LEADERSHIP AND MANAGEMENT
- Leaders have a clear and ambitious vision for providing a high-quality education to all pupils. This is realised through strong shared values, policies and practice.
- Leaders focus on improving teachers’ subject pedagogical knowledge and pedagogical content, in order to enhance the teaching of the curriculum and the appropriate use of assessment. This highly effective professional development has an ongoing positive impact on the delivery of the curriculum. The practice and subject knowledge of staff including newly qualified teachers, improve and build over time.
- Leaders aim to ensure that all pupils successfully complete their programs of study. They provide the support for staff to make this possible. They create an inclusive culture and do not allow gaming or off rolling.
- Those responsible for governance understand their role and carry this out effectively. Governors/Trustees ensure that the school has a clear vision and strategy, that resources are managed well and that leaders are held to account for the quality of education.
- The academy has a culture of safeguarding that supports effective arrangements to: identify pupils who may need early help or who are at risk of neglect, abuse, grooming or exploitation; help pupils reduce their risk of harm by securing the support they need, or referring them in a timely way to those who have expertise to help; and manage safe recruitment and allegation about adults who may be a risk to pupils.
- Leaders ensure that highly effective and meaningful engagement takes place with staff at all levels and that issues are identified. When issues are identified, in particular about workload, they are consistently dealt with, appropriately and quickly.
QUALITY OF EDUCATION
- Leaders adopt or construct a curriculum that is ambitious and designed to give all pupils, particularly disadvantaged pupils and including pupils with SEND, the knowledge and cultural capital they need to succeed in life.
- The academy’s curriculum is coherently planned and sequenced towards cumulatively sufficient knowledge and skills for future learning and employment.
- The curriculum is successfully adapted, designed or developed to be ambitious and meet the needs of pupils with SEND, developing their knowledge, skills and abilities to apply what they know and can do with increasing fluency and independence.
BEHAVIOUR AND ATTITUDES
- The academy has high expectations for pupils’ behaviour and conduct. These expectations are commonly understood and applied consistently and fairly. This is reflected in pupils’ positive behaviour and conduct. Low level disruption is not tolerated and pupils’ behaviour does not disrupt lessons or the day to day life of the school. Leaders support all staff well in managing pupil behaviour. Staff make sure that pupils follow appropriate routines.
- Leaders, staff and pupils create a positive environment in which bullying is not tolerated. If bullying, aggression, discrimination and derogatory language occur, they are dealt with quickly and effectively and are not allowed to spread.
- Pupils have a high attendance, come to the academy on time and are punctual to lessons. When this is not the case the school takes appropriate, swift and effective action. Fixed term and internal exclusions are used appropriately. The academy reintegrates excluded pupils on their return and manages their behaviour effectively.
- Relationships among pupils and staff reflect a positive and respectful culture; pupils are safe and they feel safe.
- The curriculum extends beyond the academic, vocational or technical and provides for pupil’s broader development. The academy works to ensure pupils spiritual, moral, social and cultural development is of a high quality. The curriculum and the academy’s effective wider work support pupils to be confident, resilient and independent and to develop strength of character.
- The academy provides high quality pastoral support. Pupils know how to eat healthily, maintain an active lifestyle and keep physically and mentally healthy. They have an age appropriate understanding of healthy relationships.
- Pupils engage with views, beliefs and opinions that are different from their own in considered ways. They show respect for the different protected characteristics as defined in law and no forms of discrimination are tolerated.
- The academy promotes equality of opportunity and diversity effectively. As a result, pupils understand, appreciate and respect difference in the world and its people, celebrating the things we share in common across cultural, religious and ethnic and socio-economic communities.
- The academy prepares pupils for life in modern Britain, effectively developing their understanding of the fundamental British Values of democracy, the rule of law, individual liberty, tolerance and respect.
- The academy provides pupils with meaningful opportunities to understand how to be responsible, respectful, active citizens who contribute positively to society. Pupils know how to discuss and debate issues and ideas in a considered way.
- The academy prepares pupils for future success in education, employment or training. The academy uses the Gatsby benchmarks to develop and improve their careers provision.
Please contact the the academy office if you would like a copy of our full, detailed academy improvement plan.