Castle Wood Academy

Highlights from Latest Inspection

What is it like to attend this school?

Castle Wood Academy is an inclusive and welcoming school. Pupils are enthusiastic about the school. One pupil echoed the views of many when they stated, 'I love learning here.'

Pupils understand the importance of treating people equally and with respect. Many pupils told inspectors that it is 'OK to be different' at this school.

Most pupils, including those with special educational needs and/or disabilities (SEND), meet the high expectations that the school has for them.

Children in the early years make a positive start to their time at school. There is a focus on reading across the school and staff foster a love of reading among all pupils. Recently, pupils... in Year 1 visited the local library to help them to become independent in their reading choices.

Behaviour in the majority of lessons is calm. Occasionally, there is some low-level disruption. However, staff support pupils to manage their own behaviour.

Pupils feel that any bullying that happens is dealt with effectively. One pupil who recently moved to the school from another school said: 'This school has helped me to make the right choices.' Pupils feel safe.

They know that they can speak to an adult if they have any concerns.

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

All pupils study the same ambitious curriculum. Teachers know precisely what to teach and when.

The curriculum has been designed to allow pupils to revisit their learning over time. However, teachers do not always clearly explain the connections between the different topics that pupils study. This means that some pupils struggle to recall and connect their learning over time.

Teachers adapt their lessons to ensure that pupils with SEND can access the learning and feel confident. This helps them to learn the curriculum alongside their peers. In lessons, teachers use questioning and modelling to help pupils develop their understanding and address any misconceptions.

At times, pupils do not always receive precise feedback to help them deepen their understanding.

There is a focus on reading across the school. Pupils develop a love of reading.

They are enthusiastic about the class novels their teachers share with them. Pupils are able to talk confidently about their favourite books and authors. Phonics is delivered right from the start in the early years.

Pupils practise their reading regularly. Books are appropriately matched to suit pupils' reading ability. Pupils who need extra help with their reading are given timely support.

Children in the early years follow clearly established routines. There is a focus on reading and writing development. Children are keen to talk about their learning.

They benefit from a carefully designed environment which provides them with opportunities to learn independently. Children enjoy school and there is a clear culture of care throughout the setting.

When pupils' achievement does not meet the school's expectations, the school is quick to identify the reasons for this and takes effective action.

Leaders across the trust have supported the school in raising pupils' attainment. There are clear monitoring systems in place to ensure that current pupils achieve the best possible outcomes.

Staff have high expectations for pupils' behaviour and achievement.

As a result, most pupils behave well and show kindness towards each other. There are systems in place to support pupils with their behaviour. During social times, pupils play respectfully together.

Most pupils attend school well. Staff support families to ensure that pupils arrive to school on time. Pupils know the importance of attending school and talk about enjoying all aspects of school life.

The school is inclusive and encourages pupils to respect cultures that are different to their own. Pupils are able to talk about the fundamental British values and protected characteristics. For example, they were keen to tell inspectors how they engage with democracy through class voting systems.

Pupils recognise the importance of helping others, for example through raising money for different local and national charities. Some pupils struggle to recall their understanding of world faiths.

Trustees and governors understand their roles well.

They provide effective support and challenge to the school. There is a focus on staff's well-being. Staff appreciate opportunities to collaborate and share good practice with colleagues across the trust.

Previously, leadership roles have not been well defined. This has led to a lack of oversight of the effectiveness of some of the strategies that are being used to support pupils. However, the newly appointed headteacher has quickly identified areas for further improvement.

Staff, parents and carers are positive about the future direction of the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders' oversight of the school's work is not consistently clear.

Actions to improve some aspects are not yet fully embedded. At times, this leads to a lack of clarity about the effectiveness of the school's strategies to support pupils, including the provision for disadvantaged pupils. The school should ensure that there is robust oversight of all areas of the school's provision so that the experiences and outcomes of all pupils continue to improve.

• Some feedback given to pupils does not help them to deepen and improve their understanding. This means that pupils do not always know how to improve their work and extend their learning. The school should ensure that all staff delivering input to pupils are trained to assess pupils' knowledge and give them timely feedback to consolidate and extend their learning.

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