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They expect all pupils to achieve highly in school. Leaders work with school staff to ensure that pupils can achieve their potential. As a result, pupils flourish here.
Pupils' behaviour is exemplary. They are supportive and caring towards each other. Pupils are polite and show respect to others.
Pupils have high aspirations. They appreciate the support and encouragement they receive from leaders and teachers.
Pupils are safe here.
They speak to leaders and teachers if they are worried about anything. Some pupils said the school's well-being centre is a place where they can talk about their feelings. L...eaders provide opportunities to support pupils' personal development.
For example, pupils take part in workshops about equality and the importance of positive thinking. They make use of the school's well-being centre. On the rare occasions that any bullying happens, leaders deal with it swiftly.
Pupils benefit from a range of wider opportunities. Leaders provide an extensive programme of extra-curricular clubs. This is because they want pupils to explore their passions and interests.
All pupils in Year 7 take part in the 'Big Sing' concert. A high proportion of pupils in Year 7 attend an annual educational visit to Snowdonia.
What does the school do well and what does it need to do better?
Pupils study a broad range of subjects in depth from Year 7 to Year 11.
There is an extensive choice of subjects on offer in the sixth form. Leaders ensure the curriculum caters for a wide range of interests and potential career pathways for students.
Teachers check that pupils understand what they have been taught.
Pupils remember essential subject knowledge. They use this knowledge to learn new concepts. For example, in Year 13, students in A-level sociology use their knowledge of discrimination and privilege to consider the reasons for differences in achievement in schools.
Leaders and teachers have strong subject knowledge. They have thought about the important knowledge pupils should know and remember. Leaders sequence this knowledge effectively so that pupils build their knowledge and skills.
For example, pupils in Year 7 onwards learn to compose music in different ways. This helps them know more so they get better at composing music in Year 11.
Pupils are enthusiastic about learning and arrive ready to learn.
Lessons are calm and free from disruption.
Leaders organise exceptional opportunities for pupils' personal development. Pupils take part in many wider curriculum experiences including in music, art and sport.
Each pupil is in a 'house team'. Leaders arrange many inter-house competitions, including sports events, talent competitions and quiz games. Many pupils enjoy taking part.
Students in the sixth form produce and organise various performances for the whole school.
Pupils enjoy the challenge of taking on leadership responsibility. Pupils take on roles such as school council representatives and house prefects who help organise house-team events.
Many pupils in Year 9 also enjoy taking part in the Duke of Edinburgh's bronze award. Pupils are widely involved in the local community. For example, they support food banks and refugee groups.
Students in the sixth form help pupils with reading in local primary schools.
School staff are skilled in adapting learning to support pupils' individual needs. This includes pupils with special educational needs and/or disabilities (SEND).
Leaders identify pupils with SEND quickly and provide appropriate support. Leaders provide prompt and effective help for pupils who are at risk of falling behind, especially in English and mathematics. Sixth-form mentors provide literacy and numeracy support for selected pupils in Year 7.
Pupils across the school read for the pleasure of doing so.
Leaders create an effective careers programme. This ensures all pupils are well informed about their next steps.
Leaders arrange for employers and apprenticeship providers to speak to pupils regularly. Leaders organise a successful work experience programme in Years 11 and 13. Students in the sixth form are very well prepared for higher education and employment.
Pupils value this support.
Staff feel valued and supported by leaders in managing their workload. The governing body has a strong understanding of the school's work.
It effectively challenges school leaders. This is to ensure that decisions are made in the best interests of pupils. The governing body carries out its responsibilities thoroughly.
The arrangements for safeguarding are effective.
Leaders have established a supportive safeguarding culture. Staff are trained to identify pupils at risk from harm.
Leaders and staff take any concerns seriously and follow these up thoroughly. Pupils are taught about keeping safe and the importance of healthy relationships. They know who to speak to if they have any concerns and they feel comfortable doing so.
Pupils' mental health is treated as a priority. Pupils receive strong support in managing the pressures which they may face. For example, where needed, pupils can make use of the school's Wellbeing Centre and access counselling support.