Lowbrook Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils benefit from attending this inclusive and warm school. They are proud to show their school values of 'happy, healthy, high achievers'.

Pupils take part in a wide range of activities that build their character and confidence exceptionally well. They show genuine warmth and kindness in the way they support each other. Pupils are passionate about the importance of being active citizens in the school, encouraging each other to achieve their best.

Pupils are knowledgeable about bullying and know what to do if it happens to them or someone else. They are confident that adults will help them with any issues they may have. However, instances of bullying are extremely r...are in the school.

Pupils are highly motivated. They consistently demonstrate positive attitudes in lessons and around the school. They are proud of their community of respect where everyone is happy and feels safe.

Pupils value the ambitions and expectations that teachers have for them. They meet these expectations because they trust that adults want what is best for them. The ambitions staff have mean that all pupils, including those with special educational needs and/or disabilities (SEND), achieve very well.

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

From Reception onwards, leaders have high ambitions for what all pupils, including those with SEND, will achieve. There is a common vision for the curriculum, based on leaders' extensive research. In most subjects, leaders have thought carefully about the specific knowledge that pupils will learn and in what order.

This is also evident in Reception, where leaders have ensured that children have the knowledge they need before they move to Year 1. There are skilful and meaningful interactions between staff and children in Reception. Staff teach vocabulary and knowledge across all areas of learning exceedingly well.

In a small number of subjects, there is some inconsistency in what teachers expect of pupils and how they match learning to what pupils need to know. While pupils do exceptionally well in end of key stage national tests, this inconsistency means that leaders do not know if pupils in all year groups are building knowledge effectively across the whole curriculum as intended.

Leaders have put in place an effective programme of systematic synthetic phonics for early reading and take care to meet the specific needs of pupils in this school.

All staff have been well trained, and quickly spot when pupils have fallen behind. They put in place effective activities that help pupils to read.

Leaders have carefully considered how they help pupils to become positive members of society.

As a result, they have worked effectively over the past few years to develop a behaviour management approach which has taught all pupils the skills they need to excel in life. Staff believe in the values of the school, and this means that they are consistent in their messages about pupils' conduct. Pupils love to learn and genuinely believe that education is important.

This is clear to see in their impressive learning behaviours, as well as how they help each other to learn.

A feeling of inclusivity pervades the school. Staff believe in the phrase 'no child is left behind', and this is clear to see in the seamless way they support pupils with SEND in the classroom.

Staff have secure knowledge and recognise if pupils have additional needs. This is evident from Reception onwards. Leaders are tenacious in ensuring that support for these pupils is of the highest standard.

Support plans are effective in helping pupils with SEND to achieve well.

Leaders ensure that all pupils have access to a wide range of experiences. Staff have built a programme of enriching experiences to nurture the talents and interests of all pupils.

They actively seek the views of pupils, especially the most disadvantaged, who benefit highly from this approach. Pupils show strong cultural awareness and confidently express how it is important to celebrate difference. They speak with clarity about the human rights of all communities and show strong moral purpose and character.

The vision of senior leaders has inspired those who work in the school. They are well supported, and leaders show great care for the well-being of their staff. Teamwork and pride are clear to see throughout.

This is also the case for the governors, who know this school very well and are robust in how they challenge and support leaders to make improvements. However, they do not check consistently that the curriculum is being fully developed in all subject areas.

Safeguarding

The arrangements for safeguarding are effective.

Leaders ensure that staff are well trained to identify and respond to any safeguarding concerns. Staff have the knowledge they need to keep pupils safe. Leaders manage safeguarding records well in the school.

They involve external agencies swiftly to get the right support in place for pupils and their families.

All leaders, including governors, have clear oversight for the provision of safeguarding. Leaders make all necessary checks on staff before they start to work at the school.

Pupils learn how to keep themselves safe both online and in the community. Leaders have created a strong culture of safeguarding in the school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subject areas, the sequencing of knowledge has not been fully considered by leaders.

Where this is the case, there is not a consistent approach to the implementation of the subject and leaders therefore do not know if pupils throughout the school are learning what they should be. Leaders should ensure that there are strong, shared expectations of how their curriculum is delivered in each subject. Governors should check that this work is effective.

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