Bushbury Lane Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils love being part of this inclusive and caring school.

The school is committed to giving pupils the very best experiences. Staff have high expectations of pupils and pupils live up to these.

All children, including the most vulnerable, know what is expected of them and they rise to achieve it.

There are high aspirations for pupils to do, to be and to achieve, the very best they can. The strength of relationships permeates all aspects of school life, helping pupils to overcome challenges and engage in all the school offers. As a result, pupils' engagement and outcomes are exceptional.

Staff know pupils well. There is an atmosphere of aspiration a...nd care for what children at this school can achieve. Pupils feel proud of their school.

They say that teachers want them to be 'the best versions' of themselves and that teachers 'help us in every way'. They enjoy their learning and they take part in the many extra opportunities the school offers. The wider experiences, such as '11 b4 11', help pupils to develop life skills and prepare them for life outside school.

Pupils speak with maturity and demonstrate exceptional kindness towards those with additional needs. They are keen to share their thoughts and to talk about their learning. Their faces light up when they remember previous experiences, trips and visits.

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

Leaders work exceptionally well together to provide an excellent education to pupils and to the community. The range of expertise and resources across the trust ensures a positive culture for school improvement, where there is a balance of challenge and support. Pupils speak highly of their school and the way in which staff help them to be the best they can be.

Leaders have a clear and ambitious vision for providing all pupils with a high-quality education. Their shared values and practice are evident. There is a focus on improving teachers' subject knowledge, pedagogy and use of assessment through regular monitoring and feedback.

Leaders provide ongoing professional development to support and develop staff at all levels.

Pupils with special educational needs and/or disabilities (SEND), those who are disadvantaged and those who join school later progress well. The provision for pupils with SEND is exceptional.

There is a seamless approach to adapting lessons to ensure that all pupils access a curriculum that meets their individual needs.

Reading is at the heart of the school's curriculum. Children learn to read as soon as they start school.

Reading experiences, such as the 'poetry basket' and reading areas in early years, support the teaching of phonics. Pupils who struggle to read are given the bespoke support they need. As a result, these pupils are catching up quickly.

The reading café is a particular highlight of the school. It has a wide variety of high-quality texts to excite pupils' interest and to extend their love of reading. Older pupils enjoy listening to the stories their teachers read to them.

The library is regularly equipped with new books and books by new authors to stimulate pupils' interests.

In early years, children benefit from meaningful learning across the curriculum. Staff are knowledgeable about the areas of learning they teach.

The curriculum has been adapted to meet the learning needs of children, including those with SEND. Children make excellent progress. Staff present information clearly to children, promoting and facilitating appropriate discussion about what they are teaching.

They regularly check children's understanding. Staff read to children in a way that excites and engages them, introducing new ideas, concepts and key vocabulary. They model language effectively well throughout the day and through a range of activities.

This means that children in early years are well prepared for their next stage.

The school works tirelessly and consistently to provide opportunities and experiences to enhance pupils' personal development. There are opportunities for pupils to broaden their experiences beyond the academic curriculum.

For example, they benefit from a wide range of clubs and activities that encourage and nurture their interests, such as a musical theatre club. These wider opportunities support them to become confident, resilient and independent. The vocabulary that pupils use is impressive as they demonstrate the depth of understanding and knowledge they have of the concepts taught.

The planned rich experiences considerably strengthen the school's offer to all pupils. For example, visits to the Royal Botanical Gardens and the battlefields in northern France are fully subsidised to allow all to attend.

Safeguarding

The arrangements for safeguarding are effective.