Bay Leadership Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils, and parents and carers, place this school at the heart of their local community.

Pupils said that they value the many opportunities that they are offered to contribute to local causes. These include a monthly big cook for food banks, litter picking in the local area and fundraising for charities.

Pupils said that they are happy and proud to be part of this school.

They said that teachers have increased their expectations of what pupils can and should achieve in lessons. Overall, pupils achieve well. They benefit from a well-planned curriculum.

Pupils are aware that leaders expect them to behave appropriately. Pupils clearly outlined the behav...iours that are not tolerated at this school. They explained that teachers apply the behaviour policy consistently well.

This means that pupils remain focused on their learning in most lessons.

Pupils said that they feel safe in school. They said that the pastoral support that they receive is supportive and effective.

They said that relationships with teachers and with their peers are strong. Pupils recognised the importance that leaders place on tolerance and diversity in their school community.

Pupils are confident to report any concerns about bullying or other issues to adults.

They are confident that bullying, unwanted sexual behaviour and the use of derogatory language will not be tolerated.

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

Leaders are ambitious for pupils. They have carefully considered the curriculum that they want pupils to learn.

The order in which pupils learn new topics and concepts has been well thought out. Lessons are designed to ensure that there are regular opportunities for pupils to revisit prior learning. Teachers deliver the curriculum well.

They choose appropriate activities to help pupils to learn new knowledge.

Teachers use a range of suitable assessment strategies across all subjects. Leaders are quick to use this information to identify any gaps in pupils' learning.

An effective programme of timely support helps pupils to address any misconceptions and to recap on any missing knowledge. As a result of an effective curriculum, pupils, including those with special educational needs and/or disabilities (SEND), achieve well.

Leaders work well with local primary schools to help pupils with SEND to transfer smoothly into Year 7.

Staff are well trained to identify any potential additional needs that pupils across different year groups may have. Teachers skilfully use the information that is provided by leaders to adapt the delivery of the curriculum for pupils with SEND.

Leaders ensure that pupils develop a love of reading.

They provide many experiences to expose pupils to a range of genres and different texts. Pupils enjoy opportunities to share and discuss what they are reading with their peers during form time. Many pupils are building up their reading knowledge well.

However, leaders do not always diagnose the exact cause of the difficulties that some pupils have with reading. This means that some of these pupils do not catch up with their reading knowledge as quickly as they should.

Staff are well trained to apply the behaviour policy as intended.

Pupils understand the consequences of any poor behaviour. They said that staff are fair. Overall, pupils are respectful to each other and to the staff in school.

Leaders have devised a wide range of opportunities for pupils to develop their personal skills and their character. Leaders ensure that pupils have the chance to develop their leadership skills. Pupils become charity leaders, sports leaders and arts leaders who take on responsibilities across the school.

Leaders ensure that pupils improve their mental and physical health as an integral part of the wider personal development programme.

Leaders have built effective links with businesses in the local community. This is to provide opportunities for pupils to learn about different types of work.

There are events across Years 7 to 11 to help pupils to make decisions about their future. Leaders have made close links with a range of post-16 providers to support pupils as they move into the next stage of their education and training.

Governors and trustees are ambitious in their vision for the school.

This vision is shared by the staff and the community. Governors have a secure understanding of what is happening in school. They ensure that they use their expertise to question leaders effectively.

Leaders understand their statutory duties, including their responsibility to promote equality of opportunity in all aspects of school life.

Safeguarding

The arrangements for safeguarding are effective.

Leaders know the local context of their school very well.

They have thought carefully about what support potentially vulnerable pupils and their families require to keep them safe. Leaders use an appropriate range of external agencies to support pupils.

Staff are well trained in leaders' safeguarding procedures.

They know to record any concerns that they may have. Staff do this diligently to ensure that there is a clear picture of pupils' well-being. Records are kept securely.

Pupils are taught how to keep themselves safe through the main curriculum and beyond. This includes topics that relate to online safety and how to have a healthy relationship.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders do not always identify the specific aspects of reading that some pupils find more difficult.

This means that these pupils do not improve their reading knowledge as quickly as they should. Leaders must ensure that they diagnose the deficits in pupils' reading knowledge with precision. This is so that those pupils who are behind can catch up quickly with their peers.