The Garibaldi School

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About The Garibaldi School

Name The Garibaldi School
Ofsted Inspections
Headteacher Mr James Aldred
Address Forest Town, Mansfield, NG19 0JX
Phone Number 01623464220
Phase Academy
Type Academy converter
Age Range 11-18
Religious Character Does not apply
Gender Mixed
Number of Pupils 952
Local Authority Nottinghamshire
Highlights from Latest Inspection

What is it like to attend this school?

From Year 7 to the sixth form, pupils at The Garibaldi School treat each other with care and respect. They work hard to live up to the school's values of pride, respect and achieve.

Pupils are polite and friendly, and they engage with staff well. Leaders work hard to develop pupils' character. They make sure that pupils are well prepared for the next stage of their education.

Pupils feel safe and have adults who they know will help them.

The curriculum is ambitious for all pupils, including in the sixth form. Leaders' high expectations help pupils achieve well, including pupils with special educational needs and/or disabilities (SEND).

This is a calm... and purposeful school. Pupils know that staff expect them to behave well, and most do. Any low-level disruption in lessons is resolved promptly so that pupils' learning is not affected.

When bullying occurs, pupils are confident that staff deal with it quickly.

Pupils enjoy being at school. They make the most of a wide range of extra-curricular clubs.

Pupils can enjoy many sports and arts clubs, as well as board games and enterprise and marketing groups.

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

Leaders think deeply about the curriculum they provide for pupils. They make sure that pupils can study a broad and ambitious range of subjects, including in the sixth form.

Many more pupils choose to follow the English Baccalaureate suite of subjects at key stage 4 than was previously the case. The curriculum prepares pupils well for further study at post-16 and beyond.

Leaders have organised the curriculum in each subject well.

They have identified the essential knowledge that pupils need to learn. In most subjects, leaders have thought carefully about the order in which pupils learn this important knowledge. This is to make sure that pupils' knowledge builds securely on what they already know.

Teachers, including those in the sixth form, have strong subject knowledge. They select activities that help pupils understand new learning readily. Teachers adapt the delivery of the curriculum, when necessary, to make sure that pupils with SEND also learn well.

Most teachers recognise and address any misconceptions or shortfalls in pupils' knowledge. In a minority of subjects, some teachers do not check frequently enough what pupils know and understand, before introducing new learning.

Pupils behave well in lessons and around school.

Staff provide well-tailored support for pupils who need to modify their behaviour. Changes to behaviour systems have helped pupils take responsibility for their behaviour. While most pupils attend school well, some do not attend as often as they should.

Pupils achieve well in most subjects. Students in the sixth form are prepared well for ambitious further study. For most of them, their preferred next step is a degree-level course at university.

Leaders identify pupils with SEND accurately. They work effectively with parents and carers, and with other professionals, to secure help for these pupils if they need it. This helps pupils with SEND to participate fully in school life.

Leaders ensure that all pupils learn to read well. When pupils join the school, leaders quickly find out if any need additional support to read fluently and accurately. Leaders make sure that these pupils get the help they need.

They encourage these pupils to practise their reading often.

The personal development programme is at the heart of the school and reflects its ethos. The curriculum and the school's wider work develop pupils' confidence, resilience and independence.

Pupils learn how to respect themselves and others. They show consideration when engaging with views, beliefs and opinions that are different from their own. No forms of discrimination are tolerated.

Pupils are well prepared for life in modern Britain.

There are a wide range of opportunities to nurture and enhance pupils' talents and interests. Pupils appreciate these and many make good use of them.

Students in the sixth form benefit from completing a volunteering programme. Pupils receive unbiased information about potential next steps and high-quality careers guidance. They are well prepared for future success in education, employment or training.

Governors, including trustees, know the school well. They hold leaders to account closely. Staff are proud to work at the school and appreciate that leaders take their workload into account.


The arrangements for safeguarding are effective.

Leaders are vigilant in keeping pupils emotionally and physically safe. They have established a strong system for recording and monitoring the safety of pupils.

They act speedily and appropriately when a pupil is at risk of potential harm. Leaders work well with external organisations and escalate concerns when a pupil is not getting the support they need.

Staff receive up-to-date safeguarding training.

They know how to identify when a pupil is at risk of potential harm and how to refer their concerns.

Leaders ensure that appropriate background checks are carried out on all adults who work at the school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, teachers do not check pupils' understanding and knowledge thoroughly enough before moving on to more complex concepts.

When this happens, some pupils struggle to make links in their learning. This leaves them with gaps in their knowledge. Leaders need to ensure that all teachers check pupils' prior knowledge consistently so that they know what to teach next.

• Some pupils do not attend school often enough. These pupils miss out on essential learning and wider opportunities. Leaders should ensure that strategies to improve attendance are implemented consistently so that pupils' attendance increases and persistent absence reduces.

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