Bluecoat Wollaton Academy

Highlights from Latest Inspection

Outcome

Bluecoat Wollaton Academy has taken effective action to maintain the standards identified at the previous inspection.

The principal of this school is Philip Rowson. This school is part of Archway Learning Trust, which means other people in the trust also have responsibility for running the school.

The trust is run by the chief executive officer, Sian Hampton, and overseen by a board of trustees, chaired by Malcolm Trobe.

What is it like to attend this school?

Bluecoat Wollaton Academy has high expectations of what pupils can achieve. It provides an excellent education for pupils.

Pupils enjoy their lessons. They say that staff teach them well and make learning enj...oyable. Pupils, including those with special educational needs and/or disabilities (SEND), achieve exceptionally well.

Parents and carers appreciate the quality of care and support the school provides. As one parent commented, typical of many, 'Bluecoat is an amazing school, with teachers that genuinely care and want the best for the students.'

Every year, pupils enjoy a 'culture day' where they learn about and celebrate the different cultures in the school.

Pupils say that everyone is accepted and welcomed at school. The school is a harmonious and happy community. Pupils show high levels of respect for each other and staff.

They feel well-supported. They know they have many staff they can speak to if they have any worries. Pupils behave exceptionally well in lessons and at social times.

Pupils have an extensive range of high-quality opportunities to develop their character, talents and interests. For example, many pupils are proud to contribute to the school by being subject 'ambassadors' that champion key aspects of school life.

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

The school has designed a broad and ambitious curriculum for all pupils.

The school has carefully set out what knowledge, skills and vocabulary pupils will learn and when. Teachers use the school's agreed approach to delivering the curriculum exceptionally well. As a result, pupils make excellent progress through the curriculum.

Teachers have excellent subject knowledge. They explain new topics clearly. Teachers provide many opportunities for pupils to recap previous learning.

They skilfully check pupils' understanding and swiftly address any misconceptions. Teachers provide clear feedback that helps pupils to improve their work. This supports pupils in building securely on previous learning.

Pupils consistently produce high-quality work and achieve exceptionally well.

The school has prioritised reading. Staff are skilled in teaching pupils new vocabulary and regularly reinforce different reading strategies in lessons.

Pupils have well-delivered weekly reading sessions. Pupils who need extra help to read get effective support from well-trained staff. Pupils quickly develop the reading and comprehension skills they need to become confident and fluent readers.

Staff get detailed information about how to support pupils with additional needs. They use this information consistently well. For example, teachers use adapted resources and in-class support so pupils with SEND can access the curriculum and achieve well.

The school has high expectations of how pupils should conduct themselves. There are clear routines that staff and pupils understand and follow. Staff regularly reward pupils for meeting the school's expectations.

Pupils are motivated to do well and have excellent attitudes to learning. Pupils' rates of attendance are excellent.

The school has carefully designed an exceptional program for pupils' broader development.

Pupils learn about healthy relationships and how to be safe online and in the community. They have many opportunities to learn about different careers. The school provides meaningful activities for pupils to learn about fundamental British values and equality.

As a result, pupils have an impressive understanding of why these are important. They know to be tolerant and respectful to others, whatever their background. In the 'act of worship' and 'believe' sessions, the school encourages and gives examples of how pupils can make a difference in society.

There is a strong take-up of the school's extra-curricular activities by pupils, including disadvantaged pupils and those with SEND. For example, many pupils enjoy participating in the school band, choir, debate club, coding club and the school show.

Staff are proud to work at the school.

They benefit from high-quality professional development that develops their expertise in the teaching of the curriculum. Staff feel well-supported by leaders. The trust and those responsible for governance provide highly effective support and challenge.

Everything the school does is underpinned by its values of faith, hope and love. The school is determined to ensure that every pupil gets the best education possible.

Safeguarding

The arrangements for safeguarding are effective.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.

This school was, before September 2024 judged outstanding for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be outstanding for overall effectiveness in June 2018.