Ark St Alban’s Academy

Highlights from Latest Inspection

What is it like to attend this school?

Many pupils and staff are proud of their school and the way in which it respects and reflects the diversity of their community. Most pupils work hard in lessons as they want to fulfil the school's high aspirations the school has for them.

They achieve well and successfully move onto the next stage in their education. These high standards and outcomes are the same in the sixth form, where students demonstrate an impressive level of personal motivation.

Pupils know that the school has high expectations of their behaviour and most meet this standard.

The 'homeroom' model means pupils spend many of their lessons in the same room within their year 'hub' but also g...et to use specialist spaces for practical and creative subjects. This means pupils do not have to move around the school as often between lessons. This contributes to the calm and orderly environment.

Pupils value the real-life scenarios used in their 'character' lessons and how these help them learn about how to stay safe, value difference and have healthy relationships. Many pupils attend the range of extra-curricular clubs on offer. Pupils and sixth form students contribute positively to the school community through leadership roles that include anti-bullying ambassadors and peer mentors.

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

The school has made changes to the curriculum since the previous inspection. Consequently, all pupils now benefit from a broad and ambitious curriculum. The number of pupils following the English Baccalaureate (EBacc) group of qualifications is rapidly rising.

The curriculum is well-sequenced to ensure that pupils build their learning in steps as they move from Year 7 to Year 13. Pupils in key stages 4 and 5 achieve strong outcomes, often higher than the national average.

The quality of the curriculum is enhanced by the strong subject knowledge of staff.

Through trust networks, every teacher is supported in becoming a better teacher in their subject. They offer clear explanations of new learning and provide frequent activities for pupils to practise applying their learning independently. However, there are not enough opportunities for pupils, or sixth form students, to discuss their learning in detail or deepen their understanding.

Pupils apply themselves well to their learning. Older pupils take pride in organising their work in a way that will help them to revise effectively as they approach exams. The school has ensured that all subjects carefully check how much pupils have understood at the mid and end points of each unit.

The information from these assessments is used well to inform future teaching. The checking of understanding at the point of learning is less secure. Some subjects do this well, but the standard is inconsistent across the school.

There have been noticeable improvements to the quality of support for pupils with special educational needs and/or disabilities (SEND). There is a determination that these pupils will be academically and personally successful; this is why they achieve well. Their needs are carefully identified and shared with staff via useful 'pupil passports'.

Staff use these to make appropriate adaptations to learning.

Staff and pupils know that reading well is important. The school assesses the reading skills of pupils in all year groups so that those who are not reading at an age-appropriate level are identified.

These pupils receive the personalised support they need to become confident, fluent readers. Many make very rapid progress.

Pupils are well prepared for the future.

They receive high quality guidance about careers and future options. They learn study and organisational skills. Through the high-quality 'character' curriculum, form times and collective worship, they learn about themselves, other groups in British society and how to contribute positively to the world they live in.

However, although all pupils are very clear about the importance of respect for others, there are a few who persist in using disrespectful language towards other pupils. This is a shame as it detracts from the sense of warmth and community that is otherwise experienced around the school.

Pupils know that staff care about them and have their best interests at heart.

This is one of the reasons why attendance is high. The school does all it can to encourage better attendance from those pupils who are persistently absent; this number is reducing thanks to the strength of this work.

The trust provides different levels of support which have helped to strengthen several areas of the school since the previous inspection.

Pupils enjoy opportunities to compete in sports against other trust schools, or to apply for the music scholarship programme. Staff appreciate the professional development they receive and know their work is valued.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• There are not enough planned opportunities for sustained and meaningful discussion in lessons. This means that pupils do not always get the chance to deepen their understanding or rehearse their thinking before writing. The school should ensure that there is an effective strategy to support all pupils developing their oracy skills to support their learning across the curriculum.

• Although there is strong, consistent practice in checking pupils' learning at the mid and end points of units, checking that pupils have secured their learning 'in the moment' is less secure. As a result, some misconceptions or gaps in knowledge go unnoticed or pupils do not move on to the next step in their learning when they are ready to. The school should ensure that the best practice is shared so that all staff are confident in checking pupils' understanding at the point of learning and adapting learning accordingly.

• A small group of pupils use disrespectful language towards their peers. The comments they make mean that some pupils do not feel valued for who they are. The school should ensure that there are effective processes in place for all groups of pupils to share these experiences so that the school can take appropriate action in response.

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