Benton Park School

Inspection of Benton Park School Harrogate Road, Rawdon, Leeds, West Yorkshire LS19 6LX

p.1

Inspection dates: 25 and 26 October 2023

p.1

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Sixth-form provision Good Previous inspection grade Good 25 and 26 October 2023

p.1

What is it like to attend this school?

Pupils at Benton Park School benefit from a broad curriculum and a wide choice of options in key stages 4 and 5. However, there are inconsistencies in the ways that the curriculum is taught. The sixth form is a strength of the school. This is because the curriculum is well delivered and the impact of sixth-form teaching is embedded.

p.2

What is it like to attend this school?

Some pupils do not behave as well as they should. To a certain extent, poor behaviour is having a negative impact across different aspects of the school’s work. Some pupils’ behaviour in lessons is disruptive. This stops other pupils from learning. Pupils told inspectors that pupils’ behaviour depends on what class they are in and who is teaching them. Inspectors saw that poor behaviour is not always managed consistently in line with the school’s policy.

p.2

What is it like to attend this school?

Most pupils say that they feel safe. However, a significant minority of pupils worry about derogatory, sexist and/or homophobic language that they hear from other pupils. Some pupils do not believe that the school effectively deals well with their concerns. Several pupils and parents expressed concern that pupils do not have a member of staff that they can talk to, who knows them well.

p.2

What is it like to attend this school?

Pupils can access a wide range of opportunities, such as the Duke of Edinburgh’s Award, drama, extra music tuition and a range of sporting activities. However, the school is not yet tracking this offer effectively and as a result are unable to check that all pupils are benefiting from it. Pupils receive independent careers advice. This is helping them to make informed choices about their future.

p.2

better?

Pupils follow a curriculum that is ambitious. Leaders have thought about the important knowledge that pupils should learn. However, pupils do not learn and remember this knowledge consistently well. The school is aware of the need to improve curriculum design so that it considers what prior knowledge teachers should return to and when. Leaders expect this to ensure that pupils build more secure knowledge over time. Teachers do not always use their assessment of what pupils know and remember, to fill gaps in knowledge and secure pupils’ understanding.

p.2

better?

The school has recently introduced initiatives such as ‘Quick 6’ to encourage pupils to recap prior knowledge. Teachers also use model answers for pupils to provide clear examples of what is expected. However, these initiatives are being implemented inconsistently. For example, in some lessons, ‘Quick 6’ is taking too long to complete and this is limiting pupils’ progress through the curriculum.

p.2

better?

The school is ambitious for disadvantaged pupils, and for those pupils with special educational needs and/or disabilities (SEND). However, the strategies used to support vulnerable learners vary in their impact. In some subjects, such as history, pupils with SEND benefit from carefully designed resources that help them build their knowledge, so they can produce extended pieces of academic writing. In other 25 and 26 October 2023

p.2

3

subjects, teachers do not sufficiently adapt their teaching with enough precision to match the needs of more vulnerable learners. This limits the progress that more vulnerable pupils make.

p.3

3

Reading for pleasure is a priority in the school. Pupils read every day in their morning meetings. Pupils read books and extracts that have been carefully chosen. However, the school has not implemented a programme to identify and support the weakest readers. Plans are underway to identify pupils who need additional support, and to provide relevant training for staff. These plans are at an early stage.

p.3

3

Pupils’ attitudes to learning vary. In some subjects, such as art and drama, pupils engage with enthusiasm. In other subjects, pupils are notably less engaged. Low- level disruption is evident, and it interrupts learning. Some pupils truant from lessons. Leaders know that attendance is too low. The school uses many strategies to improve pupils’ attendance. The impact of these strategies varies.

p.3

3

In the sixth form, students’ attitudes to learning are positive. Students focus well during lessons, and they use their study periods productively. Students are supported well as they transition to the sixth form. While there are some inconsistencies in the quality of pupils’ academic experiences throughout key stages 3 and 4, students in the sixth form access a well-run provision. As a result, pupils enjoy learning and make good progress.

p.3

3

The personal, social, health and economic education (PSHE) programme is clearly planned. The school uses the curriculum to respond to emerging issues in society, such as vaping. More needs to be done through the PSHE curriculum to promote respect and tolerance for protected characteristics such as gender and sexual orientation.

p.3

3

Most staff feel supported by school leaders. There are tensions between the school and many parents and carers. Some have expressed concern about the way that recent changes have been communicated and introduced. Leaders are aware of the steps they need to take to improve the school. Leaders are also aware of the need to work proactively with all stakeholders, including parents and carers, to ensure that their plans and strategies are communicated well and clearly understood. The governing body has an accurate view of what the school needs to do to improve. Governors appropriately hold school leaders to account.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 Some pupils’ behaviour and attitudes are not good enough. There is too much disruption in lessons. This is having a negative impact on the progress pupils are 25 and 26 October 2023

p.3

4

making through the curriculum. Leaders must ensure that the school’s behaviour policy is applied consistently, that internal truancy is addressed, and that more is done to improve pupils’ attitudes to school.  The curriculum is not being implemented consistently well in all lessons. This means that pupils’ experiences of the curriculum are variable. Leaders should ensure that the curriculum is implemented consistently well, so that pupils are able to know more, learn more and do more.  Some vulnerable pupils, including disadvantaged pupils and those with SEND, are not consistently receiving the support that they need in lessons. As a result, these pupils are not making the progress that they should. Leaders must ensure that teaching consistently incorporates support and strategies that help these pupils overcome any barriers that they may face.  The weakest readers, including those at the early stages of reading, are not

p.4

4

currently getting the support that they need. This means they are not able to access the curriculum as well as they should. Leaders must ensure that a comprehensive programme of support is implemented to teach, assess and monitor the progress of the weakest readers in the school.

p.4

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.

p.4

How can I feed back my views?

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

p.4

Further information

You can search for published performance information about the school.

p.4

Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 25 and 26 October 2023

p.4

provision

Number of pupils on the school roll 1,535

p.5

sixth form

Appropriate authority The governing body

p.5

sixth form

Date of previous inspection 10 October 2018, under section 8 of the Education Act 2005

p.5

Information about this school

 Benton Park School is a larger-than-average 11-18 mixed secondary school and sixth form. Since the last inspection, changes have been made to the leadership structure of the school. The school is now led by an executive headteacher and a headteacher.  The school makes use of five registered alternative providers and three unregistered alternative providers.  The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Year 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships. 25 and 26 October 2023

p.5

Information about this inspection

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

p.6

Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors conducted deep dives in mathematics, science, history, geography, and art and photography. For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons, talked to teachers, spoke with pupils about their learning and looked at their work.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.

p.6

Information about this inspection

 Inspectors looked at school documentation, behaviour logs, attendance records and destinations data. Inspectors observed pupils at social times and in between lessons. Inspectors met with groups of pupils both formally and informally, including single-gender groups. Inspectors visited the inclusion base: ‘The Hub’.  An inspector reviewed a sample of pupils’ work in PSHE. An inspector met with the leader of the sixth form. The lead inspector met with members of the governing body and a representative from the local authority.  Inspectors considered the responses to Ofsted’s online survey, Ofsted Parent View. They considered a number of other communications from parents which were shared with Ofsted. They also considered the survey returns completed by staff, pupils and students.

p.6

Inspection team

Dan McKeating, lead inspector His Majesty’s Inspector

p.6

Inspection team

Matthew Vellensworth His Majesty’s Inspector

p.6

Inspection team

Simon Barber Ofsted Inspector 25 and 26 October 2023

p.6

7

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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7