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Pupils attending Lynn Grove are happy and safe. It is a place where they can be themselves and where being different is part of everyday life.
Pupils rarely experience unkind language.
Social times are calm. Pupils are typically courteous to visitors.
In lessons, pupils listen to their teachers and follow routines. This enables them to focus on their learning. Most pupils meet the high expectations of the school.
They understand the consequences of poor behaviour and recognise that behaviour in the school is improving.
The approach to rewards is something that pupils acknowledge is helping to improve behaviour and attendance. The school's ne...w 'college' system has brought pupils together.
Pupils feel they are an important part of the changes happening to the life of the school. Through the school council and the anti-bullying ambassadors, pupils show that they can advocate effectively on behalf of their peers. Pupil voice is supported very effectively by the school's leaders.
What does the school do well and what does it need to do better?
The school has worked closely with the trust to put in place an effective curriculum. The planning and sequencing of lessons enable pupils to learn well. The curriculum identifies the key knowledge and vocabulary that pupils need to learn.
Teachers have been provided with effective training to be able to support their subject knowledge and the implementation of the curriculum. School staff know pupils with special educational needs and/or disabilities well. The use of 'pupil passports' enables staff to make appropriate changes to meet the needs of these pupils.
The school prioritises reading. There are effective plans in place to support pupils where they struggle to keep up. The school has also invested heavily in additional resources and maintains an excellent library, which is well used.
Most pupils behave well. However, because the behaviour of some pupils does not meet the school's expectations, the number of pupils suspended and permanently excluded from school is high. The number of suspensions is falling, but further action by the school is required.
As a result of suspension, some pupils miss out on the opportunity to receive the high-quality education provided by the school. Most pupils attend school regularly. When pupils do not attend, the school has rigorous processes for ensuring they are safe.
Leaders understand the causes of absence. For some groups of pupils, attendance is improving as a result of the school's actions. This is not the case for all pupils.
There is a well-considered personal development curriculum. This provides pupils with the opportunity to engage with views that are different to their own. For example, in ethics lessons, pupils learn about capital punishment.
They describe their views on the topic confidently. Pupils are also taught how to keep themselves safe. Pupils can describe consent well and can recognise when a relationship is not healthy.
Where pupils do have concerns, they are very well supported by the school's safeguarding team. This is a strength of the school.
Pupil leaders can describe their role in school life and the improvements they have seen during their time in the school.
They are mature and confident. Pupils have access to appropriate information in relation to careers. This begins in Year 8.
All older pupils have the opportunity to meet with a careers adviser to support their careers and further education choices.
Leaders at all levels understand the context of the school. As a result, they recognise what needs to improve.
Trust leaders have appropriate and rigorous procedures in place to ensure school improvement happens at pace. The school's academy council oversees the work of the school effectively. Staff are typically supportive of leaders.
They feel that consideration is given to their workload. Staff comment that they are proud to work in the school.
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Some pupils do not meet the high behavioural expectations of leaders. As a result, levels of suspensions are high. The school must ensure that the behaviour system is monitored and reviewed rigorously and frequently to enable all pupils to understand what is expected of them.
• The attendance of pupils is not yet consistently high. While leaders have systems in place to tackle this, their actions have not yet been as effective as they could be in reducing absence. Leaders should ensure that school policies are implemented robustly to improve the attendance of all pupils.
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