John Taylor High School

Inspection of John Taylor High School Dunstall Road, Barton-under-Needwood, Burton-on-Trent, Staffordshire DE13 8AZ

p.1

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

p.1

The headteacher of this school is Jon Blanchenot. This school is part of the John Taylor Multi-Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Mike Donoghue, and overseen by a board of trustees, chaired by Colin Hopkins.

p.1

Until November 2020, the school was exempt from routine inspection because it was judged as outstanding for overall effectiveness at its previous inspection under section 5 of the Education Act 2005. The school has not been inspected under section 5 of the Act since March 2014. Since September 2024, schools have not been awarded an overall effectiveness grade. 7 and 8 May 2025

p.1

What is it like to attend this school?

‘Turn up, work hard, be nice’ is the motto that underpins everything that happens at this school. All staff have the highest expectations of and aspirations for pupils. These are routinely realised because staff help pupils to reach their true potential. Consequently, pupils flourish and achieve strong outcomes.

p.2

What is it like to attend this school?

The school is an inclusive community where pupils are nurtured and cared for. In return, most pupils show strong behaviour and maintain high attendance. Warm and respectful relationships between adults and pupils are common and a pleasure to observe. Pupils are confident that staff will address any worries quickly and fairly. They are happy, friendly and courteous. They work hard in lessons and enjoy learning. Students in the sixth form embody the high standards at the school. They are delightful and proud of their school.

p.2

What is it like to attend this school?

The school’s efforts to enhance pupils’ character and personal development are excellent. Activities on offer include leadership roles, trips and a plethora of extra-curricular clubs, for example. Pupils value important life lessons about respect, tolerance, maintaining healthy relationships and personal safety. Furthermore, all benefit from outstanding information about possible future career paths. Consequently, pupils and students are exceptionally well prepared for later life.

p.2

What does the school do well and what does it need to do better?

The school is highly ambitious and aspirational for its pupils. The main driver to realise these ambitions is the curriculum. It clearly lays out the knowledge and skills pupils should learn over time, including in the sixth form. Learning builds up in a logical order. This helps pupils to achieve exceptionally strong outcomes, including disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND).

p.2

What does the school do well and what does it need to do better?

Teachers are subject experts with strong subject knowledge. The school has ensured that all staff receive highly effective training to deliver the ambitious curriculum effectively. Teachers provide pupils with engaging tasks that deepen their learning. Pupils enjoy lessons. They stick at things when they are difficult and do not give up easily. Staff quickly spot if a pupil has fallen behind or is ready to learn new things. They adapt their teaching to address any gaps or move learning on. Pupils, including pupils with SEND, receive work that is extremely well matched to their needs. Consequently, pupils learn exceptionally well.

p.2

What does the school do well and what does it need to do better?

The school places high value on developing pupils’ literacy and reading fluency. The work to support pupils at the early stages of learning to read is excellent. The consistent and effective approach in identifying pupils ensures that they quickly get the help they need. As a result, pupils catch up and become fluent readers, who enjoy reading.

p.2

What does the school do well and what does it need to do better?

Pupils with SEND are extremely well supported. They receive targeted help at every stage. This includes in their lessons and in individual intervention sessions. Staff are highly skilled at identifying pupils’ needs, and leaders ensure pupils get the help they 7 and 8 May 2025

p.2

3

need quickly. All of this means that pupils with SEND overcome their learning barriers, flourish and achieve well.

p.3

3

Pupils conduct themselves in line with the school’s high behaviour expectations, which are commonly understood. Strong relationships between adults and pupils underpin this work effectively. The school is a calm and orderly environment. However, there is a small number of pupils who do not routinely display the positive attitudes the school expects. When this happens, disruptions can occur.

p.3

3

Students in the sixth form are a delight. They are ambassadors for the school and act as impeccable role models to younger peers. The exceptional sixth form offer means that students are on the right courses, achieve very well and move on to their chosen career paths, including apprenticeships and employment. Students are immensely proud of their school, and one spoke for many when they described the sixth form as ‘where the magic happens’.

p.3

3

The school’s work to promote pupils’ personal development is exceptional. The offer includes the expertly taught personal, social and health curriculum, which many pupils value. Pupils keenly attend the wide-ranging opportunities to extend their learning beyond the classroom. The school’s curriculum to ensure all pupils learn about future career choices is exemplary. Pupils, for instance, knowledgeably talk about apprenticeships and higher/further education courses. As a result, pupils are exceptionally well prepared to make informed decisions about their next steps.

p.3

3

The trust, governors and senior leaders have a forensic understanding of the school’s strengths and what needs to improve. They work hard to continuously improve the school. Leaders have ensured that all staff receive innovative training on how to teach the curriculum. Staff speak highly of the support they receive, including about their well-being and workload. Staff are proud to work here.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 At times, the school does not effectively support some pupils to demonstrate the positive attitudes it expects. When this happens, these pupils do not behave as well as they should, and disruptions can occur. The school should ensure that it supports pupils in meeting the high expectations set for their behaviour so that pupils across the school behave consistently well. 7 and 8 May 2025

p.3

How can I feed back my views?

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). 7 and 8 May 2025

p.4

provision

Number of pupils on the school roll 1507

p.5

form

Dates of previous inspection 19 and 20 March 2014, under section 5 of the Education Act 2005

p.5

Information about this school

 The school is part of the John Taylor Multi-Academy Trust. It is a larger than average- size secondary school.  The headteacher commenced his substantive role in September 2024. There have been several changes to the senior leadership team in recent times.  The school currently uses two registered alternative provisions for a few of its pupils.  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. 7 and 8 May 2025

p.5

Information about this inspection

The inspector carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade.

p.6

Information about this inspection

 Inspections are a point-in-time evaluation 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 met with the headteacher, deputy headteachers, assistant headteachers and other senior leaders. The lead inspector held a meeting with representatives from the local governing board, including the chair. Meetings were held with representatives from the multi-academy trust, including the chair of the board, the CEO and the secondary school improvement lead. Inspectors met with the special educational needs coordinator, curriculum leaders, early career teachers, teaching and support staff.  Inspectors carried out deep dives in these subjects: English, mathematics, science,

p.6

Information about this inspection

languages, business studies and law. 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 in some other subjects.  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.  Inspectors observed pupils’ behaviour and interactions during lessons and at breaktimes and lunchtimes. They also spoke to many pupils during the inspection.  Inspectors took account of the parents’ free-text comments and the responses to the Ofsted Parent View survey. Inspectors also considered the responses to the pupil and

p.6

Inspection team

Bianka Zemke, lead inspector His Majesty’s Inspector

p.6

Inspection team

Ed Leighton Ofsted Inspector 7 and 8 May 2025

p.6

7

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