Sir John Leman High School

Sir John Leman High School

Address: Ringsfield Road, Beccles, Suffolk, NR34 9PG Unique reference number (URN): 137055

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

Pupils are well prepared for the next stage of education, training or employment. In general, they make appropriate progress from their starting points. This is reflected in the school’s published key stage 4 outcomes which compare well to national averages. Pupils perform particularly well in English. Leaders have high expectations for all pupils. Disadvantaged pupils and those with special educational needs and/or disabilities achieve well at GCSE. In general, pupils produce work that reflects their increasingly detailed understanding of key topics.

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Achievement Expected standard

In the post-16 provision, changes to the curriculum and how it is taught have increased students’ achievement. Students produce work that highlights a more secure understanding of complex topics. This is not reflected by historical outcomes, which have been below national averages.

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Attendance and behaviour Expected standard

Leaders analyse patterns of attendance carefully. They have a precise understanding of barriers pupils have to attending school. They work closely with pupils and their families and provide support when problems occur. As a result, most pupils attend well. The number of pupils who miss significant amounts of school is reducing. Leaders provide effective support to pupils with special educational needs and/or disabilities to raise their attendance. This includes working with external agencies. Consequently, these pupils are beginning to attend school more regularly.

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Attendance and behaviour Expected standard

Leaders have embedded a positive culture of behaviour across the school. This is based on a clear vision and high expectations for all pupils. Instances of poor behaviour are rare. The behaviour policy is well understood by staff, pupils and parents and carers. It is applied confidently and consistently.

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Attendance and behaviour Expected standard

Leaders ensure that high-quality pastoral support is available to pupils. They provide a range of opportunities for pupils to reflect on their behaviour. This helps pupils learn self-discipline and improves their dedication to learning. Leaders track patterns in behaviour. They use this information to identify targeted support for individual pupils who struggle to meet the school's expectations.

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Attendance and behaviour Expected standard

Social times are inclusive and pupils generally get on well with each other. Pupils value the rewards system. They report that it helps them to behave well. Pupils feel valued as members of the school community.

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Curriculum and teaching Expected standard

The curriculum is well designed and ambitious across all year groups. The curriculum in key stage 3 is broad and meaningful. In key stages 4 and 5 there are a range of options that match the ability and interests of pupils. Leaders have ensured that the curriculum is well structured and builds upon pupils’ prior learning. Leaders have an accurate and informed view of the quality of the curriculum and teaching across the school. They use this evaluation to secure improvements in areas where pupils' outcomes are lower. Staff receive high-quality professional development to help them to teach the curriculum effectively. Teachers across subjects increasingly follow the school’s expected approaches. This means that pupils have a consistent understanding of what to expect in the classroom.

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Curriculum and teaching Expected standard

Staff possess appropriate subject knowledge. They use this well to promote pupils’ learning. Where practice is strongest, teachers explain new content clearly. They teach pupils how to structure written responses effectively. However, in some subjects the support for writing is not as developed. When this is the case, pupils' writing can hamper their learning.

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Curriculum and teaching Expected standard

Teachers typically adapt their teaching effectively for pupils with special educational needs and/or disabilities. As a result, these pupils achieve well. Leaders have designed a well- thought-out reading strategy. This supports pupils at the early stages of reading to get the support they need to catch up with their peers.

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Inclusion Expected standard

Leaders have created an inclusive culture within the school. They ensure all staff have high expectations of pupils, regardless of their needs or circumstances.

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Inclusion Expected standard

Leaders ensure that pupils’ needs are identified quickly and accurately. They collaborate with parents, carers and professionals to agree and provide pupils with the specific support they require. Leaders communicate this information clearly to staff so they can play their part. Leaders ensure that staff have the knowledge and expertise they need. As a result, pupils receive effective targeted support to learn and develop.

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Inclusion Expected standard

Disadvantaged pupils achieve well. Leaders use additional funding to remove barriers to participation as well as learning. For example, they ensure that all pupils can access enrichment activities. The school’s 'connect' room helps small groups of pupils with a range of needs to reengage with learning. Where needed, pupils also receive additional help through counselling and dedicated mental health and emotional wellbeing sessions. The school evaluates the effectiveness of any support given. Leaders use this information to adapt and change approaches when needed. Some interventions have a limited impact on pupils’ experiences. Monitoring and evaluation work has not given leaders the insights they need to refine these provisions.

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Inclusion Expected standard

Leaders work with a range of alternative providers to help pupils who need a modified curriculum. These arrangements are used appropriately. Leaders ensure that they have a positive impact on pupils’ learning and wellbeing.

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Leadership and governance Expected standard

Since the last inspection, there have been some significant changes to leadership. The new leadership team has created a strong culture based around the school’s motto of 'achieving success together'. This caring and committed leadership team is ambitious in its aspirations. Leaders place the best interests of the pupils at the centre of all decision-making. Leaders have a clear and accurate understanding of the context of the school. Governors carry out their delegated duties and responsibilities well. They identify the school's strengths and areas for development accurately. Leaders have embarked upon a comprehensive programme of improvement. This has had a particularly positive impact on behaviour across the school.

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Leadership and governance Expected standard

Leaders are well supported by the trust to address areas for improvement. Trust leaders provide a range of expertise and practical support for leaders at all levels. The school, trust and academy council work closely together. This helps to improve the lives and opportunities for families and young people in their local community. Leaders ensure that parents' views play a role in the planning of future initiatives. Parents recognise the difference that the leadership team has made.

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Leadership and governance Expected standard

Leaders support staff to manage their workload and wellbeing. This means that all staff work together as one team with a clear vision and shared objectives. Staff, including those in the early stages of their careers, benefit from a programme of professional learning. This develops them as individuals. They are proud to work at Sir John Leman and feel valued for their contribution to the school’s success.

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Personal development and wellbeing Expected standard

Leaders have designed a thoughtful, well-ordered programme of personal development. The 'forever programme' combines personal, social, health and economic education with careers guidance. It helps pupils grow into confident and respectful young people. They learn key knowledge that equips them for life in modern Britain. The assembly programme further supports pupils' learning. Leaders adapt assembly themes to suit issues that arise within the community.

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Personal development and wellbeing Expected standard

Pupils demonstrate a secure understanding of appropriate relationships and consent. They learn how to keep themselves safe online and offline. The school's intranet system gives every pupil a way to report concerns and access help and support.

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Personal development and wellbeing Expected standard

Pupils experience well structured and inclusive pastoral care. Staff across the school build trusting relationships with pupils. They provide tailored support where it is needed. Pupils consistently report feeling known, cared for and safe. Interventions such as counselling help pupils learn how to manage their behaviours and emotions.

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Personal development and wellbeing Expected standard

Most pupils show positive attitudes towards others. In general, they have a clear understanding of the importance of respect and tolerance. However, a small minority of pupils do not exhibit these traits in their daily interactions with others. This occasionally leads to unkind language being used by pupils.

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Personal development and wellbeing Expected standard

Careers education is a strength. Pupils are well prepared for life beyond school. They move on to destinations that include higher education, apprenticeships and work. All pupils learn about the options available to them after they finish school. This includes careers fairs and talks from local providers. Pupils in Years 10 and 12 undertake meaningful work experience.

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Personal development and wellbeing Expected standard

The school provides a wide range of enrichment opportunities. Pupils talk enthusiastically about student leadership roles such as the school council. They are keen to take on opportunities to take part in fundraising activities. Pupils appreciate the diverse range of clubs, trips and visits on offer. These include the Duke of Edinburgh's Award scheme, drama club, music, art and sporting opportunities. Many pupils across the school take advantage of this because leaders ensure that activities are inclusive.

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Post 16 provision Expected standard

The post-16 offer is broad and welcoming. Students select individualised pathways from a wide range of academic and vocational qualifications. This includes students with special educational needs and/or disabilities (SEND). Leaders tailor these students' programmes to their individual needs. Leaders have an accurate understanding of the strengths and areas for development in the provision. They use this to adapt the curriculum and personal development offer to meet the needs and interests of students.

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Post 16 provision Expected standard

Published performance information for A levels has been below national averages recently. However, actions to improve the provision have resulted in improvements to teaching. Generally, the curriculum is taught well and students learn and retain key knowledge confidently. They produce work that reflects the depth of their understanding. The inclusive approach leaders have taken to selection and teaching means that students make steady progress from their starting points.

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Post 16 provision Expected standard

Students appreciate the warm welcome and level of pastoral support they receive. They benefit from a broad range of extra-curricular activities, trips and visits. Students access an effective careers programme. This enables them to access destinations that suit their ambitions and interests. Leaders have developed the 'elevate programme'. This supports pupils to access high-performing universities. Many pupils progress to some of the country’s top universities.

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Post 16 provision Expected standard

Students enjoy a well-thought-out programme of personal development. This helps them build on knowledge from the main school. It helps them understand the role they play in the school and wider community.

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What it's like to be a pupil at this school

Pupils enjoy being part of this welcoming and inclusive school. Pupils feel valued and treated as individuals. They enjoy warm, caring relationships with staff. Pupils are confident that they will receive the support they need to succeed.

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What it's like to be a pupil at this school

Pupils take pride in the school’s values. Staff make every effort to ensure that pupils achieve their potential. This includes pupils with special educational needs and/or disabilities. Pupils enjoy attending school and most do so regularly. In general, pupils achieve well. Those who experience barriers to learning benefit from tailored support and teaching that is generally adapted to suit needs.

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What it's like to be a pupil at this school

Pupils feel safe at school. They know how to access help and support if they need it. Bullying is rare. Pupils have confidence that staff will act to deal with any concerns they raise. They trust staff to listen to them and to act in their best interests. Pupils benefit from a diverse and inclusive programme of enrichment opportunities. These help pupils to broaden their horizons and learn new skills. Pupils develop a sense of teamwork and community through events such as house competitions and fundraising activities. These opportunities extend into the sixth form. Post-16 students are important role models for younger pupils. They contribute to the aspirational culture of the school.

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What it's like to be a pupil at this school

Pupils are well prepared for life beyond school. They value the opportunity to take on leadership responsibilities and contribute positively to their community. Pupils represent their school, for example, in sports teams and leadership roles.

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What it's like to be a pupil at this school

There is a calm and purposeful atmosphere across the school. This comes from a shared understanding of rules and the high expectations set by staff. Pupils work hard in class and focus on their work. As a result, learning is rarely disrupted.

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Next steps

Leaders should ensure that teachers have the expertise to implement a whole-school approach to writing and spelling which is embedded across all key stages. Leaders should continue to use their thorough analysis of post-16 students’ learning and performance to inform adaptations to teaching and the curriculum to improve students’ outcomes.

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About this inspection

This school is part of Kingfisher Schools Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Craig Morrison, and overseen by a board of trustees, chaired by Neil Collins.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with trustees (including the chair), the governance professional, the chief executive officer, the headteacher, senior leaders, staff and pupils during the inspection. Inspectors reviewed the findings of the parent, staff and pupil Ofsted online surveys.

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About this inspection

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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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The headteacher took up their position in April 2024. Since the last inspection there have also been significant changes to other members of the senior leadership team.

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Team inspectors:

Alastair Ogle, Ofsted Inspector Carol Dallas, Ofsted Inspector Garry Trott, Ofsted Inspector Aron Whiles, Ofsted Inspector Ross Marks, His Majesty's Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The school currently makes use of 8 alternative providers, including 6 that are unregistered.

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What does this mean?

Headteacher: Sarah Hartshorn The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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English and maths GCSE

Percentage of pupils who achieved grade 5 or above in English and maths GCSE.

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national average

2024/25 (revised) 41.4% 45.4% Close to average

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national average

2023/24 (final) 43.5% 45.9% Close to average

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national average

2022/23 (final) 43.8% 45.3% Close to average

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Attainment 8

A measure of pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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national average

2024/25 (revised) 44.8 46.0 Close to average

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national average

2023/24 (final) 46.1 45.9 Close to average

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national average

2022/23 (final) 48.0 46.3 Close to average

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Progress 8

How much progress pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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national average

2023/24 (final) -0.22 -0.03 Close to average

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national average

2022/23 (final) 0.18 -0.03 Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils achieving grade 5 or above in English and maths GCSE.

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national average

2024/25 (revised) 28.8% 25.8% Close to average

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national average

2023/24 (final) 28.8% 25.8% Close to average

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national average

2022/23 (final) 22.5% 25.2% Close to average

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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national average

2024/25 (revised) 36.0 34.9 Close to average

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national average

2023/24 (final) 37.0 34.6 Close to average

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national average

2022/23 (final) 37.3 35.0 Close to average

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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national average

2023/24 (final) -0.73 -0.57 Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils who achieved grade 5 or above in English and maths GCSE.

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

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A-level average point score

The average points that students achieved per A-level entry.

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national average

2022/23 (final) 32.90 34.16 Close to average

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A-level value added

A score showing students’ progress between the end of key stage 4 and the end of their academic qualification studies.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2024/25 (2 term) 8.5% 8.1% Close to average

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national average

2023/24 (3 term) 8.9% 8.9% Close to average

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national average

2022/23 (3 term) 8.0% 9.0% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2024/25 (2 term) 22.1% 21.9% Close to average

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national average

2023/24 (3 term) 23.0% 25.6% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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