William Brookes School

Highlights from Latest Inspection

What is it like to attend this school?

Most pupils say that they feel safe at school. Many pupils say that they are enjoying school much more now because the school has taken action to improve behaviour significantly. This means that fewer of their lessons are disrupted by others, so that they can learn more.

Pupils would like to see these improvements continue so that they can always learn well in every lesson. Students in the school's sixth form benefit from a calm, purposeful and aspirational learning environment.

Pupils and students say that there is little high-level bullying and that it is usually dealt with effectively when it happens.

However, they say that there is still too much unpleasa...nt name-calling. They are consistently encouraged to report these incidents and say that the school has zero tolerance towards racist and homophobic language. Pupils are keen for their school to be seen as inclusive.

Although many pupils enjoy learning, a significant minority lack motivation and opt out of active participation. Too often, in these cases, teachers do not challenge them to improve their attitudes to learning so that they can achieve more.

Pupils and students benefit from a wide range of extra-curricular activities.

Numerous clubs, and exciting residential visits, broaden their experiences and cultural understanding.

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

The school has recognised the need to take targeted action to improve behaviour and attendance as the first step towards ensuring that all pupils can achieve their full potential. They have made significant progress.

They are aware that more needs to be done and have clear, appropriate plans in place to help them achieve their aims.

Leaders have ensured that a broad, well-sequenced and ambitious curriculum is in place for all pupils, including those with special educational needs and/or disabilities (SEND). However, not all pupils are learning the intended curriculum, because too often it is not delivered well enough.

Teachers have good subject knowledge, but not all have a well-developed repertoire of strategies and approaches to ensure that knowledge and skills are presented in ways that meet pupils' needs and offer appropriate challenge. In these cases, pupils can become disinterested and demotivated.

Currently, the purpose of assessment is not consistently understood.

As a result, assessment is not always measuring the right things at the right time. This means that it is not effective in identifying gaps and misconceptions to ensure that teaching is matching need. The school has recognised this and is trialling new approaches, but these are in their infancy.

Pupils with SEND are identified quickly and appropriate plans for support are put in place. Where these are used well by teachers, pupils make good progress. However, this is not always the case.

In the sixth form, students, including those with SEND, are well served by high expectations and effective teaching. They are well supported to develop into independent learners who are confident to discuss and challenge new ideas and concepts.

Reading is a priority in the school.

Those who need additional help to become fluent readers are rapidly diagnosed and usually receive appropriate support. For the small number who are still at an early stage of learning to read, the school is aware that greater expertise is needed to support with phonics knowledge development.

Routines to secure improvements in pupils' behaviour are increasingly well embedded and effective.

Pupils appreciate this. Those who struggle to comply with the higher expectations now in place are supported. As a result, suspensions have reduced significantly, although the school is rightly working towards reducing these further.

Leaders have worked assiduously to secure better attendance for all. The focus is now on using all available information to pinpoint the causes for poor attendance where it continues, particularly in relation to vulnerable pupils.

The school has a carefully sequenced and age-appropriate approach to personal development.

Pupils have many opportunities to develop their interests and talents, including numerous sporting activities. The school offers a wide range of visits and visitors that broaden pupils' experience and cultural knowledge. However, some aspects are less evolved than others.

For instance, pupils can talk about respect and tolerance but are vague about aspects of equality and diversity. This means they do not have a deep enough understanding of fundamental British values.

Careers education is well-planned, beginning in Year 7 with visits to universities.

Pupils and students value the information provided about qualifications, providers and career routes.

Leaders have worked hard to improve communication with parents, pupils and staff. Changes to how news and updates are communicated and increased consultation opportunities have improved some previously strained relationships.

As a result, the school has greater support for the crucial improvements they have identified.

Leaders have worked with a range of partners to ensure that staff workload is carefully considered. Most staff feel that they are well supported by leaders and that their well-being is important.

Governors and trust leaders know the school well. They have a clear view of the improvements secured already and what the next steps should be. They work effectively with school leaders, balancing support realistically.

They ensure that all statutory duties are met.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The quality of curriculum delivery is inconsistent.

As a result, too many pupils are not learning the intended curriculum well enough. The school should ensure that all teachers meet the needs of all pupils, maintaining high expectations of achievement and engagement in learning. ? The purpose of different types of assessment is not consistently understood.

This means that assessment is not always well matched to what should have been learned. Consequently, it is not identifying the gaps and misconceptions that are barriers to further learning. The school should ensure that assessment focuses on the right things at the right time to facilitate well-informed adjustments to curriculum design and delivery that meet the needs of all pupils.

• Too many pupils never catch up with the work they have missed through absence. This means they have additional barriers to learning. The school should ensure that there is clarity for staff, pupils and parents about the reasons for and expectations of the ways in which pupils will be supported to catch up.

• A minority of pupils struggle to meet the higher expectations of behaviour now in place. As a result, they continue to disrupt the education of others. The school should take suitable action to help engage these pupils with the school culture of kindness, respect, hard work and friendship so that they understand the value of their school and their contribution to it.

• Pupils' understanding of fundamental British values is not well developed. This means they are not as well prepared as they should be for life in modern Britain. The school should continue with their work to enhance this aspect of personal development.

• Despite significant improvement in attendance overall and a reduction in suspensions, there is more work to be done. Currently, particular groups remain over-represented in these areas. The school should continue the focus on identifying the reasons for this and ensure that this work leads to clear evidence-based plans being put in place and monitored for impact.