Shenley Brook End School

What Ofsted said

From the inspection on 6 March 2024

Pupils are at the heart of this school's culture. Academic and personal development are equally important. Staff are ambitious for all and the curriculum remains broad from Year 7 onwards, with some bespoke programmes where appropriate. Staff understand they must inspire learning beyond merely preparing pupils for examinations. They aim that pupils should also value and develop skills like enquiry and problem-solving. Consequently, pupils achieve well, including in examinations, and go on to meaningful destinations, including pupils with special educational needs and/or disabilities (SEND). There are many extra-curricular opportunities which enable pupils to explore talents and interests and to take on leadership responsibilities. Parents and pupils alike value these. There are also events which bring the community together, for example the recent 'High School Musical' and the basketball academy partnership. Staff manage behaviour effectively and have positive relationships with pupils. Sixth-form students are excellent role models. Consequently, most pupils behave well and are respectful. Pupils recognise that behaviour has improved. Bullying is not tolerated, and incidents are addressed effectively. The school provides strong pastoral support. Staff work closely with pupils and families, and pupils and families value the care provided. Parents talk of their children 'thriving' here and pupils feel safe and happy, with people to go to if they need help.

What the school should improve

• Teachers' checks on pupils' learning in lessons are not as consistently effective as they could be. This means that some pupils could achieve even higher than they currently do. The school should continue to develop and support teachers' use of formative assessment so that all teachers can adapt their teaching and feedback more precisely to help all pupils apply their learning to more complex tasks.
• The final phase of the school's literacy strategy is not yet fully embedded. Consequently, reading across the curriculum is not as consistent as it could be. The school should continue to support teachers to deliver the disciplinary literacy strategy so that pupils get the most out of texts in lessons.
• A small number of pupils struggle to meet the school's high expectations for behaviour. As a result, they do not consistently show the same levels of respect for others and the school culture that the majority do. The school should continue to refine its pastoral and inclusion approaches with these pupils to help them, and staff, understand and manage their behaviours effectively.

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