Baylis Court School

Baylis Court School

Address: Gloucester Avenue, Slough, Berkshire, SL1 3AH Unique reference number (URN): 137259

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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 Strong standard

In lessons, pupils produce work of a very high standard. They talk in detail about what they have learned and what is coming next. Well-above-average outcomes in public examinations at key stage 4 reflect pupils' high levels of achievement. Disadvantaged pupils achieve well above their peers nationally and have done so over time. Disadvantaged pupils also achieve in line with all pupils nationally. Pupils with special educational needs and/or disabilities achieve very well from their starting points. This success at the end of Year 11 enables pupils to progress to highly ambitious destinations.

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Achievement Strong standard

Leaders implement effective strategies to ensure pupils have the core knowledge they need in reading, handwriting, spelling and mathematics. For example, some pupils benefit from additional support in small groups and one-to-one help. Leaders monitor pupils' progress and adapt support to ensure they catch up quickly. The very positive progress of low prior attaining pupils by the time they leave Year 11 illustrates the impact of this work.

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Inclusion Strong standard

Leaders successfully realise their ambition to provide an inclusive education. They identify pupils’ individual needs accurately and, along with teachers, put in place appropriate support. This ensures that pupils with special educational needs and/or disabilities learn effectively alongside their peers. Staff monitor pupils' progress closely and share their findings with leaders. Leaders evaluate the effectiveness of support on a regular basis and make precise changes to ensure pupils receive the right support, at the right time.

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Inclusion Strong standard

Staff are well informed of any changes to pupils' needs. Leaders provide staff with regular training. This ensures they know how to support pupils who face barriers to their learning.

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Inclusion Strong standard

Leaders build very effective relationships with other professionals. They develop support strategies alongside parents, carers and the pupils themselves. Leaders work closely with the local authority to ensure that pupils known to social care get the precise help they need.

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Inclusion Strong standard

Leaders' strategy to support disadvantaged pupils is evidence-informed. They use additional funding effectively. Highly effective in-class support, enrichment opportunities and interventions have a notable impact on how well disadvantaged pupils achieve.

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Inclusion Strong standard

Where leaders use alternative provision, it is well considered and in the best interests of pupils. Leaders review how effective the provision is and make well-considered changes if they are needed.

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Attendance and behaviour Expected standard

Leaders prioritise attendance, which is everyone's responsibility. Leaders use data to analyse attendance closely. They identify patterns in absence and then put in place creative solutions to ensure pupils attend well. Leaders have taken action to prioritise punctuality and provide individual pastoral support where it is needed. Attendance is above average for all pupils, including disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND). Leaders’ effective actions mean that persistent absence is well below the national average.

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Attendance and behaviour Expected standard

Leaders have high expectations for how pupils conduct themselves. In lessons, pupils listen to teachers and focus on their learning. However, occasionally teachers do not consistently support pupils to develop the skills to work and concentrate with self-discipline. When bullying happens, leaders deal with it effectively. Where there is any form of harassment, either online or in the school, leaders deal with it well. For example, they work with other professionals and use their own systems to both educate and sanction pupils appropriately. Leaders have made thoughtful adjustments to both behaviour and attendance systems for pupils with SEND. These allow pupils with SEND to succeed while at school.

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Curriculum and teaching Expected standard

Leaders have a clear understanding of the quality of teaching. Leaders provide effective training to further develop staff expertise. Teachers have secure subject knowledge which ensures pupils receive clear explanations of new learning. Teaching is generally effective. For example, in the most effective lessons, teachers' precise explanations help pupils understand how to apply their knowledge. Tasks are well designed to deepen understanding. Teachers then check that pupils have grasped ideas before moving on. Occasionally, some aspects of teaching are less effective. This means some pupils are not able to access learning as effectively as they could.

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Curriculum and teaching Expected standard

Leaders have designed a well-sequenced curriculum. Knowledge builds on prior learning. The curriculum is ambitious and enables pupils to acquire the skills they need to achieve well. The effective curriculum in reading, spelling, handwriting and mathematics secures pupils' knowledge.

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Curriculum and teaching Expected standard

Teachers know pupils with special educational needs and/or disabilities and those who are disadvantaged well. They make highly effective adaptations to learning. For example, they use other adults, task adaptation and regular checks on their understanding to ensure pupils' needs are met. This enables these pupils to learn expertly alongside their peers and achieve well.

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Leadership and governance Expected standard

Leaders act in pupils' best interests and ensure that they receive a high-quality education. Leaders have a clear understanding of the school's strengths and areas to improve. They take well-considered and timely actions which lead to improvements. This is evident in improved attendance and highly effective support for pupils with barriers to their learning.

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Leadership and governance Expected standard

Trustees know the school well and carry out their statutory duties appropriately. Trustees provide robust challenge and support to leaders. They take reasonable steps to be assured of the safeguarding culture in school, for example by ensuring the systems leaders use are effective and that safer recruitment procedures are followed. Trustees understand the school's priorities. For example, they understand leaders' work to support pupils with special educational needs and/or disabilities (SEND) and have ensured that pupils receive the precise support they need.

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Leadership and governance Expected standard

The professional learning programme is of a high standard. Leaders successfully focus on developing teaching and learning and the provision for pupils who face barriers, including those with SEND. Leaders maintain a clear focus on whole-school priorities but also on individual staff needs. Staff value this and recognise the work leaders do to support them with their workload and wellbeing. Teachers who are new to the profession are supported well.

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Leadership and governance Expected standard

Leaders engage positively with parents and carers, and especially so when supporting pupils with SEND.

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Personal development and wellbeing Expected standard

Pupils generally develop their understanding of the personal development curriculum. They know how to keep healthy and stay safe online and in the community. The curriculum is well organised. This ensures that pupils learn about relationships at an age-appropriate level.

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Personal development and wellbeing Expected standard

Teachers deliver personal development effectively through timetabled lessons as well as tutor time, assemblies and the academic curriculum. There are effective adaptations to support pupils with special educational needs and/or disabilities (SEND) and those who are disadvantaged. This includes one-to-one support where it is needed. Pupils develop their understanding of fundamental British values, such as democracy and individual liberty, along with the aspects of a person's identity that are protected by law. They understand what it means to live in modern Britain. ‘Community day’ allows pupils from all backgrounds to celebrate their heritage and share it with others. Leaders are developing pupils' resilience. The continuation of this will enable pupils to become more independent and self-disciplined learners.

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Personal development and wellbeing Expected standard

Leaders ensure pupils experience a range of visits to develop their understanding of the curriculum and the wider world. These include visiting universities, the theatre and the beach. Leaders ensure that these trips are accessible for pupils with SEND and those who are disadvantaged.

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Personal development and wellbeing Expected standard

A wide range of clubs on offer at the school meets the needs and interests of pupils. These include sports, performing arts and knitting. Many of these happen at lunchtime to ensure pupils can access them. Pupils with SEND and those who are disadvantaged are well represented at these clubs.

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Personal development and wellbeing Expected standard

The careers programme is highly effective. Pupils across all key stages are well informed about what they can do next. They know what they need to achieve and have the opportunity to explore a range of options, such as apprenticeships and higher education.

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Personal development and wellbeing Expected standard

The pastoral team is integral to supporting pupils. It knows pupils' individual needs and identifies both in-school and external help that supports them well.

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Post 16 provision Expected standard

Leaders ensure students are offered a range of subjects to study in the sixth form, including the extended project qualification, which develops students' study skills. This is notable given the small size of the provision. Subject curriculums are ambitious and well designed. The curriculum is taught well. Students typically achieve well in public examinations, produce high-quality work and enjoy discussing their learning in detail.

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Post 16 provision Expected standard

Students receive high-quality advice on what their choices are for the future. Along with meetings with external organisations, this advice enables them to develop a balanced understanding about what they can do in the future.

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Post 16 provision Expected standard

Students feel very well cared for. Leaders have created an environment where pupils feel they belong. Students benefit from personalised pastoral support. Leaders make careful adaptations for pupils with special educational needs and/or disabilities. These adaptations enable students to thrive as part of the sixth form.

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Post 16 provision Expected standard

Students in the sixth form attend well. They are positive role models for younger students and take on leadership roles around school. For example, some students support younger pupils with their reading. They receive a comprehensive personal development programme which prepares them well for life after school.

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

Pupils benefit from the inclusive culture at Baylis Court School. Pupils know the school's vision is to inspire future leaders and for them to be confident, resilient and kind young women. Pupils strive to achieve this vision. Pupils know adults support them. This helps them to feel safe. Older pupils, including in the sixth form, act as positive role models for younger pupils.

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

Pupils achieve very well. Outcomes in national tests at key stage 4 are consistently above national averages. Pupils produce detailed work in lessons which shows the depth of their understanding. Disadvantaged pupils and those with special educational needs and/or disabilities are very well supported. They get the support they need in lessons. This enables them to thrive.

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

Pupils conduct themselves well around the school and in lessons. They are polite to each other and to visitors. In class, pupils are ready to learn and follow the rules. This means that any disruption to learning is rare. Pupils enjoy learning and expert teachers support them well. Pupils benefit from teaching that is generally effective. Teachers check that pupils have grasped what has been taught. Pupils benefit from the well-planned personal development curriculum. They learn about the world around them and how to be positive members of society. Pupils can access a range of extra clubs, such as knitting and sports. They are proud of these. Pupils are part of the school council. They believe that leaders listen to them and that they can have a positive influence on the whole school.

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Next steps

Leaders should develop high-quality teaching by ensuring that teachers use their subject knowledge to explain new learning effectively so that pupils learn the curriculum securely. Leaders should further develop pupils’ self-discipline and attitudes to learning so that pupils’ academic and social development improve further.

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About this inspection

This school is part of Thames Learning 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), Richard Kearsey, and overseen by a board of trustees, chaired by Bob Kenwrick.

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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 leaders, trustees, the CEO, pupils and staff during the inspection. They also contacted the alternative provider that the school uses.

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About this inspection

The inspectors confirmed the following information about the school:

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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 school makes use of one alternative provision, which is registered.

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Team inspectors:

Nicholas Simmonds, Ofsted Inspector Olivia Page, Ofsted Inspector Paul Gibson, Ofsted Inspector Heather Fearn, Ofsted 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 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

2022/23 (final) 51.9% 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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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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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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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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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

2023/24 (final) 32.42 34.38 Close to average

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national average

2022/23 (final) 32.88 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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national average

2023/24 (revised) 0.0 0.0 Close to average

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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 (3 term) 7.9% 8.4% Close to average

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national average

2023/24 (3 term) 8.5% 8.9% Close to average

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national average

2022/23 (3 term) 9.1% 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 (3 term) 25.2% 23.4% Close to average

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national average

2023/24 (3 term) 26.3% 25.6% Close to average

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national average

2022/23 (3 term) 28.8% 26.5% 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

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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