Bosworth Academy

Highlights from Latest Inspection

What is it like to attend this school?

The school has high expectations of what pupils can achieve. Pupils are encouraged to 'be better than you thought you could be'. There is strong focus on helping pupils develop the '6 Cs' of character, citizenship, collaboration, communication, creativity and critical thinking.

Pupils explore these '6 Cs' during tutor time, in lessons and across the wider curriculum. They understand how these aspects prepare them well for future challenges.

Pupils feel safe in school and are well supported.

They know who they can talk to if they have any concerns. Pupils say that bullying is rare. Most pupils think that the school deals with any bullying issues well.

...>Most parents agree. The school is calm and orderly. Pupils usually behave well in lessons and during unstructured times.

Pupils are punctual to lessons and most attend school well. There are positive and mutually respectful relationships between staff and pupils.

There are plenty of opportunities for pupils to contribute to school life and develop their leadership skills.

Older pupils mentor their younger peers. Sixth-form students help pupils in key stage 3 improve their reading. Some pupils value being a member of the student council.

Others promote diversity as 'Stephen Lawrence diversity ambassadors'. Pupils also enjoy being sporty or creative, for example, by taking part in Bosworth Productions, playing football or basketball and contributing to 'live lounge' sessions.

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

There is an ambitious and well-planned curriculum in place for all pupils, including pupils with special educational needs and/or disabilities (SEND).

The range of subjects that pupils learn reduces in Year 9 when they begin to study their key stage 4 courses. However, the English Baccalaureate is at the heart of the school's curriculum. This means that most pupils continue to study a modern foreign language.

Most teachers use their strong subject knowledge to deliver the curriculum effectively. However, leaders do not always have a precise understanding of how well staff use the school's agreed practices to deliver the curriculum. This means that sometimes inconsistencies are not always addressed.

Teachers know what pupils should learn and when. This helps pupils to build on previous knowledge. As a result, most pupils including pupils with SEND, achieve well.

Most teachers explain new content clearly. They carefully explain learning activities to pupils. On occasions, this is not done well.

This means that sometimes, some pupils are unsure of what to do and do not always complete their work.

Most teachers use effective questions to develop and extend pupils' learning. Sometimes, some teachers do not always check pupils' understanding carefully enough.

This means that sometimes gaps in learning or misconceptions are not addressed. As a result, some pupils do not learn as well as they could.

Teachers get clear information about how to meet the needs of pupils with SEND.

Most teachers use this information well. This means that pupils with SEND can access the same curriculum as their peers. Most pupils with SEND achieve well.

The school has prioritised reading. There is a detailed programme in place to develop pupils' love of reading. Pupils who need extra help to read fluently get the support they need to catch up with their peers.

Students in the sixth form experience an ambitious curriculum across a broad range of subjects. Sixth-form teachers use their expert subject knowledge to deliver the curriculum effectively. Students benefit from high quality support and guidance.

This helps students to progress through the curriculum and achieve well. They are well prepared for their next steps. Many students move on to suitable education or training placements, or employment.

The school has high expectations of pupils' behaviour. Pupils understand how they should behave and demonstrate this in lessons. Low-level disruption in lessons is rare.

When there is some off-task behaviour in some lessons, teachers do not always address this. This means that a few pupils do not always engage well with their learning.

The programme to support pupils' personal development and to develop their character is well planned.

Pupils know to treat others who may be different from them with respect. The school's work on anti-racism supports this well. Pupils value learning about different religions and cultures.

They know how to keep themselves safe online. They learn about healthy lifestyles and the importance of consent. However, some pupils do not have a secure understanding of fundamental British values.

This means that some pupils are not as well prepared for life in modern Britain as they could be.

Staff are very proud to work at the school. They feel well supported and access a wide range of opportunities to support their professional development.

Those responsible for governance fulfil their statutory responsibilities and hold leaders closely to account.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some teachers do not always check pupils' understanding well enough.

This means that gaps in learning and misconceptions are not always addressed. As a result, some pupils do not learn as well as they could. The school should ensure that all teachers systematically check pupils' understanding so that the learning can be adapted to ensure that pupils secure the knowledge they need.

• Some pupils do not have a secure understanding of fundamental British values. This means that they are not as well prepared for life in modern Britain as they could be. The school should ensure that all pupils have opportunities to develop their understanding of fundamental British values.

• The school does not have a precise understanding of how well staff are implementing agreed practices to deliver the curriculum. This means that a few elements of curriculum implementation are inconsistent. The school should ensure that quality assurance procedures give an accurate view of how well staff are implementing the curriculum so that any inconsistencies can be addressed.

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