Belper School and Sixth Form Centre

Highlights from Latest Inspection

What is it like to attend this school?

Belper School and Sixth Form Centre serves its community well.

There is a great deal of mutual respect and trust shown between pupils, students in the sixth form and staff. Pastoral support and care are strong. Pupils are extremely proud and pleased to 'Be Belper'.

Staff have high expectations of pupils' behaviour and conduct. Pupils are trusted to behave well, and they do. Low-level disruption to learning is rare.

Staff deal with any poor behaviour appropriately. There is a calm and productive atmosphere around school.

A positive buzz of learning is developing throughout the school.

The school is aspirational for all its pupils, including p...upils with special educational needs and/or disabilities (SEND). Although published examination results have not always been strong enough, increasingly, pupils are rising to the school's high expectations, and their achievement is improving.

Pupils have extensive opportunities beyond the curriculum, including a wide range of clubs and activities such as sports, music, theatre, and gardening.

Many participate in the Duke of Edinburgh Award scheme, as well as the choir, band and various school productions. Pupils access trips to places of worship, museums and diverse geographic locations. These important opportunities significantly enrich pupils' learning.

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

The school has improved since the previous inspection. Recent changes to the curriculum have raised ambition for pupils, including disadvantaged pupils and pupils with SEND. Pupils are better prepared for their next learning steps.

Pupils practise and secure important learning so they can build their knowledge over time. The implementation of the curriculum has also improved and is particularly strong in English and mathematics. However, in some subjects in the wider curriculum, the teaching is not routinely suitably adapted for some pupils with SEND and some high-attaining pupils, including high-attaining disadvantaged pupils.

As a result, some of these pupils do not achieve as well as they could. Students in the sixth form, however, enjoy consistently effective teaching.

Well-trained, expert staff swiftly identify the needs of pupils with SEND and actively work to meet them.

Pupils with SEND also benefit from additional opportunities that support their learning, mental health and well-being. Staff are fierce advocates for pupils with SEND. They are determined for these pupils to succeed.

However, although improvements are underway, there is more to do to ensure the curriculum is consistently well adapted to meet learning needs.

The school prioritises reading. There is a clear and effective programme of support for pupils who struggle to read well.

The sixth-form buddy-reader support is great. Older pupils build positive relationships with their younger peers, build trust and encourage the love of reading. All pupils enjoy a wide range of culturally rich texts.

They benefit from the well-resourced library. They speak with passion about the importance of reading and of books.

Staff benefit from high-quality professional development and actively engage in local subject networks.

They conduct research to enhance pupils' education. For example, recent efforts to improve pupils' oracy have had a significant impact. Pupils now demonstrate confidence in using complex language.

This enhances their learning.

Due to the effective work of the school, the number of pupils who are absent has reduced. Pupils arrive to school promptly.

However, there are still some pupils, including disadvantaged pupils, who do not attend school regularly enough.

Pupils and students in the sixth form, receive high-quality careers advice and guidance. Sixth-form students are particularly appreciative of the impartial advice they receive for their next steps.

They feel extremely well supported and cared for.

The school's work to support pupils' mental health and well-being is a strength. Pupils can access many helpful activities, such as workshops to help them manage anxiety.

Support is available from mental-health ambassadors and mental-health first aiders. There are calm spaces, including outdoors, where pupils can find quiet thinking time. The school provides pupils with a safe and happy place in which to learn.

Pupils benefit from a well-planned and consistently delivered curriculum for personal, social and health education. They develop their knowledge of how to stay safe, including awareness of the risks of online bullying. Pupils learn about a range of cultures and religions beyond their own.

This prepares them well for life in modern Britain. The school promotes equality, particularly regarding sexuality and gender matters, effectively. Pupils said that this work helps them to feel comfortable and safe in being themselves.

They behave with integrity and show one another a great deal of respect.

Governors have a great deal of knowledge and expertise. They show high levels of commitment to the school and to the community.

They ensure that statutory obligations are met. They have an accurate view of the school.

Staff are proud to work at the school.

They appreciate the recent changes and leaders' consideration of their work life balance. They feel well led and managed.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some lessons in the wider curriculum, learning is not routinely adapted to meet the needs of pupils with SEND and high-attaining pupils, including the high-attaining disadvantaged pupils. When this is the case, pupils do not learn as well as they should. The school should ensure that learning is appropriately adapted across all subjects for the high-attaining pupils, including the high-attaining disadvantaged pupils, and pupils with SEND, so that pupils achieve well.

• Some pupils do not attend regularly enough and are missing too much time in school. As a result, they achieve less well and miss valuable social and wider curriculum opportunities. The school should further strengthen its work with their families to secure regular attendance for all pupils.

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