Bakewell Methodist Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at this school feel happy and safe. Many told inspectors that they 'love their school' and that their teachers 'know them well and care about them'.

They trust their teachers to take any worries they have seriously and say that bullying, if it did occur, would be dealt with quickly. They are proud of their school and describe it as a 'safe place for all, whatever their age, race or gender'.

Pupils behave well.

They understand the school rules and think they are fair. They like that their teachers help them to redeem themselves should their behaviour not meet the high standards set. They appreciate the rewards they receive.

There are many oppor...tunities to get involved in the local community. Recently, for example, pupils visited a local care home. They provided gifts to residents who had to spend Christmas alone and performed a nativity.

Leaders want to help broaden pupils' knowledge and experiences outside of the curriculum and beyond Bakewell.

The curriculum is not well planned in all subjects. Pupils do not gain the rich knowledge and skills that they should across the full range of subjects.

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

Leaders have begun to review the curriculum. They have started to identify what pupils need to learn in different subjects. This work has been too slow to start.

Recently, leaders have started to work with specialists from other schools. This joint work has made a significant difference in a short amount of time. Very recently, leaders have started to improve the curriculum in some areas such as reading and history.

Leaders have introduced a new phonics programme and have trained staff to deliver it. The books which pupils read as part of this programme are well matched to the sounds that they know. Pupils in Year 3 said that they 'enjoy reading in the big school'.

Each day, all pupils are involved in story time. Pupils enjoy listening to their teachers read. Leaders have purchased books for each classroom to spark pupils' interests.

The 'Bakewell brilliant books' have encouraged pupils to read different authors and genres and to develop a love of reading.

Some older pupils continue to struggle with reading. The reading curriculum, although improving, is not designed well enough to ensure that these pupils quickly gain the knowledge and skills they need to be confident readers.

The provision for pupils with special educational needs and/or disabilities (SEND) is effective. Parents are full of praise for the work that teachers do. Teachers have high expectations of what pupils with SEND can achieve.

Pupils receive appropriate support.

Pupils have positive attitudes to learning and are keen to learn. They behave extremely well and are courteous to their peers and teachers.

Pupils, including disadvantaged pupils and pupils with SEND, attend well.

The school encourages pupils to develop respect for others. Pupils have visited different places of worship.

They learn about how democracy works, for example through a visit from the local member of parliament. They enjoy getting involved in the Pupil Council. They know why equal opportunities are important and celebrate diversity.

Until recently, leaders have not taken the opportunities offered to work with others, share good practice or develop the skills of senior and subject leaders. New governors have helped to develop the skills and expertise of the governing body. Governors now have a strong vision for the school's further development.

Safeguarding

The arrangements for safeguarding are effective.

Leaders and teachers know pupils well and there are well-understood systems in place to identify pupils who may need help. Leaders work with external professionals so that pupils and their families receive the support they need.

When they need to do so, leaders escalate their concerns.

Some safeguarding records are not sufficiently detailed. Some policies are currently difficult for parents to access.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Curriculum planning has been insufficiently focused on the key knowledge that pupils need to acquire. There is little clarity about the end points that pupils should learn. This means that pupils do not gain the knowledge and skills they need in all subjects.

Leaders need to build on the start they have made to ensure that an ambitious and well-sequenced curriculum is in place that meets the needs of all pupils and enables them to succeed. ? Assessment does not enable teachers to routinely or consistently check how well pupils are learning the curriculum. The curriculum is not addressing some pupils' learning gaps.

Too much intervention means that some pupils risk falling further behind. Leaders must ensure that all teachers assess how well pupils learn the curriculum and address any gaps in their learning, enabling all pupils to succeed. ? The reading programme is not well planned across the school.

Some pupils do not catch up quickly enough in reading and are not well prepared for the next stage in their learning. Leaders should build on what they have already started in implementing the new phonics programme. They should ensure that pupils have the required reading knowledge to access the full range of subjects.