Campion School

Highlights from Latest Inspection

What is it like to attend this school?

Staff at Campion have high expectations of all pupils at the school, including those in the sixth form. There is an ambition that all pupils can achieve academically.

As suggested by the school's hashtag, pupils and staff are proud to be Campion.

Pupils behave well in lessons. They show courtesy and respect in the corridors by opening doors for others.

Bullying is rare at this school, but when it does occur, teachers take it very seriously.

Leaders have revised the curriculum so that all pupils can study a broad range of academic subjects, including at least one modern foreign language. There are opportunities in all year groups to take on leadership... roles, such as being an anti-bullying ambassador or head student.

The aim of this is to create brilliant futures for Campion pupils.

There are good relationships between staff and pupils. Pupils can talk to staff with ease, and pupils say that they feel safe at school.

Older pupils and staff agree that this school has improved significantly in the last few years. They value the culture and environment leaders have created. This is helping pupils learn.

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

Leaders have redesigned the curriculum so that all pupils can study a core set of academic subjects. In most subjects, including modern foreign languages (MFL) and mathematics, leaders have identified the important knowledge pupils must learn, and the order in which they should be taught it. This ensures that pupils have the opportunity to know and remember more.

This is not the case in all subjects. For example, in history it is not routinely clear what pupils should have learned at the end of each key stage. In English, teachers do not always explicitly teach the most important knowledge.

When this is the case, pupils do not consistently build up their knowledge over time.

The 'Campion Teaching and Learning Rubric' makes clear what each lesson should include. As a result, in most lessons, teachers present subject matter clearly and check understanding before moving on.

In these lessons, pupils know and remember more. In some lessons, teachers do not check that all pupils understand concepts securely before they introduce new ideas. In these lessons, pupils are left remembering knowledge that is not correct.

Leaders have improved the provision for pupils with special educational needs and/or disabilities (SEND). All staff have been trained on how to make the curriculum more accessible for pupils with SEND. Most teachers know the needs of individual pupils and how these can be met differently.

Pupils with SEND can access the full curriculum and achieve as well as their peers. A new leader has been appointed to further strengthen SEND provision.

Reading has been prioritised.

Pupils read selected texts in 'drop everything and read' (DEAR) lessons. Pupils also have time to read books they choose. This is developing a love of reading for many pupils.

Those at the early stages of reading gain phonics knowledge and comprehension skills to give them the foundation for future learning.

Sixth-form students show high levels of maturity and independence. They play an active part in the school.

For example, they buddy read with younger pupils. A high proportion of students complete their study programme successfully. A very high proportion of these students go to their first-choice university.

There is a consistent approach to managing pupils' behaviour. Pupils understand the 'Warn, Move, Remove' system. There is very little disruption in lessons as a result.

Pupils know that poor behaviour will result in a consequence.

For pupils who struggle with being at school, the Bridge provides a safe space, where these pupils can continue to learn. Staff support pupils with their learning.

In most cases, this support enables pupils to return to the classroom.

The personal development programme helps pupils to prepare to become great global citizens. Pupils are taught about staying safe and healthy relationships.

From year 7, pupils receive effective careers advice and guidance. Pupils can attend a range of activities to develop their wider interests, including theatre critique club and kick boxing. Staff encourage pupils to contribute to the life of the school, including through being mental health ambassadors or as reading mentors.

Trustees know the strengths of the school. They work in partnership with senior leaders to identify accurately where improvements are needed. Leaders are receptive to the challenge that trustees provide.

Leaders sharply focus on areas of improvement and bring about rapid change when needed.

Safeguarding

The arrangements for safeguarding are effective.

Leaders and trustees understand their safeguarding responsibilities.

They have made sure that there are staff at many levels with the highest level of safeguarding training. This allows pupils to report concerns to staff who they feel most comfortable with. These members of staff are well equipped to help pupils.

Staff are trained and reminded regularly on how to recognise and report concerns about pupils. As a result, staff know what to look out for and how to report a concern.

Pupils are also taught about local and national safeguarding issues.

This helps them recognise what is safe and what is not.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, leaders have not ensured that important knowledge is clearly identified and how this knowledge builds to an end point. In some lessons in these subjects, teachers do not teach this knowledge explicitly enough.

As a result, some pupils do not remember this knowledge well enough. Leaders should ensure that all teachers know how to identify and teach the most important knowledge in a way that students can reach clearly defined end points. ? Leaders have not ensured that all teachers check that pupils' understanding is secure before they move learning on in lessons.

On occasions, teachers introduce new ideas without having first corrected any misconceptions pupils may have developed. As a result, these pupils do not develop secure understanding of concepts that are taught before encountering new learning. Leaders must ensure that all teachers know how to check pupils' understanding and address misconceptions.

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