Allenbourn Middle School

Highlights from Latest Inspection

What is it like to attend this school?

Allenbourn Middle School is ambitious for pupils to achieve highly and develop their individual character.

Leaders have created a clear vision for the school and this has enabled improvements to be made in many areas. As a direct result, the outcomes for pupils continue to rise and they are well prepared for their next steps.

Pupils show exceptionally positive attitudes towards their learning.

Disruption to lessons is rare and never tolerated, so pupils learn without distraction. The school's 'Rights Respecting' ethos means that pupils show a high level of courtesy towards each other and adults. Pupils trust adults to help them with any concerns that they may... have.

This makes them feel safe and happy in the school.

The range of extra-curricular clubs and activities offered to pupils is extensive and pupil engagement is impressively high. Pupils showcase their talents in performing arts and a wide range of sports.

They have opportunities to develop new interests through groups, such as the enterprise team. The pupil parliament and the class representatives take great pride in their work to improve the school. Volunteering roles such as pupil librarians mean that older pupils act as exemplary role models for others.

Younger pupils speak excitedly about being able to do the same in the future.

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

The school, with the support of the trust, has developed a bespoke curriculum for the middle school setting. In some subjects, this extends beyond the national curriculum.

For example, in design and technology pupils in Years 5 and 6 benefit from specialist teaching and workrooms to bring their ideas to life. The school has set out the knowledge and skills pupils will learn in each subject each year. Teachers accurately check what pupils know and can do.

However, sometimes this information is not then used to adapt the curriculum to help fill gaps or resolve misconceptions. This can hinder pupils when learning the subsequent topics.

Reading is at the heart of the school.

The curriculum includes a wide range of books carefully chosen to interest and excite readers. Pupils look forward to hearing their class book and enthusiastically recommend books and authors to each other. Pupils who need additional support with reading get the help they need to quickly improve their accuracy and confidence.

The school accurately identifies the needs of pupils with special educational needs and/or disabilities (SEND). It provides adults with the information they need to support these pupils effectively. As a result, pupils with SEND learn the curriculum as well as their peers.

The school is taking steps to further engage parents in discussing pupils' needs. Recent events include coffee mornings and workshops with other professionals.

The personal development programme is extensive and prepares pupils well for adult life.

Pupils know how to look after their physical and mental health as well as how to keep themselves safe. Pupils are exceptionally knowledgeable about the fundamental British Values and protected characteristics. They can reflect on what these mean for them in school.

Pupils demonstrate a high level of respect for others. They express their own views and opinions in a highly reflective and considered way.

The school provides careers information to all pupils.

Pupils meet employers and learn about the skills needed to prepare for future employment. The school ensures pupils learn about the range of education, employment and apprenticeship opportunities available when they are older. This encourages pupils to be aspirational for the future.

The collaborative work between the school and trust has led to rapid improvements in many areas of the school, such as behaviour. Those responsible for school governance do not have the same awareness of the priorities for development. Therefore, they are unable to fully challenge and support leaders' decisions.

The school has been through a period of rapid change. Leaders are considerate of staff workload and well-being. Staff have a wide range of professional development opportunities within the school and trust.

This makes them feel valued. Staff are united in their desire to make the school the best that it can be.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• At times, the assessment information collected about pupils' knowledge and understanding is not used effectively to inform curriculum changes and activity selection. As a result, gaps and misconceptions can remain and hinder pupils' future learning. The trust should ensure that assessment information is used to inform decisions about how the curriculum is implemented.

• Those responsible for school governance do not have sufficient systems in place to assure themselves of the quality of education. This means that they are overly reliant on school leaders' self-evaluation to inform their decisions. The trust should ensure that those responsible for governance have sufficient information to obtain an accurate and independent view of the school so that they can effectively challenge and support its leaders.