Pupils are proud to be a part of this vibrant and inclusive school. Staff have high expectations for pupils, and put their interests at the heart of all that they do. Pupils are friendly and respectful. They feel safe in school and know who to speak to if they have any worries.

Leaders have created a purposeful start to the school day which is based on the ‘learning pride’ behaviours of participation, respect, independence, determination and energy. Leaders ‘meet and greet’ pupils in the morning, check their uniform and equipment, and offer them a bagel. All of this sets pupils up well for the start to their day.

There is a range of extracurricular activities for pupils to take part in, such as choir, dance and drumming. The interests of all pupils are taken into account. For example, clubs such as role playing games and chess are particularly well attended by all pupils, including those with special educational needs and/or disabilities (SEND).

Sixth-form students benefit from an enrichment programme and leadership opportunities. They are role models for their younger peers and organise events with them. This includes cultural events and fundraising for charities.

Leaders have developed an ambitious curriculum. They have taken action to increase the number of pupils who complete the suite of subjects which form the English

Baccalaureate. The curriculum builds on knowledge which pupils bring with them from Year 6.

Teachers are knowledgeable in the subjects they teach. They carefully select resources to ensure that the learning needs of all pupils are met. Most teachers regularly check that pupils understand the work. When pupils do not understand, most teachers will re-teach the information in a way that helps pupils better develop their understanding. However, some teachers do not consistently check that learning is clearly understood before moving on.

Members of the SEND team quickly identify and assess pupils’ needs. They work closely with parents and pupils to identify how to best support pupils’ learning. This information is shared with staff. Staff then use strategies from the individual learning plans to adapt lessons so that pupils with SEND can access the curriculum. All of this means that pupils with SEND are well supported to achieve their personal best.

Pupils who struggle to read receive the help they need. Leaders have assessed pupils to identify what their individual learning needs are. Pupils then have extra classes tailored to improve their reading. This means that pupils are able to catch up quickly. The school library is well used at social times by pupils who want to work and those who want a quiet space to read. However, most pupils are not reading widely for pleasure. This means that an opportunity is missed to expand their range of experiences.

Pupils are well mannered and behave well. When pupils’ behaviour falls short of the school’s expectations, they are supported by staff, and receive the guidance they need to improve their behaviour. Teachers have created a calm and purposeful atmosphere in lessons. As a result, pupils apply themselves well to their work and have the confidence to share their ideas and answers. Leaders celebrate and reward positive behaviour, and this is well received by pupils. This includes rewards trips such as rock climbing and visits to the German Christmas markets.

The curriculum for pupils’ wider development is comprehensive and varied. Pupils learn about topics such as healthy relationships, consent and healthy eating. The curriculum is adapted to reflect current issues, and recently pupils were taught about misogyny. Pupils enjoy ‘culture day’ where they learn and celebrate all the different cultures in the school. This helps them to be prepared for life in modern Britain.

The careers programme provides pupils with the advice and guidance they need to make decisions about their futures. There are work experience opportunities for pupils in Year 7 and Year 12. Leaders also organise visits to local colleges and invite employers into school so that pupils know of the opportunities available to them. As a result, pupils are prepared well for their next steps in education, employment and training.

Governors and trust executives have a clear awareness of the school's strengths and weaknesses. They have created a culture to raise standards so that pupils get the best possible deal. This is done particularly well with the collaboration of staff across all schools within the trust. For example, staff at the school recently shared the good practice of their sixth form with their other schools. Staff enjoy working at the school and appreciate the work that leaders have done to help manage their workload.

The arrangements for safeguarding are effective.

Leaders have carried out appropriate checks on their staff to ensure they are suitable to work in a school. Staff receive regular safeguarding training and updates. Leaders are aware of any local issues and share the potential risks with staff and pupils. This creates a culture of vigilance across the school.

Staff know their pupils well and quickly report any concerns they may have. Pupils will also speak to a trusted adult if they have worries of their own or if they are worried about their peers. The safeguarding team deals with any concerns quickly and effectively.

(Information for the school and appropriate authority)

• At times, teachers do not routinely check that all pupils have a secure understanding of what they are learning before moving on. This means that errors and misconceptions are not picked up quickly and can persist. Leaders should ensure that teachers systematically check pupils’ understanding so that they can spot potential gaps in knowledge and address them immediately.
• Leaders are still in the process of developing their approach to helping pupils read more widely and for pleasure. At present, not enough pupils are reading for enjoyment. Leaders should ensure that pupils have opportunities to read more widely in order to expand their horizons.