Settlebeck School

Inspection of Settlebeck School Long Lane, Sedbergh, Cumbria LA10 5AL

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Good Personal development Requires improvement Leadership and management Requires improvement Previous inspection grade Good 28 and 29 March 2023

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What is it like to attend this school?

Pupils, including those with special educational needs and/or disabilities (SEND), enjoy attending Settlebeck School. Leaders and teachers know the pupils well. This helps pupils feel part of a caring school community.

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What is it like to attend this school?

Leaders have set high expectations for pupils’ behaviour. Pupils understand and follow the new behaviour systems that leaders have put into place. They are respectful to staff and to their peers. Bullying is taken seriously and dealt with effectively by leaders. Pupils feel confident in speaking to adults when they have any concerns. This means that they feel safe.

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What is it like to attend this school?

Leaders offer some opportunities for pupils to extend their talents and nurture their interests. Some pupils enjoy attending clubs, such as the model railway, strategic games and sports. Pupils also help with charitable projects, for instance cooking for the elderly and taking part in community events.

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What is it like to attend this school?

Despite leaders wanting the best for pupils, some do not achieve well. This is because the curriculum in some subjects is not well designed or ambitious enough to help them succeed.

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better?

Leaders and trustees have recently strengthened the leadership and governance of the school. This is beginning to make some difference to the quality of education that pupils currently receive. Even so, leaders are only at the start of their journey. As a result, pupils are not achieving as well as they should.

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better?

Recent changes to the leadership of some subject curriculums mean that the design of what pupils will learn has improved. However, in other subjects, the curriculum does not meet the ambition of the national curriculum. Many pupils do not study the full suite of English Baccalaureate subjects.

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better?

Teachers use their strong subject knowledge to choose activities that develop pupils’ vocabulary and understanding. Even so, in many subjects, the key content that pupils should learn, and when they should learn it, has not been identified. This prevents teachers from building on pupils’ prior knowledge. As a result, pupils’ learning is not secure over time.

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better?

Leaders have introduced opportunities to encourage pupils to read more often. For example, leaders have extended the range of books that are available for pupils to read. These new books are capturing pupils’ interest, and they are enjoying reading more as a result. Teachers have begun to identify pupils who have gaps in their reading knowledge. That said, these pupils do not get the support that they need to help them catch up. This hinders some pupils from becoming fluent and confident readers. 28 and 29 March 2023

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Leaders ensure that pupils with SEND, including those in the specially resourced provision, have access to the same curriculum as their peers. The needs of pupils with SEND are identified quickly. Teachers adapt how the curriculum is delivered to ensure that pupils with SEND are supported. This enables pupils with SEND to achieve as well as their peers.

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Pupils are motivated and keen to learn. As a result, very little learning is lost due to poor behaviour. Pupils attend school regularly.

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Pupils learn about the importance of healthy eating, sleep routines and self-care. Nonetheless, there are limited opportunities for pupils to learn about life in modern Britain. As a result, pupils’ understanding of democracy and the rule of law is limited. The quality of careers advice and guidance is also restricted. Pupils do not have enough information about the world of work. They have a narrow understanding of career pathways and technical qualifications. This means pupils are not as well prepared as they should be for their next steps.

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The newly appointed trustees have the expertise needed to support school leaders. They have a strong insight into what needs to improve. Staff’s workload and well- being are high priorities for leaders. Staff feel well supported. They are happy working at the school.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders have fostered a culture of care and support for pupils. They respond effectively to the risks that they could face in their local community. Teachers are well trained to identify and report concerns. Leaders take timely steps to respond to concerns about pupils’ welfare.

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Safeguarding

Leaders liaise effectively with specialist professionals when needed. Leaders also forge positive relationships with the families of vulnerable pupils. This means that pupils receive the support that they need.

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Safeguarding

Pupils know about online safety and the signs of an unhealthy relationship. Pupils are well informed to help them keep safe.

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(Information for the school and appropriate authority)

 In many subjects, leaders have not defined the knowledge they want pupils to learn and when this content should be taught. This prevents pupils from building on what they already know. Leaders should identify the key content that pupils should learn across different subjects. 28 and 29 March 2023

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 Pupils who find reading difficult do not receive the support that they need to overcome gaps in their reading knowledge. This hinders pupils from developing fluency and confidence in their reading. Leaders should equip teachers with the knowledge and skills that they need to support pupils to catch up quickly.  Teachers do not offer pupils sufficient opportunities to develop their understanding of the wider world. As a result, pupils have a limited understanding of what it means to be a British citizen. Leaders should improve the design of the curriculum so that the content better prepares pupils for life in modern society.  Teachers do not provide pupils with enough of the necessary advice and support about their next steps. This limits pupils’ ability to make informed choices about their future learning. Leaders need to develop teachers’ knowledge and expertise to deliver meaningful information and guidance about careers.

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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. 28 and 29 March 2023

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School details

Date of previous inspection 16 January 2018, under section 8 of the Education Act 2005

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Information about this school

 This school is part of Settlebeck single-academy trust.  The school is linked to the South Lakes Federation.  The current deputy headteacher was appointed in September 2022.  The school hosts a local authority commissioned specially resourced provision for pupils with autism spectrum disorder. There is provision for twelve pupils aged 11 to 16.  Leaders use one registered alternative provider for a very small number of pupils.  The school does not meet the requirements of the provider access legislation, which requires schools to provide pupils in Years 7 to 13 with information and engagement about approved technical education qualifications and apprenticeships. 28 and 29 March 2023

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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 held meetings with the headteacher, senior leaders and subject leads. Inspectors also met with a range of other staff and leaders during the inspection.  Inspectors spoke to representatives of the board of trustees, including the chair of the board, as well as a representative of the local authority and of the South Lakes Federation.  Inspectors carried out deep dives in these subjects: mathematics, science and history. For each deep dive, inspectors discussed the curriculum with leaders and teachers, visited a sample of lessons, reviewed samples of pupils’ work and spoke with some pupils, including pupils with SEND and disadvantaged pupils.  In addition, inspectors met with other subject leaders and reviewed some other

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Information about this inspection

curriculum areas.  The inspection team analysed safeguarding documentation, including the single central record. Inspectors spoke with a range of pupils, staff and leaders to evaluate the culture of safeguarding in the school.  Inspectors spoke with the leaders responsible for personal development, pupil premium, specially resourced provision, early careers teachers and reading.  Inspectors reviewed a range of documents, including leaders’ self-evaluation and attendance and behaviour records.  The inspectors considered the responses to Ofsted Parent View, including the free-text responses.  The inspectors considered the responses to Ofsted’s online surveys for staff and pupils.

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Inspection team

Amina Modan, lead inspector His Majesty’s Inspector

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Inspection team

Stephen Ruddy Ofsted Inspector 28 and 29 March 2023

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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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