The Norwood School

What Ofsted said

From the inspection on 22 February 2023

Leaders have built an environment that encourages pupils to celebrate their individuality. They aim to give all pupils the opportunity to thrive. Pupils especially enjoy putting on concerts and plays for the wider pupil body, for example through the regular 'lunchtime live' performances organised by leaders. Leaders have designed an ambitious curriculum. It supports all pupils, including those with special educational needs and/or disabilities (SEND), to develop their knowledge. In Years 7 to 9, the curriculum is broad and allows pupils to progress on a variety of aspirational pathways. Teachers work closely with pupils to support them well in their learning. Leaders and staff provide a large number of different extra-curricular and leadership activities for pupils to take part in. Pupils in the bursary and basketball programmes make good use of these activities. Pupils complete charity work, and they vote as a school to decide which organisations to support. Leaders have focused on promoting positive behaviour in the school. For pupils who need support in regulating their behaviour, leaders and teachers provide extensive support and care. Leaders prioritise this support as they know it makes a difference to how well these pupils and their peers learn. Pupils understand that leaders work hard to support them, and they appreciate this. Learning is rarely disrupted. Bullying is also rare. If it does occur, it is swiftly dealt with. Pupils are kept safe.

What the school should improve

• Sometimes leaders' ambitious curriculum thinking is not being realised in the classroom. Where this is the case, the delivery of the curriculum does not focus sharply on ensuring that pupils learn key ideas and checking that these are remembered by pupils in the long term. Leaders should continue their work on the development of teaching approaches in a subject. This should include strengthening how pupils' understanding is checked so that pupils are fully supported to master the subject content that is set out in the curriculum.
• The provision for personal development is extensive, but leaders have not reviewed whether all pupils are accessing this in full, particularly the uptake of enrichment activities. This means that leaders are unable to make sure that no pupils are missing out. Leaders should implement an effective way of reviewing pupils' participation in the personal development offer.

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