In key stage 4 standards are very high in biology, chemistry and physics. In all three subjects, the results at GCSE are well above England and international averages, particularly with regard to the proportions of pupils who attain A* grades. The take-up of science is very high in the sixth form. A-level results are considerably higher than they are in schools in England and well above international averages. Students gain a deep understanding of the different branches of science and develop excellent skills in scientific processes. Pupils make excellent progress and attain high standards in other subjects across the whole school. In the primary phase they make excellent progress in music and physical education. They make good progress in geography, history, art and design technology but their knowledge and skills are not developed to the same very high standards in these subjects as they are in the core subjects (English, mathematics and science). Leaders have already identified this and have plans to improve planning and teaching in these subjects. Pupils’ exceptionally well-developed key skills and outstanding motivation prepare them very well for the wide-ranging secondary school curriculum. They go on to make excellent progress in all subjects in the secondary phase. They attain standards that are well above England and international averages in GCSE and IGCSE in all subjects where cohorts are large enough to make a viable comparison. Standards are exceptionally high in computer science GCSE. Students achieve very well in the sixth form and achieve excellent results in A-level examinations across the wide range of subjects. They display a mature commitment to their subjects and are determined to succeed. Their performance in science and technology is exceptional. The few pupils in the school with SEND are supported effectively and make excellent progress from their starting points. In class they receive skillful teaching that meets their specific needs. Those who need extra support benefit from targeted teaching in small groups or individually, for example to develop their language and vocabulary, improve their comprehension or develop mathematical fluency. •
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The quality of the curriculum provided by the school is outstanding (see Standard 1 below). To develop the curriculum further leaders have already identified the need to develop the primary school curriculum to ensure that pupils build on their knowledge and skills systematically and sequentially in history, geography, art and design technology in each class. The quality of teaching and assessment is outstanding overall (see Standard 1 below). Leaders are considering how they can share the excellent practice in the school to make sure all secondary phase teachers use assessment to the best possible effect to plan teaching and learning. Pupils’ spiritual, moral, social and cultural development is outstanding (see Standard 2 below). The welfare, health and safety of the pupils are outstanding (see Standard 3 below). The standard for the suitability of the proprietor and staff is met (see Standard 4 below). The premises and accommodation meet the requirements of the standard (see Standard 5 below). The provision of Information for parents meets the requirements of this standard (see Standard 6 below). The school’s procedures for handling complaints meet the requirements of the standard (see Standard 7 below).
Group: SIS Department:BSO
File name:DOHA Doc owner:DOHA
Version:5 Date of issue: 3/2020
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