Ofsted Reports

Inspection Report: 22nd September

Expected standard

Achievement

Leaders’ improvements are making a difference, especially to pupils in key stage 3. This work is also beginning to close the gaps that some older pupils have gained in the past.

Current pupils, including disadvantaged pupils and those with special educational needs and/or disabilities, typically make secure gains in important English and mathematics knowledge.

Pupils are suitably prepared for their next steps. This is reflected in the considerable increase in the proportion of pupils who remain in education and training or gain employment at the end of Year 11.

Attendance and Behaviour

Staff track pupils’ attendance daily. They spot patterns and concerns promptly. They work closely with pupils and their families to support better attendance.

Leaders have successfully embedded a culture of high expectations for pupils’ behaviour. Staff show pupils how to behave respectfully. Any incidents of bullying are taken seriously and dealt with swiftly.

Pupils usually behave appropriately in lesson and around the school site. They typically learn without the interruptions caused by poor behaviour.

Curriculum and Teaching

Pupils, including disadvantaged pupils and those with special educational needs and/or

disabilities (SEND), benefit from a broad and balanced curriculum. Subject staff ensure pupils’ learning is carefully ordered and ambitious.

Teachers have secure subject knowledge. They usually explain subject-specific concepts and methods well.

Teachers, and other staff, understand pupils’ additional needs. They usually provide pupils with the support that they need in lessons to overcome their barriers to learning.

Pupils from different starting points benefit from a well-matched blend of support from their class teachers, and other specialists when needed, to help them catch up.

Inclusion

Leaders and staff work collaboratively to sustain a positive culture where pupils feel included. They carefully consider the circumstances of disadvantaged pupils and those with special educational needs and/or disabilities (SEND).

Leaders and staff accurately identify pupils’ additional needs and provide suitable support to reduce the barriers to success that some pupils encounter.

Staff in the ‘Thrive Hub’ provide a range of well-matched support for pupils with SEND to address their specific academic and pastoral needs.

Staff carefully match pupils’ experiences to their needs to support their wellbeing, learning and wider development.

Leadership & Governance

In recent years, leaders’ drive to do more for pupils at Southlands High School has instilled a renewed sense of ambition and pride across the school.

Leaders’ strategies for improvement are usually well informed and have a positive impact.

Members of the Local Governing Body (LGB) provide a blend of appropriate support and challenge that has helped leaders to secure improvement in recent years.

Leaders ensure that staff feel recognised and valued at this school.

Personal development and wellbeing

Leaders ensure that all pupils benefit from a comprehensive and relevant personal, social, health and economic (PHSE) programme.

Pupils learn about safety, developing relationships, understanding the country in which they live and the differences between people in society.

Pupils think about their future choices and careers through the school’s PHSE programme, ‘morning meetings’ and other experiences.

Pupils, including disadvantaged and pupils with special educational needs and/or disabilities, are supported with timely individual careers advice.

Pupils in Years 7 to 9 benefit from protected time to enjoys the school’s enrichment programme. They learn important skills such as debating and team building.

Pupils across the school take on leadership roles. They gain valuable insights into culture and they learn how to make a positive difference through charity work.

Pupils value the support they get for their physical and mental health.

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

Staff have high expectations for pupils at Southlands High School. Pupils are taught ambitious subject content.

Pupils progress well from their starting points. They are suitably prepared for their next steps in education, employment and training.

Staff support pupils to develop positive behaviour traits. Pupils benefit from well-established daily routines that support them to be ready to learn and develop.

Staff and pupils have warm relationships. Pupils are kindly guided and supported by staff to get the most out their school day.

Staff help pupils settle at school each day through ‘morning meetings’. This helps pupils adjust to be ready for the demands of the school day.

All pupils, including pupils with SEND, are supported to get involved in the full life of the school.

Read the full inspection report on the Ofsted website, here: Southlands High School