Ardley Hill Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils endeavour to embody the school's 'REACH' values: resilience, engagement, aspiration, communication, and health.

They relish the five-step reward programme. It includes receiving a certificate at the 'REACH' assembly or sharing a pizza with the headteacher. Pupils and their families appreciate this approach.

It boosts pupils' happiness and sense of being a valued member of the school community.

There are increasing opportunities for pupils to be community minded. The 'safeguarding squad', for example, look out for others.

They let trusted adults know if a peer is unhappy or behaving inappropriately. There is also well-thought-through pastoral s...upport. It helps vulnerable pupils express their wishes and feelings.

Having peers and adults in school who want to help them, keeps pupils safe.

The curriculum is continuously being updated. The teaching of it helps pupils to develop a broad understanding across various subjects.

For instance, by Year 1 in computing, pupils learn basic keyboard skills for formatting text. While, by Year 4 in history, they grasp concepts like 'civilisation' and 'invasion'. This approach focuses on improving pupils' vocabulary and understanding of key ideas and skills.

It prepares pupils more effectively for their next steps.

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

Leaders have made significant efforts to rebuild the school's relationship with parents and the local community. Many parents appreciate the ongoing improvements.

The high turnout at the bonfire night event demonstrated strong support. It highlighted a new era of unity and the school's commitment to bring people together.

The school is currently refining its curriculum.

The trust helps the school receive support from subject experts. They assist school-based leaders with developments. The school uses high-quality schemes of work.

Leaders determine the most effective teaching and assessment methods. For instance, to ensure pupil success, staff first model the tasks. They then complete one together.

This way, when pupils work independently, they know what to do.

Pupils often excel in reading. This is because the school diligently implements its phonics and reading programmes.

Leaders work with care to train staff. In the Nursery Year, many children can identify letter sounds, pointing to them on their sound charts. This strong foundation helps pupils to read and spell words accurately as they progress through key stage 1.

Still, a few pupils struggle with fluent and expressive reading. Some staff lack the expertise to offer effective assistance. When staff ask pupils to re-read, they tend to repeat the same slow, monotonous reading.

Leaders recognised this issue before the inspection. But the plan to address this is yet to take effect.

There has been a recent increase in the proportion of pupils with special educational needs and/or disabilities (SEND).

The school is managing this well. There is early identification, monitoring and regular review of support plans involving parents and external agencies. Most parents appreciate these efforts.

Leaders provide comprehensive staff training. This includes for pupils with more complex needs. There is clear evidence of pupil progress.

For example, improvements in letter formation and sentence writing. But inconsistencies in staff support sometimes mean that some pupils with SEND do not progress as well as they might.

Pupils generally show calm and focused behaviour.

They mirror the behaviour staff model and reinforce through praise and rewards. Minor behaviour issues sometimes arise. Leaders equip staff with strategies and resources to manage these incidents well.

The school makes every effort to ensure regular attendance. Staff use the minibus to transport pupils, and interactions with the therapy dog, Hope, provide a positive start to the day. Regular attendance helps pupils understand school routines and keep up with lessons.

The school takes pride in its personal development programme. It has grown and improved since the last inspection. For instance, the trust facilitates opportunities for sports competitions and participation.

The presence of a swimming pool on-site provides great benefit to pupils. Regular swimming lessons teach many essential skills for water safety and fitness. Additionally, well-planned educational trips add to learning experiences.

For example, Year 2 recently visited a castle to expand their knowledge of monarchs. Moreover, there are frequent performance opportunities. These include performing in nearby auditoriums.

These experiences help pupils improve their confidence, public speaking and display their creativity.

Governance, at both local and at trust level, provides a positive impact at the school. Rigorous safeguarding audits ensure tenacity in how the school supports vulnerable pupils.

Networking opportunities provided by the trust have improved the curriculum and its teaching. Staff appreciate leaders' interpersonal skills and their ability to manage change well. This has created a positive working environment.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Although leaders have plans, the support provided is not effectively improving reading fluency and expression for the weaker readers, which affects their comprehension. The school should offer staff the necessary training to help these pupils read confidently and proficiently.

The school's current approach to supporting pupils with SEND varies in its effectiveness. While some methods, such as clear explanations and demonstrations, help pupils showcase their knowledge, this level of support is not consistently applied across all pupils and subjects. The school should strengthen its strategies to ensure that all pupils with SEND receive the support they need to achieve their very best.