Atam Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Atam Academy have positive, committed attitudes to their learning. The school's curriculum is ambitious for all, including those with special educational needs and/or disabilities (SEND). Pupils work hard and typically achieve well, including in national assessments.

The school has high expectations for pupils' behaviour. Children settle quickly into established routines in early years and cooperate well. Across the school, there is an orderly environment for learning.

Pupils are respectful and reflective. The school takes action to ensure that pupils are safe. For example, pupils learn about the importance of being aware of the risks when online.

T...here are few incidences of bullying. Pupils know how to report any worries they may have. Staff resolve any such concerns swiftly.

Pupils understand the importance of the school's values. They enjoy learning about Sikhism and celebrating festivals such as Vaisakhi, as well as being taught about other religions and perspectives.

The school offers a rich range of additional activities and visits, across the primary and secondary phases.

Pupils have opportunities to attend a range of clubs, as well as visiting local places of interest, such as temples and museums.

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

Since the previous inspection, leaders have introduced a broad and more ambitious curriculum, that matches the scope of what is expected nationally. The knowledge pupils are expected to learn and remember is clearly defined and well-sequenced from early years to Year 11.

Across most subjects this enables pupils to build and consolidate their knowledge and understanding as they move through the school, so that they achieve well.

Teachers have good subject knowledge. They value the opportunities that the school provides to develop their professional practice and to learn from others.

For example, secondary subject specialists provide effective support to staff in the primary phase, to strengthen their subject-specific knowledge. Most teachers explain ideas and concepts clearly, matching activities well to intended outcomes. They typically identify gaps in pupils' knowledge and revisit learning to secure pupils' understanding.

In a few subjects, the curriculum is not implemented consistently. In these instances, teachers do not check carefully enough whether pupils have secured the knowledge they need, before moving on. This means that pupils are not always able to remember and apply their prior learning with confidence.

The school has placed high priority on the importance of reading, right from the start in early years. In Nursery, children begin to develop their vocabulary through joining in with familiar songs and stories. From the Reception year, children follow a structured phonics programme which helps them to become fluent, confident readers.

Staff have received effective training and teach with precision. They use assessment well, to identify any pupil who may be falling behind, providing support to ensure that they catch up. The school promotes a love of reading throughout the school.

For example, pupils visit the library regularly and enjoy reading and engaging with high quality texts in class.

Pupils behave well in classrooms around the school. They are courteous to visitors and to each other.

Pupils attend well. Staff take swift and decisive action if a pattern of concern is identified. The school works closely with a range of external agencies to support pupils' well-being.

Staff identify the needs of pupils with SEND and put support in place to ensure that these pupils access the full curriculum. Records of behaviour, attendance, progress and welfare are well-organised and enable staff to provide extra support to pupils when it is needed.

The school has a well-planned and extensive personal development programme.

This is underpinned by the school's Sikh values, which include resilience, love and compassion. Pupils are encouraged to discuss and debate ideas and perspectives. They are interested in difference and diversity, recognising and exploring different beliefs, for example.

The school offers a range of clubs and activities designed to develop talents and interests. Pupils, including those who are disadvantaged, participate actively in sports, arts and cultural clubs and visits.

The school has recently been through a period of turbulence, which has unsettled a number of parents and staff.

While the school has communicated with parents and worked with relevant agencies, there is more to do to rebuild trust with all members of the school community. Most staff feel well supported, and value the school's 'open door' policy. The majority of parents would recommend the school, though some have concerns, including in relation to communication and changes in staffing.

Governors are well-informed and understand their statutory duties. They draw on a range of information to maintain a clear strategic oversight of the school, holding leaders to account for ongoing improvement. They understand that there is more to do to ensure that the positive improvements that have taken place since the last inspection continue.

This includes on-going work with the school community through strengthened communication.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, and aspects of early years, the curriculum is at an earlier stage of design and implementation.

In these instances, the tasks and activities chosen do not always match the ambition of the planned curriculum. Similarly, assessment is not used consistently to check and address misconceptions before moving onto the next aspect of learning. This means that some pupils do not secure the knowledge they need as securely.

The school should ensure that that staff have suitable training to implement the curriculum effectively, regularly checking the impact of actions taken. ? Some parents have concerns about the school, following a recent period of turbulence. The school should strengthen their communication with parents, to continue building trust and engagement.