Bishop Young Church of England Academy

Highlights from Latest Inspection

What is it like to attend this school?

The school has high expectations of pupils' behaviour and conduct. The majority of pupils meet these expectations consistently.

Lessons are typically free from disruption. If pupils fall short of these expectations, the school provides pupils with personalised support to improve their behaviour. Many do make improvements over time.

Bullying of all kinds is rare. Pupils recognise the school as an inclusive and accepting environment. One pupil captured this when describing the school as 'united'.

The school's 'Bishop character' curriculum helps to promote its Christian ethos. In these lessons, pupils discuss and debate important topics, including the protected ...characteristics and how to keep safe and healthy. Pupils learn about opportunities for further education and training.

They receive appropriate careers advice and guidance. This helps to raise pupils' aspirations of what they can achieve. Leaders know the importance of more pupils progressing into further education, employment or training as this support further embeds.

Pupils access a range of enrichment activities. These include sporting and performing arts activities, and more diverse opportunities, such as mock bar trials and a combined cadet force. Many pupils, including disadvantaged pupils, make use of these.

The school's 'Next Gen leaders' pupil group promote projects such as the school's community garden and textile recycling initiative.

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

Published examination outcomes are not representative of the quality of education that current pupils receive at the school. The curriculum, especially in key stage 3, is richer, more ambitious and prepares pupils for their future studies better than previous pupils.

A significant proportion of pupils join the school at non-standard times, including many after pupils begin their GCSE courses. The school supports these pupils well. However, their outcomes impact negatively on the school's published examination results.

The school provides staff with high-quality training. This includes specific training in the subjects they teach. Teachers use their knowledge to deliver effective lessons that support pupils to learn the school's carefully planned curriculum.

The school effectively promotes purposeful discussion and use of subject-specific vocabulary through its focus on oracy. Pupils produce work of a high standard. Pupils who miss learning through absence are supported effectively to catch up.

The school has effective systems to support pupils with special educational needs and/or disabilities (SEND). The school works with external agencies to access additional help, including securing education, health and care (EHC) plans, where appropriate. A small number of pupils with EHC plans access their learning through the school's 'Dovecote' provision.

They are well supported by the school and take a full part in the school's wider offer. In lessons, teachers make suitable adjustments to help pupils with SEND access the curriculum.

Reading and the development of language are given high priority in the school.

Leaders carefully identify texts, in a variety of subjects, that develop pupils' social and cultural awareness. Pupils in the early stages of learning to read receive the support they need. The school supports many pupils who are new to the country and/or who speak English as an additional language to learn to read fluently.

Many of these pupils achieve especially well.

Pupils' attendance at school remains too low. This limits how well some pupils learn the school's ambitious curriculum.

The school has reviewed its approach to securing regular attendance. Additional staffing appointments have been made, alongside working with external agencies, to provide further capacity. The school has an evidence-informed and targeted approach to increasing pupils' attendance.

There are some areas of significant impact, such as a marked reduction in persistent absenteeism. However, too many pupils continue to miss important learning through absence.

The school has taken a research-informed approach to making improvements since the previous inspection.

These strategies are improving the school's provision. Leaders at all levels, including those responsible for governance, are aligned in their approach. The school has effectively targeted its actions to address important priorities.

However, the school is not as effective at using the available information to evaluate the impact of its work. This limits how quickly the school can make decisions about whether a particular approach is bringing about the desired improvement or if an alternative strategy may be needed.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Too many pupils are frequently absent from school. These pupils miss important learning. The school should build on its effective catch-up and attendance strategies to secure regular attendance from more pupils.

• The school does not consistently and effectively evaluate the impact of its evidence-informed school improvement strategies. This slows its ability to respond and adapt when these are not working to improve pupils' provision as the school expects. The school should make use of available data and other information to evaluate the impact of its actions.