Castle Rock School in Coalville has been described as 'inadequate' in the latest Ofsted report - and says 'pupils are not getting a good deal' whole others 'feel unsafe'.

The School is part of the Apollo Partnership and had previously been rated as 'good' in the previous report four years earlier.

But the latest assessment was based on inspectors being at the school in October of this year.

And findings are damning.

The report says "Pupils are not getting a good deal at this school.

"Too many are affected by the poor behaviour of others.

"Lessons are frequently disrupted.

"Behaviour on corridors and in external areas can be unruly.

"Too many pupils wander the corridors or grounds during lesson times.

"Staff do not always challenge them. When they do, pupils often respond disrespectfully or ignore staff.

"Some pupils feel unsafe. Some pupils described being at school as 'overwhelming' because of reckless behaviour.

"Some pupils do not attend school regularly.

"Many teachers accept poor behaviour as the norm. They have low expectations of what pupils can achieve in lessons.

"Pupils do not achieve as well as they should.

"Pupils do not learn enough about issues that would help prepare them for life in modern Britain.

"The curriculum for personal, social, health and economic (PSHE) education is not well planned.

"Some pupils experience derogatory name-calling.

"Not all pupils feel that teachers address bullying issues.

"Some told inspectors that teachers do not always intervene when fights break out."

However, the report has a better of a A-Level students.

It adds: "Students in the sixth form enjoy more positive experiences.

"They value their teachers and education.

"However, their learning is disrupted when younger pupils who misbehave are placed in their classes.

"Their teachers are often called away to deal with poor behaviour."

The report also assesses what the school needs to do better - and what it does well.

It goes on: "The school has been through a period of significant turbulence. Leaders and trustees did not manage the school's expansion well enough.

"Leaders did not support staff or pupils to manage these significant changes well enough.

"They did not ensure that there was an adequate curriculum in place across all key stages. Leaders have not established a clear curriculum vision.

"There is an appropriate range of subjects on offer.

"However, leaders have not ensured that the curriculum in each subject is of good quality.

"The plans that show what pupils should learn in each subject are not well thought out.

"Subject leaders have not been trained or supported to develop their curriculums. They have not identified the most important concepts and knowledge that pupils should know.

"Leaders have not thought enough about how curriculum plans should help pupils build on their knowledge as they move

through the school. "Subject plans do not show how teachers will help pupils know and remember more over time. Some subject leaders are beginning to write more effective plans. "For example, in art, plans consider pupils' existing knowledge and how they will acquire new learning. The proportion of pupils studying a modern foreign language is low, but leaders intend to increase this. "Poor behaviour has a negative impact on most aspects of the school's work. "Staff do not consistently challenge poor behaviour. "Low-level disruption often prevents pupils from learning. "Many pupils work hard and want to do well. "However, too often, teachers accept work that is poor quality, or not finished. "Sixth-form students are keen to learn. They say that their teachers have good subject knowledge, but are often absent from class. "Many pupils show wilful disrespect for staff. Some staff do not address this. Some do not model professional standards of conduct. "Leaders have not acted quickly enough to address pupils' underachievement. "Many pupils have fallen behind in their learning. Leaders have taken appropriate steps to identify pupils with special educational needs and/or disabilities (SEND), who receive extra help to support them to catch up in reading. "This is not the case for all pupils who need support with their learning. "For example, leaders have identified reading as a key priority to help pupils access the curriculum. They are researching effective strategies to boost pupils' reading skills. "They have introduced an approach to develop pupils' oracy. These initiatives are new. Curriculum plans do not consider

how to fill gaps in pupils' knowledge.

"Pupils' personal development is not promoted well. Leaders have only recently begun to plan a coherent programme for PSHE education.

"Pupils cannot recall what they have learned about previously. For example, they have limited understanding of

different faiths and cultures. "They do not have the knowledge to prepare them for life in modern Britain. "Some pupils enjoy extra-curricular activities such as music and sports. However, these opportunities are few, and many have not restarted this term. "Leaders have not ensured that the requirements of the 16 to 19 study programmes are met. Students in the sixth form receive very little PSHE education, including careers education. "Students recognise that there are gaps in their knowledge about the world of work, as well as about issues that affect them, such as relationships and consent. "Most students in the sixth form have benefited from work experience. "Teachers who have recently joined the profession feel well supported. They are developing their practice well, albeit in difficult circumstances. "School leaders recognise the considerable weaknesses in the school, but they have not taken effective action to address them. "Those responsible for governance do not recognise the extent of the school's weaknesses. They have not held leaders to

account effectively."

The report also addresses safeguarding and says: "The arrangements for safeguarding are not effective.

"Too many pupils truant during the school day. Staff do not always know where they are or whether they are safe.

"Hazards on the school site are not well managed. For example, cars pose a risk in areas where pupils gather. Pupils are not always adequately supervised.

"Safeguarding leaders work well together and take appropriate action in response to child protection concerns. The most vulnerable pupils are well supported.

"Staff raise concerns quickly and leaders respond appropriately. They involve external agencies and make sure that pupils get the help they need quickly. These pupils are monitored well to make sure that concerns do not escalate."