Summaryofinspectionfindings
1.Leaders,governorsandstaffworkwelltogethertopromotepupils’emotionalwellbeing.Leaders activelypromotetheschool’saimsandethossothatitscommunityiswelcomingandinclusive. Pupilsareencouragedtobeaspirationalandaresupportedbytheirteacherseffectively.Pupils approachtheireducationwithself-confidenceandesteem.Theyarepreparedwelltotaketheir placeinBritishandglobalsociety.
2.Governorshaveathoroughunderstandingoftheschool.Theyprovideregularsupportandchallenge toleaderssothattheyfulfiltheirspecificandsharedresponsibilitiescompetently.Governorsassure themselvesoftheeffectivenessofkeyaspectsoftheschool,suchasthequalityofeducationand safeguarding,throughtheirwell-focusedcommittees.Theyproviderigorousoversightofthe school’spoliciesandproceduresandensurethattheStandardsaremetconsistently.
3.Leadersmeetregularlywithstafftoreviewschoolpractices.Leadersconsidertheeducational provisioncarefully,makingchangeswhereappropriate.Theschool’sdevelopmentplanfocuseson suitableareasforimprovement.Theplanisfollowedcloselyandregularlyevaluated.
4.Thecurriculumisbroadandcoversalltherequiredareasoflearning.Pupilsmakegoodprogress duringtheirtimeattheschool.Teachershavethoroughknowledgeandunderstandingofthe subjectstheyteach.Generally,teachingiswellplannedandeffectivelydeliveredsothatpupils participatewellintheirlearning.However,someteachingislesseffectivebecauseitlimitspupils’ engagementandparticipationandopportunitiesforthemtothinkandlearnforthemselves.
5.Leadersprovideastimulatingandvariedprogrammeofextra-curricularactivitieswhicharewell attendedbypupils.Pupils’participationinextra-curricularactivitieshelpsthemtodevelop confidenceandnewskills.
6.Leadersimplementthoroughhealthandsafetyproceduresandmanageriskseffectively.Leaders identifyriskswell,assessthemcarefullyandputsuitablemeasuresinplacetomitigatethem. Appropriatesystemsareinplaceforstafftoreportanyhealthandsafetyconcerns.Anyissuesraised arequicklyresolved.Pupilsaretaughtinasecureandsuitableenvironment.
7.Pupilslearntotakeresponsibilityandshowkindnesstowardsothers.Pupilsgivetheirtime generouslytosupportpeoplewhoarelessfortunatethanthemselves.Prefectsandschoolcaptains guideandmentorotherpupilswell.Theschoolprovidesabroadrangeofopportunitiesforpupilsto becomesociallyandmorallyresponsible.
8.Theschoolcommunityisinclusiveandrespectful.Pupilshavewell-developedknowledgeand understandingaboutindividualrights.Pupilsmaintainpositive,friendlyandsupportiverelationships witheachother.
9.Theschoolhasavigilantandrobustsafeguardingculture.Staffaretrainedwellandhaveaclear understandingofsafeguardingpoliciesandprocedures.Thosewithdesignatedsafeguarding responsibilitiesconsultwithlocalsafeguardingpartnerseffectively.Processesforthesafer recruitmentofstaffarethoroughandappropriate.
Standardsrelatingtoleadershipandmanagement,andgovernancearemet.
Standardsrelatingtothequalityofeducation,trainingandrecreationaremet.
Standardsrelatingtopupils’physicalandmentalhealthandemotionalwellbeingaremet.
Standardsrelatingtopupils’socialandeconomiceducationandcontributiontosocietyaremet.
Standardsrelatingtosafeguardingaremet.
Recommendednextsteps
Leadersshould:
ensurethatteachingconsistentlyengagespupilssothattheyparticipatemoreactivelyintheir learning.
10.Leadersmaintainarespectfulculturethroughouttheschoolwhichalignswellwiththeschool’saims. Pupilshaveasecureunderstandingoftheschool’smottoto‘workwellandbehappy’.Asaresult, pupilsareeffectivelyencouragedtoenthusiasticallyparticipateinallareasofschoollife.
11.Governors,leadersandstaffensurethatpupils’wellbeingisprioritisedandpromoted.Thepastoral needs,mentalhealthandemotionalwellbeingofpupilsarecarefully,collectivelyandindividually prioritised.
12.Governorsproviderigorousandextensiveoversightoftheschool’sproceduresandpractices.For example,governorsregularlyvisitschooltomeetleaders,staffandpupilsandobservelessons.This helpsthemtoknowandunderstandtheschoolwell.Leaderswritedetailedreports,suchasabout safeguardingandhealthandsafety,whichgovernorsscrutiniseandchallenge.Thesemeasureshelp governorstoassurethemselvesthatleadershaveeffectiveknowledgeandskillsandfulfiltheir responsibilitiescompetently.GovernorsandleadersworkwelltogethersothattheStandardsare metconsistently.
13.Leaderspromoteaneffective,inclusiveandstrategicapproachtodecision-making.Leadersconsult wellwithstaff,takingnoteoftheirthoughtsandsuggestions.Leadersmakechangesinresponseto benefitpupils,suchasrevisingthetutorsystemsothatpupilsreceivemoreregularandfocused support.Leadersandstaffmaintainasharedvisionfortheschool.Newinitiativesarecarefully consideredandimplementedwell.
14.Leadersdevelopclearanddetailedpolicieswhichreflectthelateststatutoryguidance.Theyselecta differentschoolpolicyforstafftofocusoneachweek.Asaresult,staffunderstandpoliciesand procedureswellsothattheyareappliedconsistently.Policiesaresharedappropriatelywithpupils, whounderstandthemwell.
15.TheschoolmeetstherequirementsoftheEqualityAct2010.Leadersimplementasuitableand inclusiveplanwhichfocusesonimprovingaccessibilityforall.Forexample,leadershavereviewed thesiteandmadechangeswherenecessary,suchastheinstallationofanewlift,sothatclassroom facilitiesareaccessibleforallpupilsandstaff.Theschoolsupportspupilswhohavedisabilities effectivelysothattheycanaccessthecurriculumandwiderprovision.
16.Leadersprovideasuitablerangeofinformationtoparents,mainlyviatheschool’sparentportaland website.Parentsreceiveregularanddetailedinformationabouttheirchild’sacademicprogressand attainment,includingtermlyreports.Leadersprovidethelocalauthoritywithallrequired informationrelatingtopupilswhohaveaneducation,healthandcareplan(EHCplan).
17.Theschoolhasasuitablecomplaintsprocedure.Leadersinvestigateinformalconcernsquickly.If complaintsreachtheformalprocess,leadersrespondwellandinlinewiththepublishedtimescales. Appropriaterecordsofcomplaintsaremaintained,includingofsuccessfulresolutions.
18.Themanagementofrisksisthoroughandappropriate.Governorschecktheeffectivenessof arrangementsregularly,includingthroughtheworkoftheircommittees.Leadersareskilledand knowledgeable.Theyidentifyriskscarefully,includingthosethatarenotimmediatelyobvious,and takesuitableactionstomitigatethem.Leadersimplementappropriateriskassessmentsincluding forthepremisesandoff-sitetrips.Thedesignatedsafeguardinglead(DSL)alwaysmeetswithstaff
whoareleadingtripstoinformthemaboutanysafeguardingconcerns.Thisrobustoversightmeans thatriskassessmentsfortripsconsiderindividualpupils’needswell.Leadersreviewrisk assessmentsregularlyandsystematicallysothattheycontinuetobeeffective.
19.Leadersengageconstructivelywithotheragencies,asappropriate.Theyseekadvicesothatany decisionstheytake,aboutindividualpupilsortheschoolasawhole,arewellinformed.Forexample, leadersworkwitheducationalpsychologistsandotherprofessionals,asnecessary,toensurethat provisionforpupilswhohavespecialeducationalneedsand/ordisabilities(SEND)meetstheirneeds aswellaspossible.
TheextenttowhichtheschoolmeetsStandardsrelatingtoleadershipand management,andgovernance
20.AlltherelevantStandardsaremet.
21.Leadersimplementawell-developedcurriculumofappropriatebreadthwhichsuitspupils’agesand abilitieswell.OlderpupilschoosefromawiderangeofA-leveloptionsincludingpsychology, businessandclassics.Youngerpupilsdevelopeffectiveskillsinmathematics,scienceandliteracyso thattheyarepreparedwelltomeetarangeofacademicchallenges.Leadersanalysethe effectivenessofthecurriculumannually.Thisisinformedbyarangeofmeasuressuchasvisitsto lessons,lookingatpupils’workandmeetingswithpupils.Leadersadjustandadaptthecurriculum, asnecessary,sothatitremainsrelevanttopupils’needs.
22.Teachersplanthecurriculumwell.Theythinkcarefullyaboutwhatshouldbetaughtwhenandhow. Teacherschooseactivitiesforpupilsthatinterestandmotivatethem.Forexample,inart,pupils workstudiouslytolearnaboutcolour-mixinganduseacrylicpainteffectively.Inmusic,sixth-form pupilsexplorehowtorefineacompositionsothatthemelodyandaccompanimentworkmore closelytogether.Pupilsrespondpositivelytothecurriculumandaremotivatedtodowell.
23.Teachingisgenerallyeffectiveandpupilsmakegoodprogressthroughouttheschool.Forexample, indesignandtechnology,pupilscreatemusicaltoysanddevelopstrongskillsintwo-dimensional design.Pupilsuseresourcesconfidentlyandrespondwelltopreciseinstructionsandfeedbackfrom theirteachers.Forexample,inYear8drama,pupilswriteplaysbasedonfairytalesfollowinghelpful guidancesuchastoincludeactionstoengagetheaudience.Theyworkcollaborativelyandevaluate reflectivelytorefineandimprovetheirperformances.However,someteachingislesseffective becauseteachingmethodsdonotfullyengagepupilsconsistently.Somelessonslackvarietyand limitopportunitiesforpupilstocollaborateandtoactivelyparticipateintheirlearning.
24.Leadersuseassessmentwelltomonitortheprogresspupilsmake.Assessmentinformationisshared acrossalldepartmentssothatteacherscanevaluatehowwellpupilsaredoingintheirsubject comparedtoothersubjects.Staffshareeffectivepracticeandarewellinformedaboutthepupils theyteach.Teachersimplementadditionalstrategiestosupportpupilsinresponsetoassessments. Forexample,inmathematics,weeklyclinicsareprovidedforpupilswhorequirefurthersupportor toprovideadditionalchallengeforthosewhodemonstratehighmathematicalattainment.
25.Leaderssethighacademicexpectationsforpupils.Pupilsreceivefocusedmarkingandfeedback fromtheirteachers.Thismeansthatpupilsknowwhattheyneedtodotomakefurtherprogress. PupilsmakegoodprogressandtheirresultsatGCSEandA-levelexaminationsareabovethenational average.Pupilsaretypicallysuccessfulinsecuringplacesattheirchosenuniversitiesorcolleges.
26.PupilswhohaveSENDmakegoodprogressfromtheirstartingpointsandachieveinlinewiththeir peersintheirGCSEandA-levelexaminations.Leadersquicklyidentifywhenpupilswillbenefitfrom additionalsupportordifferentstrategies,suchasrecordingworkdigitallyorbeingprovidedwith textinalargerfont.Amemberofstafffromeachsubjectdepartmentisresponsiblefor disseminatinginformationaboutpupilswhohaveSEND.Thismeansthatallstaffareprovidedwith helpfulandfocusedstrategiestomeetpupils’individualneeds.
27.Theschooloffersabroadandstimulatingrangeofextra-curricularactivitiesforpupils.Pupilsacquire confidenceinpublicspeakingthroughdebatingandphilosophyclubs.The‘chemistryformedics’ clubincreasessixth-formpupils’understandingandknowledgeabouttopicssuchasx-raysand influenza.Inthe’boxercise’club,pupilsaretaughtboxingskillssuchassparring.Thewell-planned
extra-curricularprogrammeenhancespupils’learningandprovideseffectiveopportunitiesto developskillsandunderstanding.
TheextenttowhichtheschoolmeetsStandardsrelatingtothequalityofeducation, trainingandrecreation
28.AlltherelevantStandardsaremet.
29.Leadersandstaffpromotepupils’emotionalwellbeingeffectively.Leadersactasthoughtfulrole modelsanddemonstratekindnessintheirdailyinteractions.Assembliesandawell-planned personal,social,healthandeconomic(PSHE)educationprogrammeteachpupilsthevalueof toleranceandencouragemutualrespect.Pupilsexplorehowtobuildandmaintainhealthyand supportiverelationshipsTheyaremoral,considerateandkind.Pupilsapproachnewopportunities withconfidence.
30.ThePSHEcurriculumisbalancedandappropriate.Itcoversawiderangeofwell-chosenissuesand hasapositiveimpactonpupils’development.Forexample,pupilsexplorethetopicofpeerpressure andlearntobeempathetictowardsothers.Theprogrammeisenhancedbyvisitingspeakerswho informpupilsaboutimportantthemes.Forexample,anutritionistsupportspupils’understandingof howtoeatwellandmaintainahealthylifestyle.ThePSHEcurriculumincludeslearninghowto practiseyogawhichhelpspupilstodevelopasenseofcalmandmindfulness.ThePSHEprogramme iseffectiveinsupportingpupilstogainself-knowledgeandlearnhowtolookafterthemselveswell.
31.Therelationshipsandsexeducation(RSE)curriculumteachespupilsaboutreal-lifethemesina structuredmanner.Visitingspeakersdiscussrelevanttopicssothatpupilshavetheknowledgethey needtomakeinformedchoices.Forexample,pupilslearnabouthumanimmunodeficiencyvirus (HIV),contraceptionanddrugsandalcoholmisusethroughtalksfromvisitingspecialists.Leaders assesspupils’knowledgeandunderstandingofPSHEandRSEtopicseffectively.Parentsare informedbeforesensitivetopicsaretaught.
32.Pupilsdevelopanunderstandingofspiritualitythroughreligiouseducation(RE),assembliesand PSHElessons.Leadersprovideamulti-faithprayerroomandorganiseamulti-faithforum.Pupils attendChristianUnionandconsiderthepositiveimpactofreligionontheschoolcommunity. Speakersfromotherreligions,suchasfromtheMuslimandJewishfaiths,providepupilswith opportunitiestowidentheirunderstandingofworldreligionsanddiversecultures.
33.Leadersreinforcepositivebehavioursothatpupilsbehavewell.Theyseekto‘catchthegood’so thatpupils’kindandrespectfulbehaviourisrecognised.Leaderssendletterstopupilstorecognise positiveactionsandawardcommendationsinassemblies.Staffimplementthebehaviourpolicy fairlyandconsistently.Allstaffpromoteafirmanti-bullyingmessageandpupilsunderstandthe harmbullyingcancause.Asaresult,bullyingissuesarerare.Whenincidentsdooccurtheyaredealt withpromptlyandeffectively.Leadersmaintaindetailedbehaviourandbullyingrecordsandidentify andrespondtoanypatternsquickly.
34.Pupilsareprovidedwithabroadandwell-developedprogrammeofphysicaleducation(PE).Pupils participateinteamsportsanddevelopthevaluesofself-discipline,leadershipandteamwork.PE lessonsteachskillssuchashowtoimprovefocus,reactionsandreflexeswhencatchingwiththe weakerhand.PupilsvaluethePEprogrammeandunderstandthatitcontributeseffectivelytotheir senseofphysicalhealthandpersonalwellbeing.
35.Pupilsaresupervisedwell.Leadersmaintainavigilantpresencewhenpupilsarriveatanddepart fromschool.Atbreaktimes,staffaredeployedaroundschooltosuperviseappropriatelysothat pupilsplayandrelaxinasensiblemanner.Theschoolhasaprefectsystemthatworkswell.Prefects’
dutiesandresponsibilitiesareclearandappropriate.Theyareprovidedwithsuitablesupportand trainingtocarryouttheirroleseffectively.
36.Healthandsafetyproceduresarerobust.Leadersensurethatfiresafetyequipmentisregularly checkedbyanexternalcompany.Staffunderstandhowtoreportanyhealthandsafetyconcerns anddosopromptly,whennecessary.Leadersrespondtohealthandsafetyconcernsthatareraised quicklyandeffectively.Governorsproviderobustoversightoftheschool’shealthandsafety measures.Leaderskeepclearanddetailedhealthandsafetyrecords.Thepremisesaremaintained wellsothattheyremainsecureandsuitableforpupils.
37.Firstaidproceduresarethorough.Full-timenursesmanagethemedicalcentreandaresupportedby well-trainedcounsellors.NursesmeetwiththePEleaderseveryweeksothatmedicalarrangements atsportingeventsareappropriate.Medicalrecordsaremaintainedcompetently.Thefirstaid arrangementsprovideeffectivesupportforpupils’physicalandmentalhealth.
38.Theadmissionandattendanceregistersareappropriatelymaintained.Leaderssethighattendance expectations.Attendancelevelsarehighbutleadersremainalerttoanydownwardtrends.The schoolcorrectlynotifiesthelocalauthoritywhenpupilsjoinorleavetheschoolatnon-standard transitionpoints.
TheextenttowhichtheschoolmeetsStandardsrelatingtopupils’physicalandmental healthandemotionalwellbeing
39.AlltherelevantStandardsaremet.
40.Thewell-plannedcurriculumsupportspupils’understandingofhowtobecomeresponsibleand inclusivecitizens.Assembliesareusedtoexploreissuessuchastheharmfulconsequencesof discriminatoryattitudes.Thecurriculumincludesplentifulopportunitiesforpupilstodeveloptheir understandingofdiversity,equalityandothersocialissues.Forexample,theschoolcelebratesBlack HistoryMonthduringwhichpupilsdiscussracialidentityinRElessons.InEnglish,pupilsstudypoetry andconsidertheimportanceofnationalityandpersonalidentity.Ingeography,pupilsexplorethe impactofsustainabletourisminJamaica.Pupilshaveamatureunderstandingofdiversecultures andextendtolerancetowardseachother.Pupilscelebrateandrespectindividuality.
41.Theeffectivecareers’programmeofferspupilsimpartialguidanceaboutawiderangeoffuture opportunitiesincludinguniversity,careerapprenticeshipsandtakingagapyear.Theschoolholds separateinformationdaystoinformpupilsaboutGCSEandA-levelcoursesandthepathwayto university.Leadersbuildandmaintaineffectivelinkswithparentsandalumni,whosharetheir careerpathswithpupilsattheschool’sannualcareersfair.
42.Leadersprovideaneffectiverangeofopportunitiesforpupilstoholdresponsibleandappropriate positions.Pupilsapplytobeprefectswhilstothersserveasschoolcaptains.Sixth-formpupils providementorshiptoyoungerpupils,suchashelpingthoseinYear7tomanagetheircommitments andtimeeffectively.Eachhouseadoptsandraisesfundsforadifferentcharitythroughpupil-led initiatives.Forexample,pupilsorganiseaclothesswap,wherepupilsexchangeunwantedclothes witheachother,whichalsodevelopstheirunderstandingofsustainability.Pupilsbenefitwellfrom leadershippositionsandcontributepositivelytotheirschoolcommunity.
43.Pupilsexplorethethemesoflawandorder,Britishinstitutionsanddemocracythroughappropriate lessonsandotheropportunities.Leadersencourageanactiveschoolparliament,whichis representedbypupilsfromeveryclass.Sixth-formpupilsleadtheschoolparliamentwhichvoteson issuesdirectlyraisedbypupils.Asaresult,leadershaveincreasedthenumberofwaterfountains andrevisedschoolmenus.Duringthepreviousgeneralelection,pupilsparticipatedinamock electionandlearntaboutvotingandthedemocraticprocess.
44.ThePSHEcurriculumteachespupilsabouttheruleoflawandrelatesittopupils’schoolexperiences. Pupilsaretaughtaboutinstitutionalpowerandconsidertheimportanceofthemonarchy, government,thepoliceandBritishlaws.PupilslearnhowBritishinstitutionsprovideservicesand helpsociety.Asaresult,pupilshaveawell-developedunderstandingthatdemocracyand responsiblebehaviourareimportantandcivilisedvalues.
45.Pupilsaretaughttobekindandconsideratetowardsothers.Leadersestablishandmaintain effectivelinkswithlocalorganisationswhichpupilskeenlysupport.Forexample,theypreparegifts forfamilieswhoareexperiencinghardshipandvisitalocalhospitaltotalktopatients.Pupils preparemodernforeignlanguagelessonsandteachthemtoyoungerpupilsinlocalschools.Asa resultofthesewell-developedopportunities,pupilsmakeapositivecontributiontoothersand deepentheirunderstandingofsocialresponsibility.Pupilsarepreparedwellfortakingtheirplacein Britishandwidersociety.
46.PupilsaretaughtaboutfinancialmattersthrougheffectivePSHElessons.Pupilslearnabout importantissuessuchasinvestment,taxationandfinancialscamming.Theylearnaboutincomeand expenditureandtheminimumwage.Pupilsexplorehowtobudgetsensiblyandcontributetoa pensionfund.Pupilsaretaughttothinkcarefullyaboutthefutureandtounderstandhowtobe financiallyresponsible.
47.Pupilslearnaboutpoliticsinanunbiasedmanner.Sixth-formpupilsexplorepoliticalphilosophyand discussnewspaperarticleswhicharewrittenfromdifferentpoliticalperspectives.Leaders implementa‘parliamentweek’whichincludestopicalquizzesandconsiderswhatitmeanstobea MemberofParliament.PupilsdiscusscurrentpoliticalissueswithaservingmemberoftheHouseof Lordsthroughanonlineinitiative.Thisdeepenspupils’constitutionalunderstandingoftherolethe HouseofLordsplaysinBritishdemocracy.
TheextenttowhichtheschoolmeetsStandardsrelatingtopupils’socialandeconomic educationandcontributiontosociety
48.AlltherelevantStandardsaremet.
