Paulet High School

What Ofsted said

From the inspection on 16 April 2024

Paulet High School is an inclusive and harmonious school. Staff know pupils well and always have their best interests at heart. The 'Paulet Values' (Paulet Character and Everyone Included) are shared and lived by all. These values exemplify the high standards the school expects. Pupils are courteous and respectful to others. They behave well in lessons and around the school site. When a few pupils do not, the school provides effective support to help pupils correct their behaviour. Pupils know how to report well-being concerns and are confident that staff will deal with these promptly. Staff take appropriate action to address any reports of bullying. Pupils study a broad and ambitious curriculum. There are a range of academic and vocational subjects for pupils to study at key stages 4 and 5. Leaders are determined for pupils to become good citizens. One pupil's view exemplifies the views of many others: 'The school has equipped me to enter the real world as a strong and powerful woman.' Pupils benefit from many extra-curricular clubs as well as trips and visits. Pupils talk positively about the range of opportunities that are available to them, such as residential visits, peer mentoring and chess club. They also appreciate the extensive careers information and guidance on offer.

What the school should improve

• Staff do not consistently receive the information they need about pupils with SEND. As a result, some teachers do not adapt tasks to take account of pupils' needs. This can hinder their progress. The school should ensure that all staff are fully equipped to meet the needs of pupils with SEND and adapt tasks accordingly.
• Teachers do not use assessment strategies well enough to check pupils' understanding on some occasions. This means that some teachers move on too quickly with the learning and gaps in pupils' knowledge go undetected. The school should ensure that all teachers systematically check understanding to help pupils make better progress.
• Leaders do not have clear oversight of all aspects of their work. This means they are not always clear about the impact of their work and, in some cases, are not acting quickly enough to address areas of underperformance. The school should ensure that careful monitoring and evaluation of all aspects of its work help the school to move forward.

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