Northallerton School & Sixth Form College

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are polite and respectful.

They feel proud to be part of the school. One pupil commented to an inspector that 'this school makes people feel welcome'. There is a community feel in the school.

Pupils arrive at school wanting to learn and they appreciate the support that staff give them.

Pupils are motivated by the rewards system in school which supports the school motto of 'being the best we can be'. They can describe what they have learned in different subjects and how teachers have helped them when they find things difficult.

Teachers pass on the passion they have for their subjects to the pupils.

Expectations are high in terms of be...haviour and learning. There is a support network for those pupils who need more help to manage their behaviour.

Pupils told us that staff will deal with any bullying that might occur effectively. They also said that they feel that if they are worried about anything they can approach staff for help.

In the 'life curriculum', pupils have the opportunity to learn about a wide variety of topics that include themes such as staying safe, values, beliefs and responsibilities.

Pupils appreciate the careers advice and guidance that they receive.

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

Leaders have developed curriculum plans that are understood by staff. There is a broad and balanced offer for all pupils that is maintained consistently throughout the school.

Sixth-form pupils have a wide variety of courses to choose from. This is intentional and is planned by leaders to prepare pupils for the next stages of education. Knowledge forms the central core of curriculum plans.

Leaders review the curriculum content and delivery. When appropriate, leaders have been proactive and have refined and changed the curriculum quickly to better meet the needs of pupils. In a small number of subjects, the process of enhancing the curriculum is ongoing.

Teachers have strong subject knowledge. They use resources and activities in lessons that stimulate and engage pupils. Pupils are willing participants in their learning.

They answer questions and contribute to class discussions without fear of failure. This confidence to learn and contribute is nurtured by staff.

Teachers are effective in delivering the intended curriculum in all year groups, including the sixth form.

In discussions with pupils, it was clear to inspectors that the concepts and topics covered in a range of subjects are remembered. Pupils can describe how teachers helped them to know and remember more over time.

Assessment takes on different forms and, in some cases, it is used effectively.

Where this is the case, leaders and class teachers use the information to address misconceptions and refine the curriculum. Leaders recognise that reducing variability in the effective use of assessment will help deepen pupils' knowledge and understanding.

Leaders have ensured that the curriculum is ambitious for all pupils.

The needs of pupils with special education needs and/or disabilities (SEND) are shared with all staff so that they can be supported in lessons. However, the use of this information and the support they consequently get is not as effective as it could be. As a result, some pupils with SEND do not achieve as highly as they could.

Leaders have adapted and refined the school's behaviour system. There is a focus on rewards and restorative practice. This has led to a reduction in the number of pupils who are suspended.

There remain some pockets of low-level disruption.

Leaders and the attendance team work hard to promote the importance of being in school. Although some progress has been made, the persistent absence of disadvantaged pupils and pupils with SEND is higher than their peers.

The school provides a range of different clubs and activities for pupils. Pupils said that they enjoy the sports clubs and The Duke of Edinburgh's Award. Leaders are fully aware of the benefits of the additional opportunities and plan to develop the offer further to all pupils.

Pupils in all years, including the sixth form, benefit from a well-planned personal, social and health education programme. This is delivered through the life curriculum, tutor groups and assemblies. Pupils enjoy this aspect of their learning.

Pupils in the sixth form said it is helping them with their career choices and learning different skills such as driving.

Governors play a full role in supporting the school and providing challenge. They receive regular information and visit the school to meet with leaders, staff and pupils.

Governors' minutes show that they ask challenging questions of leaders. Leaders are keen to engage with staff and listen to any concerns they have. Most staff appreciate the steps leaders at all levels take to support their well-being.

Safeguarding

The arrangements for safeguarding are effective.

Leaders are fully aware of the potential risks that pupils face. Leaders work with external agencies to gather information that informs curriculum plans and the information that is shared with pupils.

Staff receive regular training and updates. All staff know how to report any concerns they have. Leaders work with different outside agencies to ensure pupils get the support they need in a timely manner.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some teachers do not use the detailed information provided by the SEND team to plan the delivery of the curriculum for pupils with SEND more effectively. On occasions, some of these pupils do not achieve as highly as they could. Leaders should provide ongoing training and support which builds on the positive progress in some areas so that all staff use the information shared to support pupils with SEND in lessons.

• Leaders and staff have raised the focus on good attendance across the school. However, the persistent absence rates for disadvantaged pupils and pupils with SEND are higher than they should be. Leaders should continue their work to tackle this area to ensure that pupils attend school more regularly.