Royal Latin School

Inspection of Royal Latin School Chandos Road, Buckingham, Buckinghamshire MK18 1AX

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Inspection dates: 15 and 16 November 2022

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Good Sixth-form provision Outstanding

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Overall effectiveness Good

Previous inspection grade Not previously inspected under Section 5 of the Education Act 2005

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Overall effectiveness Good

Ofsted has not previously inspected the Royal Latin School as an academy school under section 5 of the Education act 2005 as, until November 2020, the school was exempted by law from routine inspection, so there has been a longer gap than usual between inspections.

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Overall effectiveness Good

Judgements in this report are based on the current inspection framework and also reflect changes that may have happened at any point since the last inspection of the predecessor school. 15 and 16 November 2022

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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

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What is it like to attend this school?

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.

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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.

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better?

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.

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better?

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.

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better?

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’ 15 and 16 November 2022

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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.

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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.

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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.

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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.

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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.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

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. 15 and 16 November 2022

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(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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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View 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. 15 and 16 November 2022

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School details

Inspection number 10242463 Type of school Grammar (selective)

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provision

Number of pupils on the school roll 1311

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sixth form

Appropriate authority The governing body

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sixth form

Date of previous inspection Not previously inspected

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Information about this school

 The Royal Latin School converted to become an academy school in September 2011. When its predecessor school, also called Royal Latin School, was last inspected in 2009 it was judged outstanding.  The school does not currently make use of any alternative providers.  The school meets the requirements of the Baker Clause, which requires schools to provide pupils with information about approved technical educational qualifications and apprenticeships. 15 and 16 November 2022

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005.

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Information about this inspection

 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors carried out deep dives in these subjects: English, mathematics, science, geography, art and design technology. As part of these, inspectors met with subject leaders, visited lessons, talked to pupils about their work and met with teaching staff to talk about their approach to designing and delivering the curriculum.  Inspectors met with the headteacher, senior leaders, subject leaders, the special educational needs coordinator and other members of teaching and support staff. In addition, meetings were held with leaders of PSHE and of careers information, education, advice and guidance.  Meetings were held with five members of the governing body.  Inspectors held meetings with groups of pupils and sixth formers to discuss their

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Information about this inspection

views about different aspects of their school. Inspectors also held informal conversations with pupils at break and lunchtime.  The inspection team considered the views of pupils, parents, carers and staff represented in meetings and the responses to Ofsted surveys.  Inspectors reviewed the school’s policies and practices and met with safeguarding leaders to evaluate the effectiveness of safeguarding. Records of safeguarding incidents were scrutinised and discussed. Inspectors also reviewed the school’s records of the recruitment checks made on adults working in the school.

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Inspection team

Paul McKeown, lead inspector Ofsted Inspector

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Inspection team

Yvonne Garvey Ofsted Inspector 15 and 16 November 2022

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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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