‘Outstanding’ sixth form at Reepham High praised in Ofsted report
- Credit: Copyright: Archant 2012
Reepham High School and College is a good school with an outstanding sixth form, according to Ofsted.
The education watchdog has just released a new report after inspecting the site last month.
It shows that Reepham High School and College has retained the same rating it was given by Ofsted in 2013.
In a letter to Reepham High School and College principal, Mark Farrar, Ofsted inspector John Lucas writes: 'There is a distinctive ethos of respect that permeates almost all areas of the school.
'It is a harmonious place to learn. This is because you have established an atmosphere in which excellent relationships are the norm.
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'Pupils move around the very well-maintained school site purposefully and with polite good humour.
'Many confidently and cheerfully greeted inspectors and explained how much they valued the work of their teachers.'
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He adds: 'Pupils appreciate the range of additional activities provided. These activities include trips abroad, sports clubs, trips to university and creative arts clubs.
'The sixth form continues to lead the way for other areas of the school in many aspects of its work.
'The highly effective sixth-form leader has high aspirations of what students can achieve. These are shared by teachers in the sixth form. Sixth-form students respond exceptionally well to the expectation that they should take responsibility for their own learning. They are adept at managing their time and organising their work. Students are proud of their sixth form.'
The inspection found that pupils feel safe and the school has improved in many areas since the 2013 inspection.
The report added that teaching is effectively monitored, governors are well informed, share Mr Farrar's high aspirations and are able to effectively hold him to account where they feel things could be improved.
It added that pupils are overwhelmingly positive about the education they receive at Reepham High School and College.
It was stated that further actions need to be taken to identify why disadvantaged pupils' attendance and achievement are low and teachers need to be equipped with knowledge and skills to enable them to plan learning to meet individual needs of pupils who have special educational needs or disability.