Stalham High School

Highlights from Latest Inspection

Outcome

There has been no change to this school's overall judgement of good as a result of this ungraded (section 8) inspection. However, the evidence gathered suggests that the inspection grade might not be as high if a graded (section 5) inspection were carried out now.

Inspectors are recommending the next inspection to be a graded inspection.

What is it like to attend this school?

Pupils feel happy and safe. They move around calmly and treat each other with respect in areas such as corridors and the playground.

Pupils particularly value the 'LSU' where they can go to share any worries or seek support from staff.

Pupils' learning experience is improving as leaders have ...raised expectations about what they can achieve. They now study a broad and deeper curriculum taught by staff who have the necessary subject expertise.

Some pupils have not achieved as well as they should, as some still have gaps in their knowledge. Pupils with special educational needs and/or disabilities (SEND) do not always receive precise enough support.

Pupils engage with learning and follow the 'Stalham Way' behaviour expectations.

Those who need it, get follow-up support to improve their behaviour. Staff listen to what pupils say, help them to resolve problems and get the support they need. This includes any issues relating to bullying.

There is an inclusive environment. Pupils value the 'SOLACE' provision, which supports LGBQT+ pupils, and events that celebrate different cultures. Pupils enjoy wider experiences such as participating in charities week and house competitions.

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

Following the last inspection, standards declined. Leaders did not have high enough expectations about what pupils should achieve. Although the curriculum had an academically ambitious range of subjects, pupils did not have the foundations of knowledge needed to be successful at GCSE.

Pupils also experienced an inconsistent quality of education because of temporary teachers. Consequently, pupils did not achieve well enough. Leaders have set about raising standards and addressing this.

Leaders have challenged performance effectively and worked to recruit staff who have the necessary subject expertise. They have successfully addressed the overreliance on temporary staff, which left some pupils with gaps in their knowledge. Leaders have redeveloped the curriculum so that it builds pupils' knowledge more effectively over time.

Leaders have trained teachers to use assessment to check what pupils know. Teachers now provide targeted support to address any gaps in pupils' understanding. Consequently, pupils are producing work that shows they are retaining knowledge more effectively.

However, gaps in some pupils' knowledge still remain and have not been closed.

Pupils at the earlier stages of learning to read, receive targeted support programmes to develop their fluency. Leaders monitor the progress of any pupils who are behind with reading and adapt interventions to ensure effectiveness.

Pupils have opportunities to read regularly in dedicated reading time and have access to a wide range of books. What pupils read is monitored and celebrated, which develops their love of reading.

Leaders have put in place a new behaviour policy to address inconsistencies in the management of pupils' behaviour.

Teachers now ensure that they follow the new behaviour policy so that pupils' learning is rarely disrupted. Pupils have confidence in how well staff follow up on any issues or incidences that do occur.

Pupils with SEND are included and access the same curriculum as their classmates.

However, some of the adaptations made are not always specific enough to fully meet their needs. Parents are not consistently involved fully in reviewing this support. This means that some of the support pupils receive does not help them to access key learning effectively.

Through personal development days, pupils learn about issues such as relationships, online safety, democracy and a healthy lifestyle. Pupils value trips, such as to the Tate Modern Gallery, that help to broaden their experiences. Pupils have opportunities to participate in clubs, such as for science, technology, engineering and mathematics (STEM), and represent the school in sports.

Pupils get specific careers guidance and work experience opportunities, but leaders are in the process of integrating careers education more fully across the whole curriculum.

Although leaders are making necessary changes to improve the school, they are doing this in a way where staff workload and well-being are considered carefully. Staff feel listened to.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have ensured staff receive up-to-date safeguarding training. Staff regularly report any concerns, and leaders act on these to ensure pupils get the support they need to stay safe.

Leaders maintain accurate records of concerns and actions taken. They work collaboratively with agencies such as the police and social workers where appropriate. They conduct appropriate welfare checks when pupils access alternative provisions.

Appropriate safer recruitment processes are in place, including diligent pre-employment checks.

Pupils are confident about how to report any worries or concerns and are assured that they will be listened to. They learn about risks such as grooming and abusive relationships.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Pupils have not acquired the foundations of knowledge needed to be successful at GCSE due to inconsistencies in the quality of teaching they have received. As a result, some have not achieved well as should, as they have been left with gaps in their knowledge and in what they know. Leaders need to ensure that pupils have the foundations of knowledge they need to be well prepared for GCSE study and that the gaps that have developed in pupils' knowledge are closed.

• Teachers do not always provide precise enough support to meet the needs of pupils with SEND consistently well. Leaders have also not involved parents enough in reviewing how well these adaptations are working. As a result, although pupils with SEND are included, some of the support they receive is not specific enough to ensure that they can access all learning well.

Leaders need to ensure that teachers have the expertise and information required to provide the specific adaptations that pupils with SEND need. Leaders must ensure that parents are fully involved in the review process so that pupils with SEND can access learning consistently well.

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good in September 2017.