Ofsted conducted a no formal designation inspection of Reepham High School and College on January 18, 2022, to assess the effectiveness of safeguarding and leadership and management. The inspection was prompted by the Chief Inspector's desire to evaluate these areas following previous concerns. The inspection team reviewed various documents related to safeguarding and child protection, met with senior leaders, the chief executive officer of the Synergy Multi-Academy Trust, the chair of the local governing body, and groups of pupils and staff.
The school, which became an academy in October 2012, has 1,072 pupils aged 11 to 18, with a sixth form known as The College. The demographic is predominantly White British, with a lower-than-average proportion of pupils with special educational needs and disabilities. The last full Ofsted inspection in February 2020 rated the school as good, and since then, new subject leaders have been appointed, and additional staff have been trained in safeguarding.
The inspection found that safeguarding arrangements are effective. Leaders and governors are proactive in reviewing and improving their practices for vulnerable pupils. They recognize that safeguarding extends beyond systems and procedures, focusing on teaching pupils to form respectful and healthy relationships. The school has implemented a PSHE curriculum centered on respect, which is reinforced through lessons and events. Pupils are encouraged to report concerns through various mechanisms, including a digital system that allows them to communicate issues discreetly. Most pupils feel that their concerns are taken seriously, and the safeguarding team is well-known and visible within the school.
Pupils receive education on staying safe in various situations, and there is a clear stance against bullying and disrespectful behavior. Students in the sixth form are engaged in their studies and receive support for their progression beyond school, including financial management and social safety. However, the PSHE curriculum for sixth-form students lacks the same level of planning and logical sequencing as that for younger pupils, which may hinder their development in this area.
The school environment is generally calm and purposeful, with positive relationships between staff and pupils. Expectations for behavior are clear, and most pupils behave well. Leaders are aware of the connection between attendance, safeguarding, and well-being, and they actively monitor attendance, particularly for pupils with special educational needs. The safeguarding team is vigilant and well-trained, ensuring that staff are aware of the signs of potential harm and that safeguarding records are thorough.
Governors understand their responsibilities and receive regular updates on safeguarding matters. However, there is a need for them to ask more probing questions regarding behavior incidents to ensure that leaders are held accountable for improvements. The trust and governors should enhance their curiosity about the information they receive to foster ongoing improvements in the school.
In summary, while the school demonstrates effective safeguarding and leadership, there are areas for improvement, particularly in the PSHE curriculum for sixth-form students and the depth of inquiry from governors regarding behavior management. The school is committed to ensuring the safety and well-being of its pupils and is actively working to address any areas of concern.
