Cedars Upper School

What Ofsted said

From the inspection on 19 April 2023

Pupils at Cedars Upper School achieve well. They benefit from leaders' high expectations of their learning. This is especially the case in the sixth form, where students make exceptional progress. There is a wide range of opportunities for pupils' personal development. All pupils are supported to access these, including the most disadvantaged. Pupils praise the range of exciting trips, and wider extra-curricular opportunities. A typical theme of pupils' views was that if it were not for the school, they would never have these rich experiences. Pupils are active in the community. Sixth-form students support pupils lower down the school, and in other local schools. Older students are exemplary role models. Pupils are proud of the tangible difference they make, such as through the charity work organised by sixth formers. A recent instance of this raised thousands of pounds. Behaviour overall is positive. Pupils are calm, respectful and orderly around the school. They focus on learning in lessons. There is no culture of bullying or harassment. Pupils have positive relationships with staff and trust them to resolve any issues or concerns. Pupils get effective help with their well-being. As a result, they feel safe and like being at school.

What the school should improve

• Teachers do not routinely check as effectively as they might that pupils are learning the ambitious curriculum. This means that when some pupils fall behind, teachers do not adapt the learning well enough to help them to understand it. Leaders need to ensure that all teachers are trained to check learning well in all areas of the curriculum. This is so that they can adapt learning systematically and appropriately, with the result that pupils who occasionally struggle to understand the ambitious curriculum aims are supported effectively to do this.
• Leaders have not ensured that their high expectations of pupils' behaviour are implemented consistently in all areas. This means that there is occasional variance in how well pupils follow leaders' expectations, both in lessons and around the school. Leaders need to make sure that staff apply their expectations at all times, so that pupils behave their best throughout the day.
• The curriculum for developing pupils' character is not as carefully delivered and embedded as it might be. As a result, some pupils lack enthusiasm for school and for their learning. Consequently, they do not benefit from their education as much as they could. Leaders should work with pupils and other stakeholders to devise an exemplary programme of character development for pupils that is implemented effectively and well understood.

Read the full Ofsted report (opens in a new tab)