High Storrs School

What Ofsted said

From the inspection on 29 March 2022

Pupils thrive in this highly ambitious and warmly supportive school. The school has a house system. Pupils take healthy pride in belonging to their house. They celebrate their own achievements and the achievements of others. Pupils are inspired by the broad range of subjects they can study. These include classical civilisation, Latin and music. Pupils with special needs and/or disabilities (SEND) are supported to achieve well. Leaders regularly seek the views of parents, pupils and staff. They celebrate the different backgrounds of pupils and staff within the school. Leaders lead by example, creating a warm environment where everyone is welcome. Staff have high expectations of pupils' behaviour. Teachers rarely need to use the behaviour system. Pupils behave extremely well in lessons. They are keen to learn. Bullying happens occasionally. It is reported and resolved quickly. Leaders make sure that pupils have access to a wide range of extra-curricular opportunities. At the time of the inspection, pupils were in final rehearsals for the High Storrs Dance Xchange. They spoke with enthusiasm and confidence about being part of the show.

What the school should improve

• Leaders make use of alternative provision for a small number of pupils. Most of this provision is registered with the local authority (LA). Leaders have secured written confirmation from the LA that the registered alternative provision is subject to checks, including safeguarding checks. While stating unequivocally that the necessary safeguarding checks are carried out, the written confirmation does not set out precise details of which checks this entails. Leaders know that they hold responsibility for the suitability of alternative provision and, as such, should tighten up their procedures even further to confirm with absolute clarity that the LA have carried out all the required checks as stated in their letter.
• Teachers do not consistently check pupils understanding before moving on. Sometimes pupils' misconceptions are not challenged. They do not learn as well as they could. Leaders should ensure staff routinely check pupils' understanding. This should be precise enough that misconceptions can be identified and challenged. -

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