any negative behaviour and/or bullying swiftly and appropriately. ? The school has not ensured that the PSHE curriculum is designed well.

As a result, some pupils do not have a meaningful understanding of fundamental British values and the importance of equality and diversity. The school should put into place an effective PSHE curriculum so that pupils build a secure understanding of the importance of tolerance and respect in modern society.

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be good in November 2013.