Vyners School

Highlights from Latest Inspection

Outcome

Vyners School has taken effective action to maintain the standards identified at the previous inspection.

The headteacher of this school is Gary Mullings. This school is part of Vanguard Learning Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Martina Lecky, and overseen by a board of trustees, chaired by Peter Davies.

What is it like to attend this school?

Vyners School is a positive and happy place to be. Staff create an ethos in which pupils are enabled to reach their academic and personal potential, regardless of their starting points. Pupils understand and demonstrate the schoo...l's values, which are 'community, aspiration, respect and endeavour.'

The result is a vibrant and inclusive school, where academic rigour and personal development are equally important. Many pupils achieve exceptionally well across a wide range of subjects. They are very well prepared for their future pathways.

Staff have high expectations of how pupils should behave and what they can achieve. There is a highly purposeful atmosphere around the school. Pupils focus on their learning well, work hard and want to learn.

Sixth-form students are excellent role models for younger pupils. Parents and carers appreciate the high expectations and standards that leaders have.

The school provides a broad range of enrichment opportunities that enhance the academic curriculum.

These include photography, gospel choir, poet laureate society and inclusive cricket. These activities give pupils the chance to experience things that they otherwise might not. Sixth-form students are involved in running school events and leading clubs for the younger pupils.

There is a student executive team in the sixth form that develops leadership skills.

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

The school has designed a highly ambitious curriculum for all pupils, including pupils with special educational needs and/or disabilities (SEND) and students in the sixth form. They are taught knowledge in a logical order, so that they build their understanding well.

Teachers regularly revisit prior learning and check for gaps in pupils' understanding. Leaders use this information effectively to continually develop the curriculum and make sure that pupils achieve consistently high standards.

The key to the success of the curriculum is the consistent implementation by staff.

Staff have very strong subject knowledge and benefit from high-quality professional development. Their explanations are clear and explicit. In lessons, pupils apply their knowledge to different problems and tasks.

They confidently and articulately discuss topics. Teachers use assessment in lessons to check pupils' understanding skilfully. They provide pupils, and students in the sixth form, with thoughtful guidance on how to improve their work.

Pupils respond readily to the feedback they receive. This enables pupils to gain the breadth and depth of knowledge that they need.

The school adopts an inclusive approach, whereby pupils with SEND access the curriculum alongside their peers.

Staff use precise information effectively to consider where to adapt the learning for each pupil's individual needs. The specialist resource provision provides expert support for pupils with hearing impairments. The nurturing environment, alongside high aspirations, ensures that the pupils in the unit achieve very well.

Staff know precisely what support pupils need to be successful in their studies. This includes helping pupils at an early stage of learning to become confident and fluent readers. The school-wide reading strategy includes a reading canon for each year group, which ensures that pupils engage with a wide range of disciplinary literacy.

Pupils are respectful and polite. They value diverse beliefs in their community. Pupils benefit from excellent relationships with each other and with staff.

They are cared for well and have adults they trust and who they can talk to if they have problems. Most pupils attend school regularly. The school works closely with parents and carers to address any concerns about pupils' absence from school.

Students in the sixth form are positive about their learning experiences and the wider opportunities the school provides. For example, they enjoy being reading mentors and taking part in university visits. Pupils appreciate the exceptional quality of careers advice and guidance that they receive, including taking part in work experience.

The school has also built links with a range of employers to provide further opportunities for pupils to learn about different careers. The school deploys past alumni well in supporting pupils to think about their lives and careers beyond the school.

Through the personal, social, health and economic (PSHE) programme, form time and school assemblies, pupils are well prepared for life.

The programme covers important topics such as the features of different relationships, which allows pupils to develop a detailed understanding of life in modern Britain. There is also a rolling schedule of clubs and regular school visits. These allow pupils to discover and nurture their interests and talents.

Staff are rightly proud of their school. They feel very well supported with their workload and well-being. The school is not complacent.

Leaders, backed by the trustees and CEO, are dedicated to their shared vision to improve every day. Staff across the school reflect on their practice constantly and seek to improve it further.

Safeguarding

The arrangements for safeguarding are effective.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged outstanding for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. 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's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection 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 first ungraded inspection since we judged the school to be outstanding for overall effectiveness on 1 and 2 May 2019.