Compass Community School North

What Ofsted said

From the inspection on 17 October 2023

Many pupils have experienced disruption to their learning prior to coming to Compass Community North. Since joining the school, the attendance of most pupils improves dramatically. Pupils settle quickly into established routines. Leaders encourage punctuality, smartness and regular attendance through rewards that pupils enjoy earning. This all helps to prepare pupils for their next stage in education and/or employment. Pupils say that they love this school. They willingly shake hands with visitors and make new people feel very welcome. Pupils are exceptionally well behaved both in lessons and during breaktimes and lunchtimes. They understand and know the behaviour system well. Staff recognise good behaviour, swiftly rewarding pupils when they make the right choice or display positive learning attitudes. Strong and positive relationships form quickly between pupils and staff. These relationships are based on mutual respect. Pupils feel safe. They are confident to ask for help or let a member of staff know when they have a worry or are not feeling their best. As a result, pupils trust staff and feel valued and important. Pupils benefit from a range of experiences that leaders carefully plan. Many of these are based on pupils' personal interests. These range from visits to music studios and football museums to fencing activities. This offer builds pupils' character and confidence, which shines through. Pupils are proud to show off their talents.

What the school should improve

• Leaders have not planned their PSHE programme in a structured way that recaps what has previously been delivered. Pupils who join the school later in key stage 4 may not have learned about crucial information that will help them to make informed decisions about how to stay safe. Leaders should ensure that they check what pupils know in relation to PSHE when they join the school. They should plan and order the PSHE curriculum to address any gaps in what pupils know. This will equip pupils with the skills and knowledge to help them make safe, informed decisions.
• Leaders have not ensured that pupils who struggle to read receive appropriate help. As a result, some pupils fall further behind as they are unable to use phonics knowledge to read unfamiliar words. Leaders should introduce appropriate support for those pupils at the early stages of reading. They should ensure all staff receive training so that they can support pupils to use their phonics knowledge accurately.

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