Castle View Enterprise Academy

Highlights from Latest Inspection

What is it like to attend this school?

Castle View Academy is a school built on positive relationships and high expectations.

There is a respectful warmth between staff and pupils. Pupils are proud of their school. They thrive in an environment where leaders and those responsible for governance know the community well.

The overwhelming majority of parents would recommend the school to others.

Pupils benefit from personalised pastoral care within an inclusive environment. Pupils are safe and enjoy coming to school.

Bullying is rare. When it does happen, staff deal with it swiftly and effectively. Pupils who make mistakes are supported through the school's 'twin-track' system.

Staf...f help pupils to reflect on any instances of unacceptable behaviour so that they rarely make the same mistakes again.

The personal development of pupils is a strength of the school. Pupils have access to a wide range of opportunities.

These include cadets, sporting activities, The Duke of Edinburgh's Award and extra-curricular clubs. Many of these clubs are set up in response to pupils' interests. The 'pathways programme' is an integral part of the school.

The 'pathways' allow pupils the chance to engage in an additional curriculum relating to football, cricket or performing arts. Within this programme, leaders prioritise skill development but also develop pupils' character through activities such as teamwork and coaching.

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

Over recent years, leaders have led a review of the school's curriculum.

As a result, the quality of education has improved. In subject areas, staff have designed a curriculum that is ambitious for all pupils. The curriculum is organised so that it builds pupils' understanding over time.

Leaders place high importance on pupils with special educational needs and disabilities (SEND). These pupils benefit from a curriculum that is as ambitious as that of their peers. In mathematics, where the curriculum is embedded well, pupils' secure recall of important knowledge ensures they are ready for the next stage of learning.

Teachers' subject knowledge is strong. In the classroom, teachers break learning down so that pupils know how to reach their goals. Teachers know their pupils well and ensure the learning meets their needs.

However, in some lessons, teachers do not systematically check pupils' understanding. As a result, some pupils have gaps in their learning that are not quickly addressed.

In some subjects, teachers explain and model important content well.

They support this with regular questioning. For example, in GCSE art, skilful questions ensure pupils understand what makes a successful sketchbook. However, these effective approaches to teaching and assessment are not secure across all subjects.

Leaders have prioritised reading across the curriculum. Reading support for those with reading difficulties is developing well. Pupils who have weak reading skills are helped to catch up through an individual programme of support.

Trained support staff teach phonics programmes to pupils who need this help. In addition, Year 10 mentors listen to Year 8 readers to build their reading confidence. Wider strategies to help pupils engage with the specific reading demands of their subject, including help with specialist terms, are less well embedded.

Leaders are trying to develop a wider culture of reading for pleasure. Despite this, many pupils still do not read widely and often.

Leaders set high standards for behaviour, and pupils meet them.

Pupils are respectful and tolerant of each other. When disruption does occur, staff deal with it well. Leaders ensure pupils are taught how to behave.

As a result, instances of poor behaviour are low.

Improving pupils' attendance is a focus of the school. There are clear systems in place for tracking attendance information and intervening to provide support where necessary.

Leaders' decisive actions are beginning to have an impact for some pupils.

Leaders have established a high-quality careers programme, enhanced by close links with local businesses. Pupils benefit from a wide network of employers across the local area.

Pupils also learn about a range of further education pathways, including colleges, apprenticeships and training.

Leaders consider the workload and well-being of staff. Staff are positive about the support they receive to do their jobs.

Staff also benefit from targeted professional development. As a result, they are highly motivated about their roles within the school.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have created a culture of safeguarding in the school. Staff are knowledgeable about identifying potential signs of harm. Leaders work closely with other agencies, including the police and local authority, to ensure families get the help that they need.

Leaders have clear processes for recruiting staff and checking their suitability to work with children. Leaders' knowledge of local safeguarding risks is detailed and this informs school-wide policies and practice. Where concerns occur, leaders act quickly to educate pupils.

For example, pupils have a good understanding of how to report concerns to a trusted adult. Due to leaders' actions, pupils feel safe in school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have not fully embedded how the curriculum is implemented in all subject areas.

On occasion, the tasks that teachers set and the checks on pupils' learning do not help pupils to learn the intended curriculum. As a result, some pupils have gaps in their knowledge and understanding. Leaders should continue work to develop the curriculum so that pupils learn well across all subjects.

• Work has begun to prioritise subject-specific reading support and wider reading strategies. However, this is not well embedded. Leaders should work with staff to develop pupils' subject-specific reading skills and their wider enjoyment of reading.