Alde Valley Academy

Highlights from Latest Inspection

Outcome

There has been no change to this school's overall judgement of good as a result of this ungraded (section 8) inspection.

However, the evidence gathered suggests that the inspection grade might not be as high if a graded (section 5) inspection were carried out now. Inspectors are recommending the next inspection to be a graded inspection.

What is it like to attend this school?

Pupils are happy and safe.

They value welcoming areas such as the Oasis centre, where they can go as needed, at breaktime and lunchtime. Pupils treat each other with tolerance and respect as the school's 'CARE' values embed this in their everyday life. Leaders ensure that any bullying is quickly follo...wed up and resolved.

Leaders have high ambitions for pupils, but these are not fully realised as pupils do not achieve well enough. Pupils get an inconsistent experience in how well the curriculum is taught. Pupils do not get enough useful guidance to ensure that they produce work of a high standard or learn important knowledge consistently well.

Pupils behave in a calm and orderly way. There are a few pupils whose behaviour sometimes disturbs learning. Staff deal with these incidents quickly, so disruption to pupils' learning is minimised.

Pupils relish the opportunities they get to perform to audiences, both at in-school events such as the Christmas concert and externally. They have a real sense of pride when they have their achievements celebrated at an annual awards event at Snape Maltings. Pupils enjoy taking part in a range of clubs and competitive sporting events.

What does the school do well and what does it need to do better?

Leaders have recently redesigned the curriculum effectively. They have ensured that the key knowledge pupils should learn, and the order in which it is taught, is suitably identified and planned in each subject.

Pupils experience a broad curriculum, but leaders are working to increase the academic ambition of this curriculum.

Leaders have achieved initial success in this through improving languages provision at key stage 3. Consequently, more pupils now choose languages as an option at key stage 4. The number of pupils studying the English Baccalaureate has increased, but still remains low.

The EBacc is a set of subjects at GCSE that keeps pupils' options open for further study and future careers.

Pupils enjoy lessons where they have the opportunity to engage and explore learning. In music, they enthusiastically rehearse their part in samba performances.

However, leaders have not ensured that the quality of teaching is consistent across the school. Some teachers do not check pupils' understanding carefully. They move on to new learning without giving pupils enough time to practise and retain key knowledge.

Teachers do not always check well enough what pupils have learned. This means that pupils have some misconceptions that are not addressed effectively.

Leaders have not set high enough expectations about the standards of pupils' work.

Some pupils have not achieved as well as they should. Teachers do not give pupils enough guidance about the quality of their work or ensure that pupils' work is of a high enough standard. However, leaders have started to address this.

Pupils with special educational needs and/or disabilities (SEND) have their needs accurately identified. They receive the adaptations they need to access the curriculum, but experience the same inconsistencies in teaching as others.

Leaders have ensured there is a sharp focus on making sure those at the earlier stages of reading catch up.

Pupils who need extra support with reading are quickly identified. They receive bespoke support that helps them to read with accuracy and understanding, so they can read more fluently.

Pupils' learning is rarely disrupted.

Where disruption does occur, staff use the well understood behaviour system to quickly address it. Pupils benefit from high-quality pastoral support. Skilled staff support pupils well with wider needs such as mental health and well-being.

Pupils are tolerant and accepting of difference. They learn about this through a well-planned programme of personal, social and health education (PSHE). Leaders have built strong relationships with local employers and use these to provide pupils with high-quality work experience.

Leaders have enriched the curriculum with a range of trips and wider opportunities. These include working towards becoming an 'EcoSchool'.

Following the previous inspection, the quality of educational provision declined.

The trust is working to effectively address this in a way that engages with staff, and is mindful of their workload.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have ensured that staff are well trained so they can identify potential safeguarding concerns effectively.

Staff are clear about how and when to report concerns.

Leaders liaise effectively with external agencies such as social workers and the police to ensure that pupils get the support they need. Leaders keep clear and accurate records of their actions.

Leaders' checks to ensure that adults are suitable to work in school are thorough and accurately recorded.

Pupils are well informed about potential risks as they learn about these through PSHE. Leaders have established a culture where pupils are confident to talk about any worries.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have not set clear expectations about the standards of work pupils should produce or ensured that teachers provide pupils with the guidance they need to produce work of a high standard. As a result, the quality of the work that pupils produce is of inconsistent quality. Leaders need to set clear expectations about the standards of work pupils are expected to produce and ensure that teachers provide pupils with the guidance they need to produce high-quality work.

• Leaders have not ensured that the curriculum is taught consistently well. Some teachers do not give pupils enough time to practise and embed their understanding of key knowledge. Pupils move on to new content before teachers have checked carefully what pupils know.

As a result, some pupils do not retain key knowledge well enough or have misconceptions that are not addressed effectively. Leaders need to ensure that all staff teach the curriculum consistently well so that pupils retain and apply key knowledge well.

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good in September 2017.