The Market Bosworth School

Inspection of The Market Bosworth School Station Road, Market Bosworth, Nuneaton, Warwickshire CV13 0JT

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Previous inspection grade Outstanding

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Overall effectiveness Outstanding

The principal of this school is Stuart Wilson. This school is a single-academy trust, which means that other people in the trust also have responsibility for running the school. The trust is overseen by a board of trustees, chaired by Jeanette Perry. 4 and 5 June 2024

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What is it like to attend this school?

The Market Bosworth School has high expectations of what pupils can achieve. Pupils, including those with special educational needs and/or disabilities (SEND), consistently meet these expectations. They achieve extremely well. Pupils’ outcomes at the end of key stage 4 are exceptional.

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What is it like to attend this school?

Pupils have excellent attitudes to learning. Lessons are calm and purposeful. They happily support each other to learn in lessons. Pupils show high levels of respect towards one another and staff. They feel safe at school. Pupils said that bullying is extremely rare. They know that they have many staff members to talk to if they have any worries. At breaktime and lunchtime, pupils conduct themselves very well. They enjoy socialising, attending extra-curricular activities and playing sports.

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What is it like to attend this school?

The school’s values of success, togetherness, enjoyment, engagement and responsibility underpin everything it does. Pupils understand these values and demonstrate them in school. For example, they enjoy raising money for local charities. Pupils also benefit from a wide variety of well-planned extra-curricular activities. Many make excellent use of these opportunities. They enjoy attending chess club, sports clubs and the equality club. Pupils also enjoy a range of trips and residential visits that enhance the curriculum and develop their character.

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better?

The school has a broad and ambitious curriculum in place for all pupils. The curriculum has been carefully sequenced to ensure that pupils build on prior knowledge. Teachers use their excellent subject knowledge to deliver the curriculum expertly. This means that pupils learn precisely sequenced subject content that consolidates and builds on prior learning. As a result, pupils make excellent progress through the curriculum.

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better?

Teachers use highly effective questioning to check and develop pupils’ understanding. They quickly address any gaps in knowledge or misconceptions that pupils may have. The school has ensured that teachers use assessment effectively to support pupils in improving their understanding of important topics. Pupils consistently produce high-quality work.

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better?

The school has ensured that teachers get precise information about how to meet the needs of pupils with SEND. Teachers ensure that these pupils can access the same ambitious curriculum as their peers. Some pupils with SEND also receive extra support to help them become confident and independent learners. As a result, they achieve highly.

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better?

The school supports pupils in developing a love of reading through regular library lessons. Teachers ensure pupils learn subject-specific vocabulary. The school provides excellent bespoke support to pupils who need to improve their reading. 4 and 5 June 2024

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This helps these pupils quickly develop the reading skills they need to access the curriculum.

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There are high expectations of pupils’ conduct. Pupils understand the school’s ‘positive discipline’ approach. Staff use this approach consistently well. They regularly reward pupils for behaving well and engaging in learning. Pupils are proud to get these rewards. They are enthusiastic to learn. There are positive relationships between staff and pupils. The vast majority of pupils have high attendance. The school provides effective support for a small number of pupils who should attend more regularly. The school makes effective use of attendance data to identify where it can improve attendance even further.

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The school has coherently planned for pupils’ personal development. Through well- planned activities, pupils develop an excellent understanding of fundamental British values and equality. They have an impressive understanding of how to stay safe online. The school has created a well-thought-out careers programme. This ensures that pupils are very well supported to make informed choices about their next steps. The school has ensured there are no barriers to pupils attending the range of opportunities and trips the school offers. This means there is strong take-up by pupils, and they are able to develop their talents and interests. Pupils also have many opportunities to develop their character. Some are reading buddies, others are part of the school council. Pupils in Year 9 mentor pupils in Year 7.

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Staff are proud to work at the school. They feel well supported. They benefit from a highly effective professional development programme. Trustees know the school well and provide effective support and challenge. Leaders are focused on ensuring pupils receive the best possible education. They continually strive to ensure all aspects of the school’s provision is high quality.

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Safeguarding

The arrangements for safeguarding are effective.

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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’ is used to mean pupils with special educational 4 and 5 June 2024

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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). 4 and 5 June 2024

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School details

Dates of previous inspection 13 and 14 March 2018, under section 8 of the Education Act 2005

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Information about this school

 The school uses four unregistered alternative provisions.  The school is part of The Market Bosworth School trust.  The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

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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

 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. 4 and 5 June 2024

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 To evaluate the effectiveness of safeguarding, 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.  Inspectors spoke with the principal, vice-principal and assistant principals.  Inspectors carried out deep dives in these subjects: mathematics, English, science and modern foreign languages. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors also discussed the curriculum and visited lessons in some other subjects.  Inspectors visited registration sessions.  Inspectors met with groups of pupils from a range of year groups, including pupils with SEND. Inspectors spoke with pupils at breaktime and lunchtime.

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 Inspectors considered the responses to Ofsted Parent View, including the free- text responses.  The lead inspector met with the chair of the trustees and other trustees.  Inspectors observed pupils’ behaviour at breaktimes and lunchtimes.

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Inspection team

Paul Halcro, lead inspector His Majesty’s Inspector

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Inspection team

Anna Crawte Ofsted Inspector 4 and 5 June 2024

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