XP School in Doncaster, South Yorkshire, received a good overall effectiveness rating during its inspection on June 6 and 7, 2023. The school has developed an ambitious curriculum primarily delivered through expeditions, allowing pupils to integrate knowledge from various subjects and apply it to specific topics. This approach fosters deeper thinking and connections in learning. In response to identified gaps in older pupils' knowledge, school leaders have refined the curriculum to enhance educational quality and better prepare students for future educational and career opportunities.
Pupils appreciate the extensive range of experiences offered, including collaborations with experts and participation in fieldwork activities. The school ensures that all students, including those from disadvantaged backgrounds and those with special educational needs and disabilities, have equal opportunities to engage in these experiences. The behavior and attitudes of pupils are a significant strength, with high levels of self-control and maturity observed. The school environment is safe, with trusted adults available for support, and staff actively address bullying and discriminatory language.
Leaders take pride in their unique curriculum, which pupils value for its broader experiences. However, they acknowledge that some subjects have knowledge gaps, particularly due to disruptions caused by the COVID-19 pandemic and staffing issues. To address this, leaders have made refinements to the curriculum, balancing expedition-based learning with discrete teaching in subjects like science and mathematics. These changes are well-considered, targeting specific knowledge gaps and ensuring that pupils receive the necessary support to progress effectively.
The curriculum is designed to build on prior learning, with clear connections between expedition-based learning and subject-specific knowledge. For instance, in key stage three, pupils studying migration connect their learning across English, history, geography, and religious education. The key stage three curriculum is also structured to build on primary education, particularly in subjects like art and physical education.
Support for pupils with special educational needs is a priority, with accurate identification of needs and personalized support provided by well-trained staff. This ensures that these pupils can access the same ambitious curriculum as their peers and achieve positive outcomes. The school emphasizes the importance of reading, providing regular opportunities for pupils to engage with high-quality literature and offering additional support for those needing help with reading skills.
Staff maintain high expectations for pupil behavior, which is exemplary. Pupils take responsibility for their actions and demonstrate resilience in challenging situations. The school prioritizes personal development, with crew sessions focusing on equality, diversity, and inclusion. Pupils participate in programs that build character and independence, such as organizing conferences and discussing their aspirations.
Governance is strong, with governors aware of the school's strengths and areas for improvement. Leaders are actively addressing school improvement priorities and engaging with external support when necessary. Staff express pride in their work environment, noting that leaders consider their workload and well-being.
The safeguarding arrangements are effective, with well-trained staff who understand the risks pupils may face. Leaders maintain detailed records and collaborate with external agencies when needed. Pupils are informed about safety, including online safety, and know whom to approach with concerns.
To improve further, leaders must continue implementing their plans to address knowledge gaps in the curriculum, particularly in mathematics and science, ensuring that pupils make better progress by the end of Year 11.
