Witton Middle School

Highlights from Latest Inspection

What is it like to attend this school?

Leaders have worked effectively to transform the provision at Witton Middle School. The school has high expectations for all pupils, including those with special educational needs and/or disabilities (SEND). Parents wholeheartedly agree.

Pupils believe that belonging, collaboration, curiosity and growth enable them to develop both as learners and as individuals. They are happy and enjoy school.

Pupils behave well during lessons, when moving around the school and at breaktimes.

They have a clear understanding of the school rules of 'be ready, be responsible, be respectful, be safe'. They aspire to earn merit points and the rewards they receive for achieving th...em. If bullying happens, pupils know that adults will deal with it quickly.

Pupils enjoy a wide number of clubs. These go beyond the sporting and include choir, yoga and cookery. The school ensures that all pupils can take part in them, no matter what their background.

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

Leaders have worked extensively to transform the quality of education at the school. The curriculum is now more ambitious for all pupils, and leaders have carefully considered the order in which pupils should learn new knowledge. This means that, for the majority, pupils successfully learn the curriculum and their achievements have improved significantly.

However, on a small number of occasions, pupils learn less effectively when their understanding is checked with less accuracy. When this happens, the learning activities pupils are provided with are not as well-matched to what they are learning. Pupils with SEND have their needs identified and met well.

Leaders have effectively ensured that the provision for these pupils is of a high quality, which means they make good progress.

Pupils who need extra support in reading have targeted practice, including phonics teaching. As a result, these pupils are successfully developing fluency in reading.

However, sometimes the teaching of phonics is not always focused as closely as it could be on practising and revising the sounds being taught. This means that the progress made by a small number of pupils is not as rapid as it might otherwise be. The school encourages reading through dedicated timetabled lessons.

When these are delivered well, they effectively develop pupils' comprehension skills and vocabulary.

This is a warm and welcoming school community. Leaders have successfully ensured that pupils follow their core values in all interactions.

Pupils understand and follow the clear routines that leaders have set out for them. They also contribute respectfully to whole-class discussions and listen attentively to other pupils' contributions. If there are any concerns, pupils have every confidence that adults will resolve them quickly.

Pupils are taught about relationships, health and the wider world in an age-appropriate way. Leaders have developed a detailed curriculum that aims to help pupils learn about different cultures and beliefs and the importance of tolerance of others' perspectives. Pupils have many opportunities to engage in leadership roles.

During the inspection pupils were voting for their school council representatives, and this was tied in with teaching about the British value of democracy. Other roles available include anti-bullying ambassadors, playground leaders, reading champions, librarians, and music and sports leaders. Pupils value these opportunities to learn about taking responsibility.

The school organises careers fairs in Years 5 and 7, where pupils learn about opportunities for the future.

Leaders have worked extensively and methodically to transform the provision at Witton Middle School. Expert staff from within the trust have been brought in to support and develop leaders.

Staff appreciate this and are very supportive of the improvements in place. They also report that leaders consider their workload and engage with them effectively. Parents are highly supportive of the improvements that have been made.

They appreciate the thoughtful and regular communication between the school and home. Governors and trustees are clear on their responsibilities and have been guided by the trust to hold leaders to account in a supportive way.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school has not ensured that phonics teaching is taught consistently to a high quality. This slows some pupils' progress in being able to read fluently. The school should ensure that staff receive training and support to teach phonics effectively so that all pupils become confident and fluent readers.

• On occasion, teachers do not check accurately what pupils understand. This means they do not always provide pupils with learning activities that are well-matched to their needs. Leaders should ensure that all teachers are skilled in checking pupils' understanding to enable them to select the most appropriate learning activity for them.