Uxbridge High School

Highlights from Latest Inspection

What is it like to attend this school?

Uxbridge is an inclusive high school, where pupils say, 'opportunities are provided for all'.

The school values of 'PROUD' (positive, respectful, open-minded, unique and determined), are realised across the school. There is a relentless drive for all pupils to achieve the school'' 'gold standards'.

Pupils feel safe, they enjoy coming to school.

This is demonstrated by pupils' strong levels of attendance. They behave well and are eager to learn. Most pupils achieve positive outcomes in the subjects they study, including students in the sixth form.

Pupils with special educational needs and/or disabilities (SEND) achieve well.

The school motto ...is 'proud to make success happen'. An example of this in action is the exceptional opportunities on offer, which support pupils' personal development.

A well-constructed curriculum enables pupils to understand the importance of many topics necessary for life in modern society, including budgeting and personal finance. Many enrichment activities, including performing arts and backstage production, cater for pupils' interests, and nurture their talents. The extensive range of extra-curricular activities, especially sports, enables pupils to thrive and experience success.

A high proportion of pupils take up opportunities to be involved in pupil leadership. Students in the sixth form also take a lead on various activities involving younger pupils.

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

The school has carefully created an ambitious curriculum to match its high expectations of what pupils can achieve.

The knowledge pupils need to learn has been organised in a logical order. For example, In Year 7 English, pupils are taught to use persuasive devices accurately. They recall quotations and analyse text for meaning.

Pupils then apply this knowledge when studying Shakespeare texts in Years 8 and 9.

Teachers have strong subject knowledge and ensure that learning time is not wasted. They select activities which ensure learning is maximised with opportunities for pupils to apply their prior knowledge.

For example, in physical education, Year 8 pupils practise different types of passing when playing netball with greater understanding and accuracy. In physics, Year 12 students interpret graphs using their knowledge of velocity and time.

The school identifies the need of pupils with SEND accurately.

Teachers adapt the curriculum successfully to ensure that pupils with SEND and those who are disadvantaged, perform in line with their peers. Teachers adapt learning for the pupils to support them to achieve well.

The school has prioritised the teaching of modern foreign languages.

This subject is increasingly popular with pupils in Years 10 and 11, and pupils achieve well. In some subjects, such as modern foreign languages, pupils' misconceptions in learning are identified and corrected efficiently. This approach supports pupils to build on prior knowledge, so they know and understand more of what has been taught.

However, in other subjects, pupils do not recall, retain or apply some key concepts or knowledge consistently well.

The school has prioritised pupils at the early stage of reading. Checks are carried out regularly.

The information gathered is used to target support for those pupils who need it. Consequently, these pupils are becoming more confident and fluent in their reading. Pupils enjoy reading and understand the importance of reading for learning and pleasure.

The school ensures that systems for securing pupils' positive behaviour and attitudes to learning are being put in place. Low-level disruption is rare in lessons. Pupils feel safe and report any rare incidents of bullying.

The school manages these appropriately. The school is highly committed to being inclusive. Pupils who find it difficult to manage their behaviour or attend school are cared for and their needs are met.

Students in the sixth form play an important part in supporting younger pupils with this.

The school's work to support pupils' personal development is exemplary. The school provides well-thought-through opportunities to enable pupils to thrive.

Pupils make strong contributions to school leadership. This includes taking on roles as 'house captains' and 'year group prefects'. The school's provision for careers education is meticulously organised.

Pupils experience a wide range of activities to assist them in making decisions about their futures. Sixth-form students appreciate the high-quality guidance they receive.

The school, including its trustees, is committed to continuous improvement.

The school accurately identifies the strengths in its work, and areas where provision could be strengthened. The school takes positive steps to improve performance, constantly striving to provide a high-quality of education for all pupils.

Effective communication with parents and carers and collaboration with community partners reinforces the school's commitment to inclusivity.

Staff recognise that leaders consider their workload and well-being. Trustees are knowledgeable and hold the school to account effectively.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the curriculum is not implemented as successfully as in others. Sometimes, pupils are unable to remember relevant knowledge, which results in some gaps in their learning. The school should ensure that the curriculum is delivered consistently and effectively so that key knowledge is retained, and pupils remember their learning over time.