Axe Valley Academy

Highlights from Latest Inspection

What is it like to attend this school?

Community runs through the heart of Axe Valley Academy.

Pupils enjoy welcoming visitors and sharing their experiences of the school. Relationships between staff and pupils are based on mutual respect. Pupils feel safe in school and appreciate the support that adults provide to them.

Parents are supportive of the school. They say the school communicates with them well.

Pupils behave well in lessons and around the school site.

Adults challenge behaviour that does not meet the school's expectation. Bullying does occur occasionally, but pupils will report it to adults. When pupils or parents raise concerns, they are confident the school will listen and a...ct.

The school has high aspirations for all pupils. It has a clear vision for pupils to achieve well academically and to develop well personally. The school has redeveloped the curriculum significantly in recent years.

As a result, pupils are better prepared for their future studies.

Pupils enjoy being part of a house. Pupils earn house points in lessons, as well as during competitions and school events.

Anning, Chudleigh and Coram houses enter into good natured competition for house points. House captains act as role models for other pupils.

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

The curriculum is ambitious.

It goes beyond the national curriculum in some areas. The school has identified what pupils should know and be able to do in each subject. Teachers implement the curriculum effectively across the school.

This means that pupils are well prepared for their key stage 4 qualifications.

Staff know what to teach and in which order. However, they do not always check that pupils have understood and can remember the important content in each subject.

This leads to some pupils having gaps in their knowledge that make understanding new concepts difficult.

The school identifies accurately those pupils with special educational needs and/or disabilities (SEND). Staff have a good understanding of these pupils' individual needs.

However, teaching is not always adapted precisely enough to help them succeed. As a result, a few pupils with SEND do not learn the curriculum as well as they could.

Reading is valued.

Pupils read a wide range of books for pleasure. The school supports the weakest readers to build confidence and accuracy. This support helps the majority of pupils catch up and keep up with their peers.

The trust and the school intend pupils to study a curriculum with a strong academic core. In recent years, they have remodelled what is taught in Years 7 to 9. More pupils now continue to learn modern foreign languages in Years 10 and 11.

Consequently, the proportion of pupils choosing to study the English Baccalaureate suite of GCSE qualifications is increasing.

The school has had some success in raising the rate of pupils' attendance. However, it understands the need to continue to improve school attendance.

It works with families and other organisations to support pupils to regularly attend school.

Pupils learn about relationships, sex and health in an age-appropriate way. Pupils know how to keep themselves safe, including looking after their mental and physical health.

Pupils learn about fundamental British values as well as life skills, such as personal finance. Pupils receive careers information, advice and guidance, including the opportunity for work experience. Pupils value their personal, social and health education lessons as an opportunity to learn, question and debate.

They are well prepared for adult life.

Pupils enjoy a wide range of extra-curricular activities. Pupils take part in music and performances as well as attending trips and visits.

The school encourages pupils to take on leadership responsibilities. Many pupils work towards recognised awards, such as the Duke of Edinburgh Award. Pupils use the school council to discuss their views on school issues.

Pupils feel listened to and included.

The school and the trust provide staff with a range of high-quality professional development opportunities. They are considerate of staff workload and well-being.

Those newest to teaching are well supported. As a result, staff feel valued and are proud to work at the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Assessment does not always accurately identify gaps in pupils' knowledge. This means that teachers sometimes do not deal with misconceptions before they teach new content. The school and the trust should develop assessment practices that show teachers precisely what pupils know and can do, so that pupils can establish a firm foundation for future learning.

• Teaching approaches are not adapted precisely enough to meet the needs of some pupils with SEND. This means that these pupils do not learn some elements of the curriculum as well as their peers. The school and the trust should ensure that the needs of pupils with SEND are met consistently and effectively.