Dene Magna School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud of their school.

They feel safe and happy in the caring community of Dene Magna School. The school's aim, 'that each and every learner shall achieve their maximum potential and enjoy the process,' lies at its heart. Pupils describe the school as being like 'a family'.

There are warm relationships between staff and pupils.

The school is calm and purposeful. Pupils show high levels of respect for their peers and support each other.

They have very positive attitudes towards people from backgrounds different to their own. Pupils behave exceptionally well in lessons. They act maturely around school, including at social times.

Pup...ils enjoy coming to school. All pupils speak highly of the pastoral support they receive. Attendance is high.

Everyone participates in the rich life of the school. The house system creates a sense of belonging. Pupils enjoy the inter-house competitions.

They develop a strong sense of citizenship by raising money for charities. Pupils and students in the sixth form appreciate the wealth of experiences that the school provides. These extend from kickboxing and a book club to a range of overseas trips.

These opportunities nurture pupils' talents, build their leadership skills and raise aspirations. Pupils value the many leadership opportunities available to them.

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

The school's curriculum is broad and ambitious.

Each subject area has identified precisely what pupils should learn. Staff have thought carefully about how the curriculum is sequenced and delivered. The school has designed the curriculum to build an appreciation of diversity.

For example, in English, pupils learn about texts from a range of backgrounds and traditions alongside well-known texts. This helps to enhance pupils' cultural understanding of other societies.

Pupils and students in the sixth form enjoy their learning and want to do well.

Pupils with special educational needs and/or disabilities have their needs accurately identified. The staff know pupils' needs well and adjust their teaching to meet individual needs. As a result, the curriculum is having a positive impact on most pupils.

However, some disadvantaged pupils are not achieving as highly as they could. The school is deeply aware of this.

Staff are experts in their subjects and present information clearly.

Teachers have a shared understanding of the vital knowledge that pupils must gain in each subject. Pupils' learning is consistently checked at specific points in the curriculum. However, pupils' understanding during lessons is not routinely checked.

When this happens, pupils' learning is not adapted accordingly. As a result, pupils sometimes move on to new learning too quickly or too slowly.

The school has a range of strategies to encourage pupils to enjoy reading.

Pupils benefit from a well-stocked library. The school quickly identifies pupils who are at an early stage of reading. Staff provide effective support to these pupils.

For example, pupils work together in small groups to develop their fluency and confidence with reading. However, some pupils who attend these interventions experience a narrower curriculum.

Behaviour in lessons and around school is exemplary.

Lessons are free from disruption. Pupils value the clear behaviour policy, which they think is fair. The school's pastoral support is a strength.

Both pupils and parents and carers appreciate it. Leaders use a range of information to monitor pupils' well-being and behaviour. They use this to target their actions.

As a result, support is timely and effective. The school identifies barriers to pupils' regular attendance quickly. The school works well with pupils and their families to overcome these barriers.

Pupils and students in the sixth form take pride in their school. As a result, they attend school well.

The school's provision for personal development is exceptional.

It ensures that pupils and students in the sixth form leave school fully prepared for life in modern Britain. It is successfully woven into everyday life at the school and across the curriculum. Pupils remember important information about keeping themselves safe, healthy relationships and online risks.

Pupils thrive because of the many high-quality extra-curricular opportunities they experience. The school ensures that these are accessible to all pupils. Pupils in Year 11 join sixth-form students each week for enrichment activities, including climbing and skiing.

Pupils receive a wide range of information and guidance about careers education. Pupils and students in the sixth form are aspirational for their future education and employment.

School leaders, the trust and local governors accurately understand the school's strengths and areas that require further development.

The local governing body provides robust support and challenge to the school. Leaders know their community very well and are ambitious for the school. A number of staff were pupils at Dene Magna School.

This contributes to the sense of family that permeates the school. Staff, pupils and parents take great pride in this school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum does not have a consistently strong impact on some pupils. For example, pupils' knowledge and understanding are not always checked well. When this occurs, the work that pupils are given does not match their needs.

As a result, some pupils, especially disadvantaged pupils, have gaps in their knowledge. Disadvantaged pupils do not achieve as well as their non-disadvantaged peers. The trust should ensure that the curriculum, and how it is taught, enables all pupils to build successfully on their learning.