South Wigston High School

Highlights from Latest Inspection

What is it like to attend this school?

Too many pupils do not behave well in lessons and around the school. They often disrupt the learning of others. Pupils say that they do not always feel safe.

Some pupils use derogatory language, including racist and homophobic insults.

Pupils say that when bullying happens, it isn't dealt with very well. They say that they don't always feel confident that when they report it to staff it will stop.

Pupils with special educational needs and/or disabilities (SEND) do not have their needs met well. Leaders do not help teachers fully understand pupils' needs or plan adaptations that will support them. Leaders do not communicate with parents of children with SEND w...ell enough.

Pupils benefit from a range of opportunities. They take part in different extra-curricular activities. There are clubs, including sports, drama and a variety of other interests.

Pupils benefit from trips to the theatre and local places of worship.

Leaders are determined to change the culture in the school and to raise expectations for all pupils. They have begun to make some positive changes.

There have been many changes to staffing in the school, and some pupils, parents and carers are concerned about this.

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

In some subjects, the curriculum is sequenced well. Leaders have identified the key knowledge and skills that pupils will learn and when.

This helps teachers to plan effective lessons. Nevertheless, this is not the case in some other subjects.

In some lessons, teachers use precise questioning.

These questions enable pupils to recall important facts. This helps pupils to be ready to learn new knowledge. Nonetheless, too often, teachers do not question pupils well enough.

They do not check on pupils' prior knowledge nor do they identify pupils' misconceptions. Pupils' learning does not build on secure foundations. Pupils cannot remember a lot of what they have been taught.

Some staff do not have high enough ambitions for pupils. Sometimes, teachers plan activities for pupils without considering what knowledge they will learn. Pupils become disengaged because they don't have to think deeply enough.

This often leads to pupils having negative attitudes towards learning. Pupils' workbooks are sometimes of poor quality in terms of presentation and content. They often contain incomplete work.

Leaders do not provide useful information to help teachers adapt their lessons for pupils with SEND. Leaders have identified these weaknesses. They have begun to improve the support that pupils with SEND receive.

Too many pupils say that poor behaviour disrupts lessons and that teachers don't always manage poor behaviour well enough. Some disruption happens because teachers do not always plan lessons that fully engage pupils. Too many pupils behave poorly.

Some pupils truant lessons.

Some pupils do not respect each other. Pupils say that corridors and toilet blocks are not always safe places to be.

Leaders have recently implemented a behaviour policy. This policy has higher expectations for pupils and stricter sanctions. However, some pupils say that the policy is not consistently applied by all staff.

Attendance is too low, particularly for disadvantaged pupils and for pupils with SEND. Many pupils arrive late to school. These pupils miss too many lessons.

Leaders recognise this and have started to develop strategies to improve pupils' attendance and punctuality.

The personal development curriculum helps to prepare pupils for life in modern Britain. Pupils learn about how to keep themselves safe in a range of contexts and the British values of democracy, respect and tolerance.

However, not all pupils can remember what they have learned. Pupils have opportunities to learn about their future careers and experience the world of work.

Leaders, governors and the multi-academy trust have a vision of high expectations for all pupils.

However, they have not been able to make the necessary changes as quickly as they had hoped for this to become realised. Not all staff, pupils and parents have supported all the changes they have made. Leaders need the support of all stakeholders if they are to improve the school.

Safeguarding

The arrangements for safeguarding are effective.

Teachers know their role in keeping children safe. They know their pupils well and know how to identify when they might be at risk.

Leaders have developed the way they manage concerns about pupils' safety. They now have a more robust system for helping to ensure pupils are safe. More staff, including heads of year, are now trained in this system.

Leaders respond quickly and appropriately to any safeguarding concerns. They work effectively with external agencies such as the police and social care.

Leaders follow appropriate guidelines when appointing new members of staff.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Teachers do not always have high enough expectations for pupils. Pupils do not always learn key knowledge. Leaders should ensure that teaching helps pupils to learn and remember more of the planned curriculum.

• Teachers do not always question pupils effectively. They do not routinely check pupils' understanding or identify their misconceptions. Pupils are not able to build on secure prior knowledge as well as they should.

Teachers should ensure that they frequently check pupils' understanding and address any misconceptions promptly. ? Teachers do not effectively meet the needs of pupils with SEND. Pupils with SEND do not benefit from a good enough quality of education.

Leaders should ensure that teachers have the information and support they need to effectively adapt teaching for pupils with SEND. ? Some pupils' behaviour is not good enough in lessons and around the school. They disrupt learning and can make other pupils feel unsafe.

Leaders should ensure that all staff have high expectations for behaviour and consistently challenge poor behaviour. ? Too many pupils do not attend school frequently enough or are late for school. Many of these are disadvantaged pupils or pupils with SEND.

These pupils miss lessons and do not achieve as well as they should. Leaders should pursue appropriate strategies to ensure that all pupils attend well and arrive on time. ? Some pupils do not benefit from the personal development curriculum.

They are not always able to remember what they have been taught. Leaders should ensure that all pupils are fully prepared for life in modern Britain. ? Many pupils, parents and staff say they are concerned about the rapid changes that have been made to the school.

They say that information is not always communicated to them well enough. Sometimes they don't understand the changes that are being made. Leaders should communicate the rationale effectively to all stakeholders for the changes they are making to improve the school.

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