Budmouth Academy Weymouth

Highlights from Latest Inspection

What is it like to attend this school?

Budmouth Academy's extra-curricular offer is a strength of the school. The majority of pupils take part in the wide range of clubs and activities, including the Combined Cadet Force and the Duke of Edinburgh's Award. Many pupils take on leadership roles, for example as anti-bullying ambassadors or academy council representatives.

This extends to the sixth form, where there is a strong focus on community service.

The school's published examination results are below national averages in many areas. The expectations of what pupils should know and be able to do are not consistent.

Pupils do not learn consistently well across the curriculum. The school is ambitiou...s for all its pupils, but this ambition does not yet translate into pupils' achievements. Provision in the sixth form is stronger.

The school has high expectations of pupils' conduct and the majority of pupils meet these. The school is calm and orderly. High-quality pastoral care means pupils feel safe and well cared for.

They have strong relationships with staff. There is a balance between nurture and the effective use of sanctions, which means pupils know what is expected of them and know that a range of trusted adults are available to support them.

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

The curriculum is not planned well in some areas.

In these subjects, the school has not identified the most important knowledge that all pupils need to know. In some subjects, the activities pupils complete do not ensure that pupils learn effectively. For example, pupils may write definitions of words or concepts, but they are unable to recall them or apply them to new learning.

Teaching in some subjects does not always check that all pupils have understood material before new content is taught. As a result, many pupils do not remember what they have learned and they do not connect new knowledge to what has come before. Pupils' work does not reflect what the school has intended pupils should learn.

This is particularly the case for pupils with special educational needs and/or disabilities (SEND). Many pupils do not take pride in their work.

The school is ambitious for pupils to study the full suite of subjects in the English Baccalaureate.

However, the curriculum is not strong enough in its design or delivery to ensure success in all these subjects. While the curriculum has developed over the last few years, some subjects are more developed than others. As a result, the school's published outcomes are weak.

This is not the case for students in the sixth form. In the sixth form, students value the range of courses available and most students learn effectively. Teachers are skilful in providing appropriate work that is demanding for students, and in providing additional support when needed.

There is a sharp focus on pupils who are at the early stages of reading. Struggling readers are supported to catch up. The school's work to create a love of reading is less developed.

However, many sixth form students support younger pupils with reading. They are proud to make a contribution to the school community.

Pupils with SEND are accurately identified and there is strong personalised support in place when needed.

Pupils in the specially resourced provision for pupils with SEND (specially resourced provision) access a large proportion of mainstream lessons because they are well supported by staff. Support for other pupils with SEND in lessons is more variable. The work they are given is not always matched to their needs.

Pupils behave well. Disruption to learning is rare, and, when it does occur, there are clear and well-understood processes in place. The school works tenaciously to ensure pupils attend well.

There is a range of support available for pupils who struggle with their mental health and well-being. This level of care extends to the sixth form, where a new pastoral hub is valued by students.

The school has prioritised character development, which is effective in some areas.

Pupils describe their school as respectful and tolerant. They understand how to keep themselves safe and healthy. However, pupils' understanding of fundamental British values and other cultures in variable.

The school provides a range of opportunities for all pupils to experience the world of work. This is a particular strength in the sixth form, where students complete an 'aspirations employability diploma' as part of their programme of study. Students develop an understanding of a range of careers, working closely with employers, preparing them well for their next steps.

The trust has supported the school to make necessary improvements. This work, by the trust and school leaders, is ongoing, particularly in relation to curriculum development and ensuring all staff have the support they need so that pupils learn consistently well.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, leaders have not considered with sufficient precision what pupils need to learn and in what order. This sometimes leads to inconsistencies in how well the curriculum is delivered. As a result, pupils are learning less effectively in these subjects and teachers do not always know what to assess.

The trust should ensure that the curriculum is designed and sequenced effectively in all subjects. ? The work and activities that pupils are allocated do not always enable them to acquire new knowledge or build on what they have learned before. As a result, pupils' recall is not secure and gaps in their knowledge persist.

This is reflected in published outcomes and pupils' recall about their learning. The trust must ensure that work and learning activities focus on developing pupils' knowledge, so that pupils know and remember more, and achieve more highly. ? The checks on pupils' learning are not used effectively by some teachers to identify gaps in pupils' knowledge.

This hinders teachers' ability to address pupils' misconceptions or pick up on any missed learning. This affects pupils with SEND disproportionately. The trust should support teachers to use appropriate assessment strategies which enable pupils to achieve well across the curriculum.

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