Royal Latin School

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About Royal Latin School

Name Royal Latin School
Ofsted Inspections
Headteacher Mr David Hudson
Address Chandos Road, Buckingham, MK18 1AX
Phone Number 01280813065
Phase Academy
Type Academy converter
Age Range 11-18
Religious Character Does not apply
Gender Mixed
Number of Pupils 1311
Local Authority Buckinghamshire
Highlights from Latest Inspection

What is it like to attend this school?

Pupils are incredibly happy and proud to be part of this high-achieving school.

The school has a clearly defined ethos and set of values. These are based around 'LATIN Learning', which stands for 'leadership, aspiration, teamwork, innovation and nurturing'. This is the bedrock of all leaders' and pupils' work.

Pupils enjoy their learning. They share leaders' high expectations of themselves. Pupils engage well with the curriculum and as a result achieve well.

Behaviour is exemplary. Pupils show confidence and maturity. Sixth-form students provide positive role models for younger pupils.

There is a clear expectation that sixth formers give back with a ...wide array of leadership and volunteering opportunities, including house captains, peer listening ambassadors and fitness prefects. Pupils engage well with the extensive range of enriching experiences through extra-curricular clubs. The 'electives programme' teaches pupils skills such as teamwork and reflects the 'Latin virtues' of the school.

Examples include the Duke of Edinburgh's Award and first-aid qualifications.Bullying is rare and, when it does occur, is dealt with swiftly by staff. Leaders have ensured that there is an emphasis on building strong relationships across the school community.

Recently appointed diversity leaders promote and celebrate different cultures in the school. Pupils feel unconditionally safe at the school.

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

Leaders are hugely ambitious for all pupils at this school.

Strong leadership of the support for pupils with special educational needs and/or disabilities (SEND) ensures that they flourish. Leaders ensure that pupils are given many opportunities to succeed academically and personally.

Leaders have designed an innovative curriculum that goes beyond the scope of the national curriculum.

They have ensured that most pupils gain the depth and breadth of knowledge that they need across the curriculum. Knowledge is ordered logically so that pupils can build on their learning over time. In some curriculum areas, subject leaders are still refining the content to further improve pupils' learning.

Teachers are experts in their subjects and passionate about motivating pupils. Most use a range of strategies that help pupils learn well and regularly assess what pupils know and understand. They use this information to address misconceptions or gaps in learning.

This is particularly strong in the sixth form. However, elsewhere in the school, because teachers have a good deal of autonomy in how they assess pupils' learning there are some different approaches to assessment practice. This means pupils are not always clear how to improve their work.

Leaders have exceptionally high expectations regarding behaviour. Relations between pupils and staff reflect the school's ethos of aspiration for all. The atmosphere around the school is overwhelmingly positive and happy.

Pupils' excellent behaviour means that learning takes place uninterrupted. Pastoral care is strong. Pupils learn to value differences and the importance of diversity.

The inclusive nature of the school's ethos ensures that pupils with SEND are supported and achieve well.

Leaders are passionate about personal development at this school. This has resulted in a fantastic range of activities and events which ensure that pupils are well prepared for adult life.

The personal, social, health and economic (PSHE) education curriculum is thoughtfully constructed to meet the needs of all pupils. They enjoy the opportunities they are given to debate and discuss. For instance, students in the sixth form recently led events associated with Black History Month.

The careers and advice provision is exceptional. The careers officer provides the necessary information and guidance to help pupils, including sixth-form students, make informed decisions about their next steps into education, training and employment. There is a strong alumni network, known as the 'Old Latins', who support careers education through assemblies and events reinforcing leaders' ambitions for all.

Pupils really enjoy the extensive range of extra-curricular clubs on offer. 'MedSoc' is popular with pupils considering a medical career. Sixth-form students relish the opportunities offered.

They are very keen to give back to the community, be that the school community or the wider locality. Students talk passionately of how these roles help others, but also help them become well-rounded citizens.

Staff are proud to work at the school.

They speak positively of the training linked to teaching that they receive. Leaders have worked hard to ensure that this continues to improve the quality of education. However, the impact of this programme is not consistently checked.

This means leaders are not picking up inconsistencies in practice. Governors know the school well and share leaders' ambitions. Together, they prioritise staff well-being and managing staff workload.


The arrangements for safeguarding are effective.

Leaders have been proactive in ensuring that there is a strong culture of safeguarding. The members of the safeguarding team are tenacious.

All pupils are known well and their needs understood. Leaders have implemented robust systems that deal swiftly with any concerns. They work closely with the most vulnerable pupils and their families to ensure that they are well supported.

Record-keeping is detailed and meticulous. Staff are well trained and know their role in keeping children safe. Safer recruitment processes are rigorously adhered to.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Assessment practice is not consistently of the highest quality. This sometimes limits pupils' ability to access more complex content. Leaders should ensure that all staff check pupils' learning precisely and use the information to tailor teaching.

• Leaders are not clear if the professional development programme is having the intended impact. They have not identified where some pupils are not learning the intended curriculum as well as they might. Leaders should ensure that they know where the quality of education is not as strong as the rest of the school and take action to improve it.

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