Ark Boulton Academy

Highlights from Latest Inspection

What is it like to attend this school?

Ark Boulton Academy staff and pupils share the same high aspirations.

Pupils understand and follow the values of 'respect, curiosity and perseverance'. Relationships between pupils and staff are warm and respectful. Community and togetherness are at the heart of this welcoming school.

Pupils are happy in school. The majority of pupils work hard and show a determination to achieve well, including pupils with special educational needs and/or disabilities (SEND).

There is a purposeful atmosphere around the school.

During lessons and unstructured times, such as breaktimes and lunchtimes, most pupils behave sensibly. Where pupils' behaviour is not accepta...ble, staff speak quickly and efficiently with these pupils to explain the school's high expectations. Pupils are safe.

They know who to talk to about any concerns they may have.

The school places a strong emphasis on pupils' personal development. Pupils can clearly explain their understanding of fundamental British values such as democracy.

Pupil leadership opportunities include being elected to the school council. These opportunities help pupils understand how to be responsible. The extra-curricular programme is rich and diverse.

Pupils regularly take part in activities such as the 'world ensemble', 'talk sport' and first aid. These opportunities enhance the curriculum well.

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

The school has undergone a significant period of change and improvement since the last inspection.

This includes changes to staff in senior, subject and pastoral leadership roles. The school has raised expectations around learning and behaviour and has developed a highly ambitious and well-sequenced curriculum. Focused leadership has brought rapid improvement in how pupils learn in many subjects.

However, these improvements have not yet led to consistently improving outcomes in all subjects by the end of key stage 4.

Most teachers check what pupils know well and ensure that they understand what they have to do. For example, Year 8 pupils in art can explain how their previous learning around the use of water colour helps them develop their own techniques within surrealism.

Year 10 pupils in mathematics can demonstrate previous knowledge of the use of data and how this links to their current learning. However, some teachers do not check pupils' understanding carefully enough. As a result, they do not have a sufficiently detailed understanding of whether pupils remember what they have learned before.

Some teachers do not consistently address any wrong ideas or missing knowledge, which limits the progress pupils make.

Most teachers make changes and adapt the ways they help pupils learn. For example in English, Year 8 pupils with SEND are given further explanations to support their work on a charity organisation.

However, some teachers do not consistently adapt their learning to support all pupils. Some pupils do not have opportunities to deepen their knowledge in all subjects. This means that some pupils are not always helped fully and are not always challenged to develop a greater understanding of the most important knowledge they need to know.

The school quickly identifies pupils with SEND. Teachers use 'pupil passports' effectively in order to support pupils' needs. The school has successfully developed strategies to support pupils who are not confident readers.

Specialist teaching rapidly addresses weaknesses in pupils' phonics, grammar and comprehension. Teachers model reading and encourage pupils to read in and outside school. This is helping to improve pupils' reading across the school.

The school understands the importance of attendance. It takes highly effective and successful action to work with the small number of families in which pupils' absence is higher than it should be. Attendance remains a key priority for the school and community.

The personal, social, health and economic curriculum is well planned and sequenced. Pupils learn about topics such as healthy relationships and online safety well. The school provides pupils with the opportunity to develop their knowledge and awareness of cultural diversity.

A comprehensive careers programme is in place for all pupils. Pupils engage enthusiastically with this programme.

All leaders, including those responsible for governance, understand how the school's local context impacts pupils' learning and attendance.

The trust has provided rapid and effective support to develop the school. This has helped the school to improve. Leaders have implemented a well-thought-out professional development programme for staff.

Staff feel very well supported and consulted about policy changes. Leaders carefully consider staff workload, of which staff are appreciative.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, teachers do not always check that all pupils understand and remember what they have learned. This means that staff do not always fully know whether pupils have secured the necessary knowledge and skills they need. The school should ensure that all teachers consistently check pupils' understanding in the key knowledge they need.

• Some teachers do not always adapt their teaching to ensure that all pupils are supported or moved on in their learning in some subjects. This means that pupils do not always have the opportunity to address gaps or deepen their knowledge and key skills in these subjects. The school should ensure that all teachers consistently adapt their teaching to enable all pupils to develop the relevant knowledge and key skills.