Camulos Academy

Highlights from Latest Inspection

Outcome

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

The headteacher of this school is Lisa Frith-Sly.

This school is part of REAch2 Academy Trust, which means other people in the trust also have responsibility for the school. The trust is run by the chief executive officer (CEO), Cathy Paine, and overseen by a board of trustees, chaired by Gavin Robert.

What is it like to attend this school?

This is a warm, friendly school where everyone is welcome.

Pupils enjoy coming to school because they know that they are valued for their individuality.

Staff have high expectations of pupils. They support pupils... to demonstrate 'learning powers' to help them in their lessons.

Pupils strive, for example, to be reflective and resilient because they know it will help them with their learning. They know the importance of working hard and contributing to discussions. Pupils are confident to talk about what they have been learning and how this has developed over time.

As a result, pupils learn well.

Pupils are kind and respectful. They behave well.

They have strong relationships with each other as well as adults. Pupils have someone that they can talk to if needed, and they know that they will help them.

Pupils have a wide variety of opportunities in addition to the academic curriculum.

They can access leadership roles where they know they can make a difference to the school. For example, the eco-monitors have ensured there are a variety of recycling bins around the school for pupils to access. There are a wide range of clubs that develop pupils' talents and interests.

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

The school has a broad and ambitious curriculum that interests pupils and is relevant to the local area. Staff have good subject knowledge that they deliver in an engaging way. The school has a consistent approach to teaching.

Staff carefully model the work to pupils. They give guidance quickly and effectively, so that pupils can move forward with their learning. Staff check pupils' understanding of topics through 'Camulos question time', which the school has developed.

Staff ensure that pupils revisit key knowledge regularly to help pupils remember it. Pupils talk confidently about their learning, giving examples where appropriate.

Pupils with special educational needs and/or disabilities (SEND) have their needs met across the curriculum.

There are clear processes in place to identify pupils with SEND. Staff are well trained and have secure knowledge of adaptations that ensure that pupils with SEND are fully included in the curriculum. However, for some pupils with SEND, the next steps in their learning are not identified clearly.

This means teachers do not always know if pupils have achieved their next steps and are ready to move on to a new target.

The school prioritises reading. Well-trained staff teach phonics consistently throughout the school, starting in the early years.

Any pupils who need additional practice or support receive it, enabling them to catch up. Pupils enjoy the wide range of texts that they have access to in school and online. Pupils practise their reading as much as possible, which enables them to become confident and fluent readers.

There is a clear and well-understood behaviour policy in the school. Pupils know the consequences for the different types of behaviour. Staff analyse situations and work with pupils and their families when incidents do occur.

This ensures that pupils are well supported and behaviours are not repeated. The school supports families to ensure good attendance from all. Therefore, pupils attend school well.

The school has carefully thought through its personal development programme. It ensures that all aspects of what pupils are learning tie together. This includes assemblies, cultural celebrations, charity work and the school's 'learning powers'.

Pupils are confident in communicating this work as well as the work they complete as part of their personal, social and health education curriculum. They discuss scenarios and use these to reason through different situations. Pupils are passionate to complete the 11 experiences that the trust sets out for them to achieve before they turn 11 years of age.

One of these is to cross a border. Therefore, pupils in Year 6 travel to France for a residential visit.

Staff enjoy working at the school.

They work in a supportive environment where they can ask anyone for help and support. Staff's professional development is well thought through and considered by the school and trust. The school carefully considers deadlines to ensure that staff workload is well managed.

The trust and the school work well together, both having high aspirations for all pupils.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• For a few pupils with SEND, learning targets lack precision.

This makes it difficult to measure the success of the target and when it is suitable to move the target on. The school should ensure that these pupils' targets are clearer, so success of the target is known by all. This will help all pupils with SEND to achieve as well as they could.

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 to be good 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 good for overall effectiveness in July 2019.

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