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Since opening in September 2020 with one year group, the pupil population has increased and so the school has changed significantly year-on-year. Pupils have adapted to the changes and are well supported by staff, both for their well-being and academically.
This also applies to students who join the school in the sixth form.
Pupils' behaviour in lessons is calm and orderly. All pupils know the routines for learning.
Pupils share the limited social space with students from the sixth form. Sometimes, these areas can become noisy and crowded. However, staff manage this well.
The school expects to move into a new building in the near future.
The... school creates a sense of belonging for pupils. For example, the innovative breakfast club makes it attractive to come to school.
As a result, many pupils arrive early and attend well. Many pupils participate in the wide programme of clubs, such as cadets, quilting, pop-up choir and a full range of sports. Many pupils follow the Duke of Edinburgh's Award scheme or volunteer at the local food bank.
What does the school do well and what does it need to do better?
The trust works with teachers to develop a well-organised and ambitious curriculum. As a result, teachers know how the curriculum builds over time. They adapt and structure learning to be relevant for pupils.
The sixth form has rapidly expanded since the school opened. The sixth-form curriculum has adapted and changed as numbers have increased. The school ensures there is a broad and ambitious offer for students that prepares them for their chosen pathways.
Students select from a range of A-level and vocational courses. These lead to university entrance, apprenticeships and training for future careers.
Teachers' curriculum thinking is detailed and specific.
They successfully model and revisit previous learning and so pupils build on what they have previously learned. For example, pupils develop their rhetoric skills well in English. Teachers check how well pupils have understood what they are learning.
However, some of the checks are not done well. This means some teachers do not know when pupils have misconceptions.
As the school has grown, the support for pupils with special educational needs and/or disabilities (SEND) has not developed as quickly.
However, the school has recently implemented a more robust approach to ensure pupils with SEND get the support they need. Teachers now have the specific information about pupils' needs so they can put strategies in place to help them. Training helps teachers to make adaptations for pupils.
As a result, the support for pupils with SEND is improving. Parents have identified the positive impact of this and the improved communication from the school. In the sixth form, pupils with SEND are well supported so they can follow their chosen courses.
The school has threaded reading throughout the curriculum. Staff training focuses on knowledge of reading through all subject areas. The school has selected books for their diversity or modern appeal for the tutor-based reading programme.
However, the school has been slow to support those pupils who struggle to read. Even so, these pupils are now receiving help with basic reading skills.
The personal, social and health education curriculum is well implemented.
Pupils learn about relationships and sex education in an age-appropriate way. Pupils learn about fundamental British values, tolerance and respect throughout the curriculum. The careers programme has grown with the school.
Beginning in Year 7, pupils learn about careers. Sixth-form students receive helpful guidance about their next steps in education or training. The school is developing greater opportunities for pupil leadership.
For example, anti-bullying ambassadors have created a pupil-led anti-bullying policy.
As the school has grown, some systems and processes have not adapted quickly enough. This has meant some communication with parents has not been timely or responsive.
The school has now begun to help parents feel better informed. The trust provides networks and professional development structures for staff in all roles. This is developing a shared understanding of the school vision.
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, systems used by teachers to check what pupils understand are not used accurately. As a result, some teachers are not clear how well pupils are learning.
They do not have the information to respond when some pupils do not understand. The trust needs to make sure teachers check pupils' understanding effectively. ? Planned reading interventions for pupils who are in the early stages of learning to read are in their infancy.
Staff are trained, but reading interventions have not happened quickly enough. As a result, pupils do not develop their reading fluency promptly. The trust needs to make sure pupils receive effective support to secure their reading.
