Norton Canes High School, located in Cannock, Staffordshire, underwent an inspection on April 30 and May 1, 2024, and received an overall effectiveness rating of Requires Improvement. The school is characterized as a small secondary institution where staff are dedicated to knowing their pupils well. Students appreciate the individual care and support they receive, particularly those with special educational needs and disabilities. The school has begun to raise expectations for student achievement, which is starting to yield positive results.
Since the last inspection, pupil behavior has shown improvement, with most students behaving well in lessons and during social times. They generally focus on their work and respond positively to teachers. However, persistent absenteeism remains a concern, with too many students missing school regularly. The school is actively working to address this issue by promoting the importance of good attendance and collaborating with external agencies.
The curriculum has seen some enhancements, particularly at key stage four, where students now have more subject options. Despite these improvements, there is still inconsistency in how the curriculum is delivered, leading to insufficient progress for many pupils and sixth-form students. While some teachers effectively utilize their subject knowledge to engage students, others do not consistently check for understanding, resulting in gaps in knowledge that hinder overall progress.
The school offers a variety of extracurricular activities, including participation in The Duke of Edinburgh’s Award and various clubs. The provision for students with special educational needs has improved significantly, with accurate identification of needs and regular reviews of learning plans. The introduction of 'pupil passports' has aided teachers in supporting these students effectively within the classroom.
Reading support programs are in place, with regular assessments to identify literacy gaps. Targeted interventions are provided for those struggling with reading, ensuring that students with weak skills receive the necessary support. The school has prioritized attendance and is implementing strategies to reduce persistent absenteeism, although this work is still in its early stages.
The PATH curriculum, which covers personal aspirations, teamwork, and health, is well-structured and engages students in important discussions about relationships and online safety. However, adaptations for students with special educational needs within this curriculum are not yet fully effective. The careers program effectively informs students about various pathways, including apprenticeships, and provides work experience opportunities for Year 10 and Year 12 students.
Governance has improved, with new governors bringing expertise and support to school leaders. Staff are supportive of the changes being implemented and feel valued in their roles. Safeguarding arrangements are effective, ensuring a safe environment for all students.
To improve further, the school must ensure that all teachers consistently check pupils' learning to address knowledge gaps promptly. Additionally, the school needs to provide work that is appropriately matched to students' abilities and maintain high expectations. Addressing persistent absenteeism remains a priority, as does strengthening the induction process for sixth-form students to ensure they are placed in suitable courses that align with their needs. Overall, while progress has been made, there is still work to be done to achieve the desired standards of excellence.
