Belper School and Sixth Form Centre

Inspection of Belper School and Sixth Form Centre John O’Gaunts Way, Off Kilburn Road, Belper, Derbyshire DE56 0DA

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Good Leadership and management Requires improvement Sixth-form provision Requires improvement Overall effectiveness at previous inspection Good 1–2 October 2019

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What is it like to attend this school?

Pupils and staff have created a positive atmosphere. Most pupils are happy at school because relationships between staff and pupils are good. Pupils get on well together. Bullying is rare. Pupils feel safe. They know that there is always someone who will help them if they are worried.

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What is it like to attend this school?

Pupils know that their teachers want them to do well. They say that their teachers always help them to achieve their best. For example, one pupil said, ‘My teachers never say “no”.’ Most pupils behave well in lessons. However, some pupils do not behave well and are repeatedly taken out of lessons. They spend too much time in the school’s ‘focus’ or isolation rooms. This does not help them understand how to behave well.

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What is it like to attend this school?

Pupils in each year group have designed their own way of remembering the school’s behaviour expectations. For example, pupils in Year 10 follow the ‘CLASS’ (calm, low key, appropriate, safe and sensible) code.

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What is it like to attend this school?

Most pupils behave well around school. The school is very busy at lunch and breaktimes and some vulnerable pupils do not feel comfortable in public areas.

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What is it like to attend this school?

Leaders have helped some pupils to improve their attendance but not all pupils attend school as regularly as they should.

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better?

The quality of education is not good enough, including in the sixth form. It is better in some subject areas than others. Senior leaders make sure that pupils study a wide range of subjects. They do not make sure that all curriculum leaders do a good enough job in planning how pupils will study each subject. In some subjects, leaders make sure that pupils experience the richness of that subject. For example, in English pupils read a wide range of literature. In other subjects the range of topics is too narrow. Leaders have not thought about how to make sure disadvantaged pupils have the knowledge they need. Disadvantaged pupils do not achieve as well as they should.

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better?

Some subject leaders have planned the curriculum so that pupils build on their knowledge. This helps them to know and remember more. This is particularly the case in English and science. Elsewhere, leaders have not thought about what pupils should learn and when. For example, in computing activities are not connected. Pupils cannot remember what they have studied previously. Pupils do not have the basic knowledge they need to tackle more-difficult work.

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better?

Senior leaders do not monitor the quality of education well enough. They have been slow to help leaders to improve the curriculum in each subject area. The headteacher has introduced monitoring activities. However, this work is in its early stages. 1–2 October 2019

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Pupils with special educational needs and/or disabilities (SEND) study the same subjects as other pupils. However, leaders have not thought about how to make sure that these pupils achieve as well as possible. Leaders do not always identify pupils’ needs. They do not check that all pupils with SEND are getting the help they need.

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Pupils are keen to do well. Positive relationships help pupils to work hard. Teachers try to help pupils understand when they find things difficult.

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Students in the sixth form can study lots of different subjects. Staff guide students to choose appropriate courses. More students now complete their courses than was previously the case. Students enjoy being in the sixth form but some students do not attend well enough. This is particularly the case for Year 13 students. There are lots of opportunities for students to get involved in activities, such as the Duke of Edinburgh’s Award. However, not all students do work experience. They are not as well prepared for the world of work as they might be.

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The school aims to help pupils become confident and independent. Pupils take part in lots of activities to help their personal development. For example, they take part in community and charity work. Pupils are kind and considerate. They accept others’ differences. Pupils understand how to live healthy lifestyles. The school provides many opportunities for pupils to develop their interests and talents. For example, they can take part in drama and music productions and sporting events. Pupils receive high-quality pastoral care. They appreciate their tutors’ support. Leaders make sure that pupils know about their possible next steps in education, employment or training.

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Leaders consider staff well-being. They have reviewed the assessment system. It provides the information teachers need without causing unnecessary work.

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Governors do not know enough about the quality of education. They do not make sure they have the information they need to carry out their duties well.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff understand their responsibilities to safeguard pupils. They report any concerns about a pupil’s safety or well-being. Leaders are quick to follow up concerns. They make sure that pupils get the help they need as soon as possible. Staff know the safeguarding risks which pupils may face in the local area. They make sure that pupils learn how to reduce the risks they may encounter.

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Safeguarding

Leaders check that staff are suitable to work with children. They take appropriate and swift action when any concerns about an adult’s conduct arise. They follow the guidance issued by the Secretary of State. 1–2 October 2019

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(Information for the school and appropriate authority)

 Not all subject leaders have a clear vision of their curriculum intent. They do not know what they want pupils to achieve. The curriculum is not coherently planned in all subject areas. Senior leaders must ensure that all curriculum leaders clearly understand what they want pupils to achieve. They must ensure that the curriculum is sequenced well so that pupils build on their knowledge and are given opportunities to practise and consolidate their knowledge and understanding to achieve the curriculum aims. Senior leaders should ensure that curriculum leaders have the training and support they need to design and monitor their curriculums in this way.  Disadvantaged pupils do not achieve as well as they should. Leaders have not considered how the curriculum gives these pupils the knowledge they need to succeed. Leaders should ensure that the curriculum is designed so that disadvantaged pupils acquire the knowledge they need to achieve well.

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(Information for the school and appropriate authority)

 There is a lack of strategic oversight of the provision for pupils with SEND. Leadership of this aspect of the school’s work is poor. Leaders must ensure that roles and responsibilities to lead the provision for pupils with SEND are clear and understood by all. Leaders must make sure that the quality of the provision is monitored and evaluated so that pupils’ needs are accurately identified and met. Leaders must ensure that staff have the necessary skills, training and information they require to meet pupils’ needs.  Some action taken to improve attendance has been effective but leaders do not evaluate the impact of their work. Some pupils do not attend as regularly as they should. Leaders should ensure that they analyse attendance information and use this to help pupils attend regularly.  The system for dealing with poor behaviour is not working. Too many pupils are removed from lessons as a sanction for poor behaviour. Furthermore, many pupils

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(Information for the school and appropriate authority)

are repeatedly placed into seclusion. Pupils spend too long in isolation, including when they return from fixed-term exclusions. Leaders must review the processes for dealing with disruptive behaviour to ensure that all pupils receive a good quality of education.  The requirements of the sixth-form study programmes are not met. Too few students take part in work experience. Leaders must ensure that all students take part in appropriate work experience placements.  Senior leaders do not check that the school is providing a good quality of education. They must monitor all aspects of the school’s work and address any weaknesses. They should develop a strategic and holistic approach to school improvement so that all aspects of the school’s work are good.  Governors do not understand the school’s strengths and weaknesses well enough. They should ensure that they have the information, skills and training to enable

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(Information for the school and appropriate authority)

them to be more effective in their roles. 1–2 October 2019

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How can I feed back my views?

or to find out what other parents and carers think. We use Ofsted Parent View information when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 1–2 October 2019

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School details

Inspection number 10110085 Type of school Secondary comprehensive

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provision

Number of pupils on the school roll 1,203

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sixth form

Appropriate authority The governing body

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sixth form

Date of previous inspection 20 March 2018

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Information about this school

 The headteacher took up his post on 1 September 2019.  A small number of pupils attend off-site alternative provision at Bennerley Support Centre and Adventur.

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Information about this inspection

We carried out this inspection under section 5 of the Education Act 2005.

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Information about this inspection

 Inspectors met with the headteacher and other senior leaders. An inspector met with the special educational needs coordinator and members of the learning support team. Inspectors met with support staff.  The lead inspector spoke by telephone with the vice-chair of the governing body and a representative of the local authority. 1–2 October 2019

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 An inspector spoke, by telephone, with alternative providers.  Inspectors undertook deep dives into English, mathematics, humanities, science and computing. Inspectors met with curriculum leaders, visited lessons, looked at pupils’ workbooks, met with pupils and met with the teachers of the lessons they visited.  The lead inspector met with the deputy headteacher, who is the designated safeguarding lead, and three members of the safeguarding team. Inspectors also spoke with staff and pupils about safeguarding. The lead inspector looked at documentation relating to safeguarding, the school’s single central register and the school’s system for recruiting staff.  Inspectors met with groups of pupils, including students from the sixth form.

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Inspection team

Deborah Mosley, lead inspector Her Majesty’s Inspector

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Inspection team

Gary Nixon Ofsted Inspector 1–2 October 2019

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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