Blenheim Park Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils love attending Blenheim Park Academy. Pupils are confident in school.

One pupil summed up the ethos of the school when they said, 'The best thing about this school is the communication between adults and pupils'. This supportive approach allows pupils to feel listened to and build respectful relationships.

Pupils behave well.

All pupils get along and enjoy their social times together. Trained pupils are peer mediators to support friendships, but say they are rarely needed as pupils get on so well. When pupils do need a little support socially, trained staff help them.

Pupils know that mistakes are part of learning and develop as resilient indi...viduals. If ever pupils do feel sad, they know Olive the school dog will be on hand to cheer them up.

The responsibilities pupils hold such as school councillors give them an active voice.

They make important decisions such as choosing sports clubs and deciding on new play equipment. These meaningful roles mean pupils develop as leaders.

Pupils talk positively about the experiences they have had such as residential trips.

They also enjoy the sports clubs in football, dodgeball and yoga. These are very well attended. Pupils would however like to do more.

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

There have been positive recent changes to improve the quality of education at the school.

The curriculum in the core subjects is well established. It is carefully planned and ordered.

This ensures pupils develop and build upon their knowledge over time. However, the wider curriculum is at different stages of development. Some subjects have been in place for a significant period of time.

In these subjects, there is a clearly planned curriculum. Pupils build on what they have learned previously and talk confidently about what they have learned. For example, in art, pupils talk knowledgeably about different artists they have studied.

They know the key elements of different art movements.

In a few other subjects, recent changes are being implemented. In these areas of the curriculum, pupils' learning is less secure.

Pupils struggle to connect their learning. Staff are not clear about the precise knowledge they want pupils to learn and remember. As a result, learning in these subjects is inconsistent.

Consequently, pupils occasionally develop gaps in their knowledge.

The school prioritises reading. There is a well-planned early reading curriculum in place.

Trained staff teach reading in a clear way, which pupils understand. Pupils access well-matched books to their stage in learning. When pupils fall behind, this is recognised quickly as their progress is checked regularly.

This enables staff to adapt learning and fill any gaps in knowledge. Consequently, pupils learn to read fluently and achieve well.

The school has focused on developing the early years curriculum.

It is clearly planned and ensures all activities are meaningful. Children access tasks led by adults and follow up their learning with purposeful activities in a rich environment. Trained adults interact well with children to develop their communication and language skills.

As a result, children achieve well in early years and are being prepared for Year 1.

Pupils with special educational needs and/or disabilities (SEND) access the full curriculum. These pupils are carefully identified.

Appropriate adaptions such as the use of specific resources are in place for pupils who require these. This contributes towards pupils with SEND being able to access the curriculum and achieve well alongside their peers.

Behaviour is a strength.

Pupils talk about behaviour with adults and understand the impact it has on their learning and the learning of others. Pupils understand this, and they make the choice to behave well. Pupils are kind and considerate of each other and get along well.

This means learning proceeds without interruption in class.

A well-planned personal, social and health education programme means pupils develop a good understanding of how to stay safe and live healthy active lives. Pupils value the wider opportunities offered such as a trip to London and the sports clubs they attend.

While pupils are respectful of different cultures and beliefs, the curriculum and opportunities pupils have do not offer pupils enough experiences beyond their local community. This means they do not fully develop a deep understanding of life beyond the local area. This means they are not as prepared as they should be for life in modern Britain.

The trust knows the school well. It supports and challenges the school to ensure it continues to improve. Staff value the support offered by school and trust leaders around their professional development and well-being.

They feel valued and part of the team.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some curriculum areas are being reviewed.

Where this is the case the curriculums are not as effective as those that are more developed. The school must ensure the curriculum content in the less developed subjects is considered carefully so that a cumulatively sequenced curriculum and assessment system are in place across all subjects. This will enable pupils to learn and remember the key knowledge successfully across the whole curriculum.

• The school offers a limited range of experiences and opportunities beyond the local community. Pupils do not regularly experience trips and visits to help them relate and contextualise their learning beyond the local area. As part of curriculum development, leaders, including the trust, should consider the essential experiences and opportunities they want pupils to have in order to fully prepare themselves for life in modern Britain.

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