Bitterne Park School

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About Bitterne Park School

Name Bitterne Park School
Ofsted Inspections
Headteacher Mr Stewart Roderick
Address Dimond Road, Bitterne Park, Southampton, SO18 1BU
Phone Number 02380325200
Phase Secondary
Type Foundation school
Age Range 11-18
Religious Character Does not apply
Gender Mixed
Number of Pupils 2020
Local Authority Southampton
Highlights from Latest Inspection


There has been no change to this school's overall judgement of good as a result of this ungraded (section 8) inspection. However, the evidence gathered suggests that the inspection grade might not be as high if a graded (section 5) inspection were carried out now.

The next inspection will therefore be a graded inspection.

What is it like to attend this school?

Pupils are proud of their school. They speak positively about the importance of diversity and inclusivity.

They are confident that staff respond to any reports of bullying quickly and effectively. Despite many pupils understanding the importance of positive behaviour in and around school, not all pupils abide by the ...behaviour policy. Occasionally, learning in lessons is disrupted and some behaviour around school falls short of leaders' high expectations.

Most pupils feel safe and know that staff prioritise their well-being. Leaders provide a range of positive opportunities for pupils to hear from a range of organisations to learn about safety in the local community.

Leaders have been making appropriate changes to the curriculum to support all pupils to meet ambitious goals.

Leaders are aware that there is further training and support needed to ensure that these ambitions are realised.

Beyond the taught curriculum, pupils have a wide range of clubs available to attend at school. They also have a range of additional activities that they can participate in, including, for example, the school production.

As one parent said, 'the teachers at this school work hard, and there is a strong commitment to raising kind and respectful young people'.

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

Leaders are wholeheartedly committed to ensuring that all pupils benefit from their time at Bitterne Park School. The range of subjects available from Year 7 to Year 13 is broad and prepares pupils well for their next steps in education.

The selection of what teachers want pupils to learn in most subjects is suitably challenging and taught in an appropriate order.

Leaders are implementing improvements to individual subjects. For example, in English, leaders have updated the texts that pupils read to develop a richer understanding of a range of literature.

Similarly, in languages, recent curriculum adjustments are supporting more pupils to access the curriculum and achieve well. As a result, the number of pupils selecting a language at key stage 4 is increasing quickly.

In some subjects, teachers regularly check that pupils understand what they are being taught.

Teachers then adapt the lesson to respond to any arising misconceptions or gaps in knowledge. However, in some other subjects, some teachers do not systematically check on the knowledge of all pupils and adjust their teaching when needed. This means that in some lessons pupils move on to new content before they have secured the important knowledge they need.

Some pupils therefore struggle to understand what they are being taught, and as a result the quality of their participation in lessons is weaker. Leaders are taking action to make rapid improvements to the quality of education that pupils receive.

Leaders have prioritised the important role that reading plays in supporting all pupils to access the broad and balanced curriculum.

There is a sharp focus on ensuring that pupils who struggle to read confidently and competently are identified and provided with the rapid support that they need to improve. Furthermore, pupils with special educational needs and/or disabilities (SEND) are accurately identified and receive additional well-matched support to help them to access the curriculum.

In many lessons and around school, pupils demonstrate positive and respectful behaviours.

However, some staff and pupils shared concerns about behaviour. In some lessons, learning is interrupted. There are some inconsistencies in how lateness to lessons and low-level pupil disruption are managed in lessons.

Leaders have put in place actions to improve the conduct of pupils in and around the school. However, not all pupils meet leaders' high expectations for behaviour and at times the behaviour policy is not applied consistently. Leaders do not currently use all the information available to them to precisely monitor the impact of their actions to reduce the variability of low-level disruptive behaviour and conduct concerns within school.

Leaders know their pupils and families well. As a result, the personal, social and health education programme at the school is bespoke and age appropriate. Pupils learn about important themes within the local community and are taught important knowledge to help them to stay safe.

Pupils are also provided with useful information to prepare for their next stages of education, employment or training. This is particularly strong in the sixth form.

Staff across the school are confident that their training needs are well understood by senior leaders.

Most staff are also appreciative of the steps that leaders have taken to manage their individual workload. This includes recent changes to how teachers assess pupils.


The arrangements for safeguarding are effective.

Staff are acutely aware of the risks that pupils in their care might face. Staff receive regular and specific training and updates from leaders about safeguarding. As a result, staff are well informed about a wide range of safeguarding issues within the community.

They know their responsibilities to identify and report safeguarding concerns accurately and in a timely manner. When concerns are raised, those responsible for safeguarding are quick to investigate and respond appropriately. Leaders work effectively with external agencies to ensure that pupils and their families get the help that they need.

Leaders also seek the support of local organisations to support pupils to learn about important knowledge related to safety.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Sometimes teachers move pupils on to new learning before they have securely learned what they are being taught. This means that some pupils have gaps in their knowledge and misconceptions that prevent them from being successful.

Leaders must ensure that all staff receive the support needed to ensure pupils are given clear feedback and the additional practice time needed to make improvements before they are introduced to more-complex content. ? There are some inconsistencies in the application of the behaviour policy within lessons. This means that some lateness to lessons and off-task behaviour that disrupt learning are not managed effectively.

As a result, some pupils miss important learning time. Leaders must ensure that all staff are well supported to follow clear and well-communicated processes to reduce low-level disruptive behaviour and lateness that interrupt learning. ? Some pupils shared concerns about poor behaviour during social times.

Leaders are taking action to reduce these concerns but not all pupils are yet confident that this behaviour is well managed. Leaders must take further action to review the impact of these initiatives and clearly and appropriately communicate their high expectations during social times to all members of the school community.Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.This is the first ungraded inspection since we judged the school to be good in November 2017.

Also at this postcode
Bitterne Park Holiday Club

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