Castle Manor Academy

Highlights from Latest Inspection

Outcome

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

The headteacher of this school is Vanessa Whitcombe. This school is part of Unity Schools Partnership, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Tim Coulson, and overseen by a board of trustees, chaired by Christine Quinn.

What is it like to attend this school?

Pupils are part of a caring community. It is a place where the values of 'working hard, being kind' can be seen across the school. The positive relationships between staff and pupils ensure that there is a culture o...f trust.

Pupils are confident in the school's systems and the people who keep them safe.

Typically, pupils build broad knowledge across the curriculum. However, recent outcomes have been variable.

The school is taking appropriate steps to ensure these improve. Pupils are eager to learn as a result of their teachers' high expectations. The qualifications that pupils follow enable them to have choices about where they will go on to study.

Pupils appreciate the opportunities and information they receive that support them in making decisions about their future steps.

Pupils comment positively on the opportunities they have outside lessons. From participation in The Duke of Edinburgh's Award, The King's Trust and life skills projects, pupils develop strong leadership skills.

The 'Pupil Parliament' is a forum through which pupils can express their views and have a positive impact on school life. Pupils feel proud to hold positions of responsibility that enable them to benefit others, including local and national charities.

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

The school has reflected effectively on the outcomes of recent public examinations and is refining the curriculum appropriately.

Teachers have good subject knowledge as a result of the training they receive. Where teachers present subject content with clarity, pupils learn well. In some subjects, teachers do not routinely check pupils' learning for gaps in knowledge, misconceptions and errors.

As a result of this, pupils continue to misunderstand some important ideas, and mistakes persist. Furthermore, some pupils' work does not demonstrate what they have learned.

Reading is prioritised by the school.

The new curriculum ensures pupils become fluent readers. Pupils who fall behind receive precise support to build their reading skills and to gain confidence. The school accurately identifies the needs of pupils with special educational needs and/or disabilities (SEND).

Staff receive guidance on how best to adapt the curriculum for pupils with SEND. They apply this guidance appropriately. 'The Arch' provides specialist support for some pupils with SEND with more complex needs.

Pupils using this resource base gain a range of qualifications. They participate in a range of extra-curricular activities, such as residential visits and work experience.

Pupils behave well during lessons and around the school.

Pupils' behaviour is at its best when staff apply the school's behaviour policy consistently. At lunchtime, pupils chat with their friends and play sports. The canteen is a calm environment where pupils queue politely.

As a result of the positive actions taken by the school, levels of suspension are low. Pupils trust staff wholeheartedly. Pupils also attend school regularly.

They are proud when they reach 100% attendance because they value the importance of education.

Pupils enjoy and benefit from the well-constructed personal, social, health and economic education programme. Pupils are able to explain what a healthy relationship looks like and how to keep themselves safe online.

They talk confidently about how to manage money. The careers curriculum is highly effective. All pupils receive regular careers advice.

The school provides extensive additional support to pupils when they write personal statements and make applications to college.

More widely, pupils can access a range of trips, visits and residential opportunities. These experiences enhance pupils' curriculum and cultural knowledge and enable pupils to develop independence.

Pupils enjoy a range of sporting activities. The school actively encourages participation. This ensures pupils build teamwork and develop other useful skills.

Leaders evaluate accurately the strengths of the school. The school benefits from the support of the trust in raising standards. The school successfully engages staff, pupils and parents and carers in the life of the school.

Parents speak positively of the commitment of staff in ensuring pupils receive the highest quality education. Staff value how leaders consider their well-being and provide opportunities for professional development.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the school does not routinely identify errors and misconceptions in pupils' work. As a result, pupils' knowledge is not as accurate as it could be. The school should ensure that assessment practice is consistently rigorous so that teachers systematically tackle errors and misconceptions in pupils' learning so that pupils' learning improves.

• The school does not ensure that teachers share the same high expectations of pupils' written work. As a result, there is inconsistency in how well pupils are able to demonstrate and apply what they have learned in their written work. The school's expectations should be sufficiently well communicated, and policies followed rigorously, to ensure that all pupils understand the importance of the quality of their work and to maintain the highest standards.

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 May 2019.

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