Regency High School

What Ofsted said

From the inspection on 8 October 2024

Pupils are proud to belong to this school. They feel respected and valued. They make good friends and they are kind to each other. Pupils know that adults will always help them if they have a problem. The school is calm and behaviour is good. Pupils quickly learn how to manage their own behaviour effectively. The school wants the very best for its pupils. Pupils are taught to communicate well, to make good choices and to make positive decisions about their futures. Pupils work hard to meet the school's high expectations of them. Staff go above and beyond in making sure that pupils have all they need to become successful adults. Pupils benefit from many opportunities to develop their talents and interests. There are a vast array of lunchtime clubs, such as choir, signing, music and chess. Some pupils develop a sense of responsibility by looking after the school ducks and chickens. They enjoy the annual 'Regency's Got Talent' show. Each curriculum subject offers trips that enrich pupils' learning and there are opportunities to be involved in local and national events. There is something for every pupil.

What the school should improve

• Sometimes, in the formal pathway, teachers do not deliver the important knowledge that pupils need to know and remember as clearly as they could. This is especially the case in accreditation courses. This means that pupils do not always build securely on their knowledge. The school should review the curriculum in the formal pathway to make sure that the component knowledge is clearly identified so that teachers can make the right pedagogical choices for pupils to learn successfully, as well as to achieve accreditation.
• The school does not routinely identify the precise learning, social and communication gaps for pupils eligible for pupil premium funding when they join the school. This limits the focused support given to make sure that these pupils catch up with their peers. The school should make sure that they identify the precise barriers to learning for pupils eligible for pupil premium funding so that staff can take the right actions and provide the right support for these pupils to achieve in line with their peers.
• The school's analysis of data on behaviour and attendance lacks detail. This hinders the school's ability to identify issues and trends and to take the right actions. The school should make sure that they analyse their work systematically in order to direct their next steps and make swift improvements.

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