Brentwood Ursuline Convent High School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Brentwood Ursuline Convent High School (BUCHS) benefit from very high expectations of what they can achieve. They learn a coherent and meticulously planned curriculum. Pupils develop strong levels of self-motivation in their learning.

Consequently, they do exceptionally well. This includes pupils with special educational needs and/or disabilities (SEND), who receive excellent support. This means they build the same deep and detailed knowledge as their peers.

Pupils embody BUCHS's Catholic values. In particular, they learn the importance of duty. This teaches pupils to speak up if they have views or concerns.

Pupils praise the sense of community in t...he school. Pupils take on leadership positions, such as 'form' and 'liturgy' representatives. This builds their confidence.

Pupils enjoy, and feel safe in, the school.

Behaviour is very positive. Pupils are excited about, and focused on, learning.

They show mature respect for others. Pupils articulate the importance of empathy, such as wearing their rainbow badges with pride. If there is any unkindness or bullying, they are confident to resolve it themselves.

Pupils engage with a wide range of opportunities. For example, many complete The Duke of Edinburgh's Award. Pupils praise the way the sporting and creative clubs extend what they learn.

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

The curriculum is aspirational. This includes in the sixth form. Leaders aim high in terms of what pupils should learn, and then do whatever they need to do for everyone to access this.

Subject leaders plan effectively. This enables pupils, from the start of key stage 3, to study a wide and challenging range of topics that build on their prior learning. Where subjects have been less strong, leaders have addressed this promptly and successfully.

As a result, pupils learn a consistently well-considered curriculum. This means pupils from Years 7 to 13 understand new concepts and confidently move forward on to more ambitious content.

Teachers have strong subject knowledge, and use this skilfully.

They are well trained and know the exact knowledge pupils need to learn at each point, such as subject-specific vocabulary. Teachers deliver this in well-crafted activities. They check closely that pupils understand and remember it.

Consequently, pupils develop rich and detailed knowledge.

Leaders have created a culture that values reading. They make sure any weaker readers get all the help they need to read more fluently.

These pupils are consequently able to understand their learning. Pupils across the school talk about what they read with enthusiasm.

The aspirations of pupils with SEND are prioritised.

Leaders identify these pupils' needs accurately. Support plans embed parents' and pupils' views effectively. Staff give pupils with SEND consistent and expert help.

This means these pupils take considerable pride in their work and achieve at a high level.

Pupils fully understand leaders' high expectations for behaviour. Staff apply these consistently.

Leaders identify and address the causes of any misbehaviour. For example, if pupils are anxious, they get close support from their staff 'champion'. As a result, there is almost no disruption to learning.

Pupils conduct themselves in an exemplary manner.

The curriculum supports pupils' personal development well. Pupils learn to understand a rapidly changing world, for instance about different communities.

Leaders connect this learning thoughtfully to the school's 'Ursuline' values. Consequently, pupils are well prepared for adult life. For example, they develop an informed awareness of areas such as consent.

While still effective, this is slightly less well planned in the sixth form.

Pupils receive a range of guidance about life beyond school. For example, they have regular encounters with employers.

That said, leaders do not ensure that all pupils get one-to-one advice from a careers professional. In the sixth form, not all students get the help they need to have meaningful experience of the world of work. This means that pupils do not have all the information they could to make informed decisions about their next steps.

Students in the sixth form benefit from well-designed programmes of study. Leaders ensure that the curriculum is closely planned for learning outside of lessons. Students have strong attendance and punctuality.

They engage well with the wider life of the school, such as by reading with and mentoring younger pupils.

Governors have the knowledge they need to fulfil their roles effectively. They ask leaders challenging questions, such as about aspects of the curriculum.

Governors monitor pupils' well-being, and support improvements in this. Governors check the processes for safeguarding regularly, but this aspect of their work is not as thorough as it could be.

Safeguarding

The arrangements for safeguarding are effective.

Pupils learn how to be safe through the curriculum. Positive relationships with staff mean they feel safe. Pupils know whom to talk to if they have worries.

When staff log concerns, leaders respond quickly and thoroughly. Leaders are well and regularly trained. They liaise closely with parents and agencies to ensure that the right actions are in place to ensure pupils are safe.

While this is the case, leaders' processes for recording safeguarding information are not as precise as they should be. Consequently, leaders and governors do not always have clarity of the oversight of the actions being taken that they might.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• While safeguarding is effective, leaders' processes to ensure all safeguarding information is recorded are not as thorough as they should be.

This means that although leaders and governors know that the most important actions are taken to keep pupils safe, they are not as clear as they should be that the best actions are taken to support pupils in all situations. Leaders need to review and improve their processes for organising and recording safeguarding information so that these, and their oversight of them, are more thorough and efficient. ? Leaders do not make sure pupils get a sufficiently wide range of guidance and experiences to be ready for their next steps.

This includes students in the sixth form. As a result, pupils do not have all the information they need to make the best and most informed decisions about their future choices. Leaders need to review their careers provision against the Gatsby Benchmarks and use this to improve the advice and guidance they give to pupils about their options for education, employment or training.