Bromley Trust Alternative Provision Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils get a fresh start here, particularly after previous difficulties in mainstream education. Leaders work effectively to improve pupils' attendance.

Staff build positive professional relationships with pupils. Pupils said that staff were kind and they trusted them to deal with any concerns. There is little or no bullying.

If it happens, teachers deal with it quickly. Leaders do not tolerate any derogatory language. As a result, pupils are kept safe and get on well with each other.

They enjoy collecting rewards.

Staff have high expectations of pupils' work and behaviour. Pupils behave well and remain focused in lessons.

Pupils' attendance... and achievement are celebrated, including through reward trips. Leaders provide breakfast for pupils each morning. Many pupils spend breaktime and lunchtime in conversation with staff.

Pupils are well prepared for their next steps. Teachers support pupils to develop essential literacy and numeracy skills. Secondary-age pupils are taught important life skills such as cooking and financial management.

They gain academic qualifications. Pupils enjoyed spending time with Tilly and Sadie, the school's therapy dogs.

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

Leaders identify gaps in pupils' knowledge and skills at the time pupils join the school.

This helps teachers to plan for pupils' individual needs. In the primary phase, leaders prioritise support for pupils' reading, English and mathematics development. In the secondary phase, pupils follow a broad curriculum which meets the ambition of the national curriculum.

Teachers ensure that pupils gain knowledge and skills that prepare them well for future learning. For example, in English, pupils have a wide experience of literature, including plays by Shakespeare.

Typically, teachers check what pupils understand and identify any knowledge that pupils need to go over again.

Sometimes, they do not select activities that consolidate pupils' learning. Where this is the case, pupils do not develop deep, subject-specific knowledge.

Leaders ensure that pupils are supported by a range of specialist therapists.

For example, pupils benefit from speech and language therapy, play therapy and rap therapy. Teachers use selected strategies appropriately to support pupils' learning, including using signs and symbols to develop the communication skills of younger pupils.

Leaders identify the needs of pupils with special educational needs and/or disabilities (SEND) quickly.

They support pupils with SEND effectively so that they catch up on learning. Teachers provide adapted resources to help pupils, including with their writing. All staff cater for pupils' individual needs carefully.

In the primary phase, the reading curriculum is well planned and sequenced. Pupils begin by learning individual letters and their sounds. They move on to blending sounds into words.

Pupils access books that match the sounds that they are learning. They enjoy story times with their teachers. In the secondary phase, teachers prioritise the teaching of vocabulary.

However, secondary pupils' wider reading opportunities are not fully in place. Leaders do not ensure that the support for a minority of weaker readers in the secondary phase is matched closely to these pupils' needs.

Teachers encourage pupils to improve and manage their behaviour.

Low-level disruption in lessons is rare, so pupils get on with learning, and the teaching of the curriculum is rarely interrupted.

Leaders support pupils' wider development exceptionally well. For instance, some pupils have opportunities to develop their skills and knowledge in home maintenance and horticulture.

Pupils go on many visits, including to the Science Museum and the Imperial War Museums. They are encouraged to raise money for charities. The personal, social and health education curriculum is planned very well to meet pupils' needs.

Primary-phase pupils are taught about the importance of being a good friend. Pupils in the secondary phase are taught about relationships, including the danger of toxic relationships. Pupils are exceptionally well prepared for future education and employment.

Careers lessons are enhanced by employer workshops and visits to local colleges. Pupils have ambitious plans for their futures.

Leaders engage well with staff, parents and carers.

Staff said that leaders are mindful of their workload and well-being.

Safeguarding

The arrangements for safeguarding are effective.

Staff are well trained to recognise the signs that a pupil might be at risk of harm.

They understand the safeguarding risks to pupils in their local area. Leaders work closely with external agencies to help pupils and their families. They are tenacious in following up referrals made to external authorities.

Leaders carry out the appropriate checks on staff to ensure they are safe to work with children. Pupils are taught how to keep themselves safe, including online. Pupils learn about the importance of consent in an age-appropriate way.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Sometimes, teachers in the secondary phase do not select activities that build up pupils' knowledge and skills securely. This limits the development of pupils' subject-specific knowledge and understanding. Leaders should ensure that all teachers are skilled to select activities that build and consolidate a deep body of pupils' knowledge and skills.

• Leaders do not ensure that pupils' wider reading opportunities in the secondary phase are fully in place. The support provided for a minority of weaker readers in the secondary phase is not consistently strong. Leaders must ensure that all pupils in the secondary phase are supported to develop their reading fluency and love of reading.