George Spencer Academy

Highlights from Latest Inspection

What is it like to attend this school?

The 'ethos of excellence' that leaders have created at this school sets the tone for the high expectations they have. Pupils rise to meet these high expectations.

They commit to their education and achieve well.

Many pupils take up roles as ambassadors. This allows them to develop leadership skills and demonstrate responsibility.

For example, some pupils promote mental-health awareness, and others act as advocates for curriculum areas. They wear their light bulb badges with pride. All pupils take part in the excellence awards.

This encourages them to develop their character through embodying the school's core values. Pupils receive tiered awards for ...doing so.

The wider curriculum prepares pupils well for life in modern Britain.

They accept others. Pupils know that bullying is not acceptable. Many agree that bullying is not tolerated at this school.

Leaders have ensured that teachers have a pupil-centred approach. Staff know pupils well. Pupils know there is someone to talk to if they have a problem.

Pupils say they feel safe and are happy at this school.

Students in the sixth form benefit from an exceptional programme of study. They take pride in supporting the local community and younger pupils at the school.

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

The curriculum is ambitious at George Spencer Academy. The academic curriculum is broad. More pupils than ever now study a language in key stage 4.

Leaders have ensured that the curriculum also develops each pupil as an individual through the 'wider curriculum' and the 'hidden curriculum'.

Leaders have considered the most important concepts they want pupils to know and the depth of understanding they need to achieve. The essential facts and knowledge pupils must have are made explicit.

Teachers deliver the identified knowledge and facts logically. This helps pupils build on what they already know.

Teachers use appropriate methods to present information well to pupils.

They consider how to match a teaching approach to the specific subjects or topics. Teachers use mini whiteboards to gain whole-class responses. This helps most teachers check that pupils are learning.

Most teachers have strong subject knowledge for the subjects they teach. Leaders prioritise training for teachers who need to develop their subject knowledge. This helps teachers to deliver the curriculum effectively.

Teachers promote reading to all pupils. Pupils at the early stages of reading have additional help from an early reading expert. This helps these pupils to become better readers and to access the full curriculum.

Leaders ensure that pupils with special educational needs and/or disabilities (SEND) can access qualifications that will support them to achieve their future goals. Leaders encourage parents and carers of pupils with SEND to engage with the school. For example, there are 'meet the team' events for parents of pupils with SEND.

Leaders identify strategies to support pupils with SEND and share these with teachers. Many teachers use this information well to help pupils with SEND achieve. This practice is not yet consistently and securely embeded.

Teachers encourage pupils to get the basics of behaviour right all of the time. Pupils gain positive points for this. It helps pupils rise to teachers' high expectations.

There is little disruption to learning. The high standards allow pupils to spend the vast majority of time following the ambitious curriculum.

Pupils benefit from a well-devised personal development programme.

They gain a good grasp of age-appropriate relationships education. They learn about cultures different to their own. Most recently, all pupils have learned about how and why many Muslims will observe Ramadan.

There is a wide range of activities, including over 50 clubs, during lunchtime and after school. These help pupils develop their talents and interests. Pupils look forward to 'excellence days', which builds their cultural capital and prepares them for their next steps.

Students in the sixth form benefit from an exceptional quality of education. They gain detailed knowledge and high-level skills across the curriculum. The wider development of students goes beyond the expected.

Students hold highly positive views of the provision they access. Most recently, students have supported the local community by holding a quiz night at a local café.

Leaders consider staff's workload.

Staff are proud to be a part of this school. Leaders put pupils at the heart of all their decisions to give them every chance to achieve their full potential.

Safeguarding

The arrangements for safeguarding are effective.

Leaders train staff well so that they are vigilant and recognise immediately if a pupil might be at risk of harm.

Leaders follow up any concerns swiftly. They keep detailed records of incidents and actions taken to keep pupils safe.

Leaders recognise contextual safeguarding issues and have built further capacity to support pupils' mental health and deal with other safeguarding issues. This enables pupils to receive help quickly. Leaders work closely with a range of external services to support the most vulnerable pupils.

Trustees and governors are rigorous in their approach to ensuring that the school has a strong safeguarding culture.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some teachers do not always use the identified strategies to support pupils with SEND precisely enough. Leaders should ensure that all teachers are trained well to use the identified strategies to support pupils with SEND to achieve exceptionally well.