The Campion School

Strengths

• Pupils consistently achieve highly across the curriculum, with disadvantaged pupils' progress and attainment well above national averages.
• Attendance is consistently above the national average, with persistent absence significantly reduced.
• Pupils' behaviour is exemplary, and bullying is very rare.
• The school has a broad and ambitious curriculum that is logically ordered.
• Leaders monitor teaching quality and use findings to shape professional development.
• Staff identify less confident readers early and provide targeted support.
• The school fosters an inclusive culture where pupils feel known and supported.
• Leaders have a clear and ambitious vision and know the school's strengths and areas for development.
• Governance is active, engaged and meets all statutory duties.
• The PSHE programme develops pupils' knowledge effectively, including mental health and wellbeing.
• Pupils benefit from well-thought-out educational visits that enhance cultural capital.
• Many pupils take on leadership responsibilities, developing confidence.
• The sixth form offers a broad range of A-level and vocational courses with sound careers guidance.
• Students with SEND receive tailored support to prepare for adulthood.
• The 'raising achievement' strategy in post-16 is beginning to improve outcomes, particularly in Level 3 applied general courses.
• Safeguarding standards are met, with an open and positive culture of safeguarding.

Areas for Improvement

• Expectations around 'pupil talk' are not applied consistently, limiting some pupils' depth of explanation.
• Some learning support plans for pupils with SEND require clearer advice for teachers.
• Staff expertise in phonics teaching is not as secure as it needs to be.
• Some pupils experience inconsistent adaptations that can slow their progress.
• Pupils' recall of key learning from the PSHE curriculum is uneven, particularly regarding fundamental British values and protected characteristics.
• The impact of leaders' work to raise achievement is not yet consistent across all post-16 provision.
• Post-16 A-level value added is below national average.
• Leaders should continue to develop and fully embed high-quality teaching strategies in the sixth form to raise achievement across all post-16 study programmes.
• Leaders should ensure that staff are fully equipped to adapt their teaching to meet the needs of all pupils effectively.

• Primary Schools
• Secondary Schools