Ofsted conducted a monitoring inspection of Robert Blake School on 16 October 2024, focusing on the progress made since the last graded inspection. The inspection aimed to assess improvements in the quality of education and the overall effectiveness of the school, rather than assigning grades. The findings indicate that while the school has made notable progress, certain areas still require further enhancement.
The leadership team has undergone restructuring and expansion, which has strengthened both senior and middle leadership capacities. This restructuring has allowed the school to concentrate on improving educational quality. Leaders and governors now recognize the urgency of implementing changes to enhance student outcomes. Significant improvements have been made to the curriculum, raising its ambition level. The school has adopted an established curriculum that has been tailored to meet the specific needs of its students. The implementation of this curriculum is showing positive trends, supported by professional development initiatives that equip teachers with the necessary skills to deliver more challenging content effectively.
The focus on core teaching elements, such as clear explanations and deliberate practice, is beginning to yield improvements in student learning. However, there is an acknowledged need for further training in the effective use of assessment to identify and address gaps in students' knowledge and understanding. The school has also initiated efforts to change students' attitudes towards reading. Investments in library resources and shared reading opportunities have encouraged students to engage with a variety of texts. The school has a clear understanding of its weakest readers and has identified the support they require to enhance their reading confidence and fluency. Nonetheless, the current capacity to provide this support is insufficient, necessitating an acceleration of efforts to ensure all students can fully access the curriculum.
The leadership team has established clear priority areas for improvement and is beginning to implement quality assurance systems to evaluate the impact of recent changes. Leaders are actively supporting and challenging staff to excel in their roles. However, there is a need for greater clarity regarding the intended impact and timelines of some planned changes, as this will enable leaders to assess their effectiveness more accurately and promptly.
External support for curriculum development has been commissioned at both senior and middle leadership levels, significantly increasing the pace of improvements in recent months. Leaders have been receptive to feedback from external advisors, which has provided assurance to those responsible for governance regarding the positive impact of recent changes. The inspection highlighted the importance of continued focus on these areas to ensure sustained progress and improvement in student outcomes.
In summary, Robert Blake School has made commendable strides in enhancing its educational quality and leadership structure. While there are areas that require further attention, the commitment to improvement is evident. The school is on a positive trajectory, with a clear understanding of the necessary steps to ensure all students receive the support they need to succeed academically. The ongoing efforts to refine the curriculum and improve teaching practices are crucial for achieving the desired outcomes for all pupils.
