Fen Rivers Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils like coming to this school.

This is reflected in their good attendance. Pupils feel valued as individuals. They usually respond well to the high expectations leaders have for what pupils will achieve by the time they leave the school.

Pupils start each day with a shared breakfast, and this is a chance for them to check in with adults about how they are feeling. They love breaktimes, playing football and using the range of climbing apparatus and toys.

For the most part, pupils engage in their learning, take part in discussions and produce good-quality work.

When the purpose of learning is less clear or is not well matched to what pupils need to... learn next, pupils can be less motivated and take themselves out of classrooms. However, staff are skilled at getting pupils quickly back into lessons, so they do not opt out of learning.

Staff deal with any bullying quickly and appropriately.

Pupils know that adults will help them when they feel upset or angry.

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

Leaders have completely changed the culture of the school since the previous full inspection. Improving behaviour has been a priority.

Staff use highly consistent language and approaches to help pupils manage their behaviour. They are skilled at helping pupils who are stressed or angry to calm down quickly and be ready to learn. Staff know that every interaction they have with individual pupils makes a difference.

Leaders have ensured that there is a complete curriculum in place. There are clear pathways through each year group, setting out the knowledge that pupils should learn in each subject. However, teachers do not always follow these sequences of learning.

Sometimes, the work that pupils are given is poorly matched to what they already know and can do. As a result, pupils' gains in knowledge are too uneven.

Many pupils are reluctant writers.

Too often, teachers' expectations of what pupils can achieve in their written work are low. Some pupils do not aspire to reach the same standards in writing that they demonstrate in discussion or other ways of responding.

Teachers support pupils who are still at an early stage of reading effectively.

They teach phonics consistently. Pupils read interesting books that are well matched to their reading knowledge. Some older pupils are not motivated to read individually, although they enjoy discussing texts read as a whole class.

Teachers do not always use available information well to adapt lessons and take account of identified barriers to pupils' learning. Until recently, pupils often did not complete learning tasks. Leaders have taken steps to reduce this.

However, too many pupils have missed important steps in learning and lack a secure understanding of important subject knowledge.

Every pupil has a personalised 'personal development, behaviour and attitudes' curriculum. This teaches pupils how to be resilient and cope with difficult feelings.

Pupils learn to be reflective when things do not go well. They understand what they need to do to move forward. Pupils are motivated by rewards for being in the right place and doing the right thing.

Pupils have lots of opportunities for physical development. Leaders have introduced school trips, such as outdoor adventure activities and swimming. Pupils learn about different careers.

Leaders work with local colleges so that pupils know about options for future learning. Staff have planned a curriculum to build independence and readiness for work or college. This is helping prepare pupils for adult life, and education, training and/or employment.

Staff feel well supported and part of a team. Leaders have a comprehensive training programme in place that ensures staff develop the skills and common language to support the pupils with whom they work.

Governors have the skills and expertise to successfully support and challenge school leaders.

Safeguarding

The arrangements for safeguarding are effective.

Staff have comprehensive knowledge of the risks that pupils may face. Staff deal with concerns quickly and appropriately.

They help pupils cope with situations with a range of bespoke activities and therapies from trained staff.

Leaders maintain comprehensive and detailed records. They are skilled at managing and addressing any concerns.

Leaders work very closely with children's services and local health teams. Daily briefings and debriefs ensure that any emerging concerns are carefully addressed, for example online bullying between pupils.

Pupils learn to keep themselves safe.

They feel safe in school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The way in which teachers implement the planned curriculum is inconsistent. Some aspects are not well sequenced or appropriately matched to what pupils already know or need to learn next.

Some of pupils' written activities are not demanding enough. As a result, pupils' learning does not always enable them to make steady progress. Leaders need to ensure that teaching and activities are more precisely matched to what pupils already know and can do.

• Until very recently, when pupils have missed key steps in learning or knowledge, this has not been followed up. This means that pupils have gaps in their learning. Leaders need to ensure that their new systems to ensure that pupils make up any missed learning are securely established.

• The detailed learning plans that are in place are not used well enough in all subject areas to adapt learning to meet pupils' needs. Consequently, pupils' academic progress is variable. Leaders need to ensure that teachers make adaptations to meet pupils' needs across the whole curriculum.