School 21, located on Pitchford Street in Stratford, was inspected on 13 and 14 March 2023. The overall effectiveness of the school is rated as requiring improvement, with similar ratings for the quality of education, behaviour and attitudes, and leadership and management. However, personal development and early years provision, as well as sixth-form provision, are rated as good. The school was last inspected nine years ago and was previously rated as outstanding.
The inspection highlighted that the school has a clear vision and ambition to provide innovative and inclusive education. Many pupils, especially in the primary years and sixth form, benefit from a well-structured curriculum. However, this ambition is not consistently realized across all phases of the school. The primary years provide a positive start, with a calm learning environment that fosters hard work and achievement. In the sixth form, students are well-prepared for their next steps due to a clear curriculum taught by knowledgeable staff. In contrast, the secondary phase shows inconsistencies in curriculum content and implementation, leading to gaps in pupils' knowledge.
Pupils generally feel safe and report that bullying is rare. Behaviour in the primary years is commendable, but lessons in the secondary years are often disrupted by poor behaviour, and older pupils sometimes do not behave appropriately during social times. The school has made efforts to enhance pupils' experiences beyond academics, particularly through work-related projects for Year 10 and Year 12 students.
Leaders have developed a curriculum that reflects the school's context and pupils' needs. In subjects like music and mathematics, the curriculum is well-sequenced, allowing for skill and knowledge development over time. The early years environment is engaging and well-resourced, providing a strong foundation for pupils. However, in some subjects, particularly in the secondary phase, the curriculum does not effectively support pupils in retaining knowledge, leading to gaps in understanding.
Teachers in the primary phase regularly check pupils' understanding and address gaps quickly. However, in the secondary phase, understanding is not consistently assessed, resulting in incomplete work and unaddressed misconceptions. This lack of regular checks means some pupils feel unprepared for their next educational steps. Most pupils with special educational needs and disabilities follow the same curriculum as their peers, but some teachers do not effectively adapt their teaching to meet these pupils' needs.
In the sixth form, students follow an academic pathway with high expectations, leading to strong outcomes at A level. Leaders have established clear behaviour systems, but their inconsistent application across the school affects learning environments, particularly in the secondary phase. While primary and sixth-form pupils demonstrate positive attitudes, secondary lessons are often disrupted, leading to lost learning opportunities.
Leaders are committed to broadening pupils' horizons through a comprehensive personal development programme that includes important safety information. The school provides effective careers advice and guidance, including personalized work experience placements. Pupils are encouraged to develop oracy skills and take on leadership roles within the school.
The inspection report indicates that the school needs to improve its curriculum in the secondary phase to ensure it supports pupils in knowing and remembering more. Teachers should routinely check understanding and address gaps in knowledge. Additionally, the behaviour policy must be applied consistently to foster a calm learning environment. Overall, while the school has strengths, particularly in early years and sixth-form provision, significant improvements are needed in the secondary phase to enhance the educational experience for all pupils.
