Summary of key findings
- The inspection was based around several lines of enquiry. The first was to see how well the quality of education now meets the needs of the pupils and how effectively leaders ensure that good teaching practice is shared across all staff. Pupils learn well and are engaged in their learning when teachers’ accurate planning ensures that work is well matched to their needs and abilities. However, there are some instances where learning activities are either too easy or too difficult for some pupils. Historical changes to the leadership of teaching and learning have not led to enough improvement in teaching over time. While teachers now have opportunities to share good practice, this has not been in place long enough to bring about the necessary improvements.
- I was interested in how you are working to improve the progress of disadvantaged pupils. You have recently introduced individual pupil trackers for disadvantaged pupils. These trackers identify the barriers that prevent these pupils from making better progress. As these have only recently been introduced, it is too soon to see any positive effects of this strategy. The progress of disadvantaged pupils is low and has not improved over time. The information provided by leaders shows limited improvement in the progress of disadvantaged pupils currently on roll. Thus, the progress of disadvantaged pupils remains a concern.
- I was also interested in the attendance of disadvantaged pupils. Although overall school attendance is in line with the national average, the attendance of disadvantaged pupils is much lower. The proportion of disadvantaged pupils who are regularly absent from school is high. You have increased the number of staff in the pastoral team to ensure that attendance is closely monitored. As a result, communication with parents has improved and there has been a small improvement in the attendance of disadvantaged pupils this year.
- My final line of enquiry concerned how appropriately leaders use permanent exclusions. This was because permanent exclusions have been well above the national average in the past. You and the staff have introduced many supportive measures to help pupils who have difficulty moderating their own behaviour. As a result, permanent exclusions have reduced considerably and are now in line with the national average.
Next steps for the school
- The quality of teaching and learning improves by:
- using assessment effectively to match teaching to pupils’ needs
- sharing the good practice currently within the school across all departments
- They overcome the barriers to learning for disadvantaged pupils so that their progress moves closer to that of other pupils nationally.
- They build on recent improvements so that the attendance of disadvantaged pupils increases to in line with that of all pupils nationally.