Cloudside Academy

Highlights from Latest Inspection

What is it like to attend this school?

The school's values of 'greatness, responsibility, optimism, wisdom, tolerance and honesty' (GROWTH) are truly lived out at Cloudside Academy.

This is a happy school where pupils feel safe. They are proud of their school.

The school has a calm and purposeful atmosphere.

Pupils' behaviour is good. They said that bullying is rare. When it does happen, adults deal with it.

They support everyone involved, so that it is less likely to happen again.

Pupils appreciate the varied experiences and opportunities the school offers them, for example the 'job shop'. As one pupil said, reflecting the views of others, 'We would never be bored in school.'.../>
Staff offer a wide range of opportunities, despite the limitations caused by the COVID-19 pandemic.

Most parents and carers are very positive about the school. They recognise the significant improvements that have been made in recent years.

They appreciate the range of clubs and activities on offer. As one parent put it, 'Cloudside is a school that supports the emotional well-being of each child, along with high expectations of all the children.'

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

Leaders, teachers and support staff strive to provide the best education for pupils.

Leaders have carefully designed an ambitious curriculum. They ensure that the curriculum develops key concepts. For example, in history, pupils learn about chronology across all year groups.

Leaders have identified essential knowledge the pupils need to learn. The COVID-19 pandemic has delayed curriculum planning in some areas, such as religious education.

Staff have raised the profile of books and reading across the school.

Pupils read widely and often. They said that they love reading. Leaders have quickly identified, and are addressing, gaps in pupils' reading skills.

They have introduced phonics to help pupils who have fallen behind in reading. Pupils in Year 3 are catching up with their reading.

Leaders have high expectations of all pupils.

Staff are quick to notice and help when a pupil is struggling. Adults know the pupils well and give them the right support to achieve. Staff support pupils with special educational needs and/or disabilities (SEND) to make progress through the curriculum.

Many parents recognise improvements in the provision for pupils with SEND.

Teachers and support staff are skilled in developing pupils' learning. They ask questions to check pupils' understanding in lessons.

Leaders are developing assessment processes that check pupils' long-term learning in all subjects.

Pupils apply themselves well in lessons. The majority behave well.

They take pride in their work. Leaders are addressing barriers to learning effectively. Staff, parents and pupils said that behaviour has improved significantly in the last two years.

Exclusions are reducing. Attendance is improving. Leaders work with parents to improve pupils' attendance.

Pupils learn about different religions and cultures. They develop a sense of right and wrong and being fair and honest. Pupils understand the importance of respect.

Governors and trustees fulfil their responsibilities well. Trust officers, trustees and governors have provided effective support to improve the school. Staff enjoy working at the school.

Safeguarding

The arrangements for safeguarding are effective.

There is a strong culture of safeguarding at the school. Staff know pupils well.

They take swift action when they identify concerns about a pupil's welfare. They work with external agencies to provide additional support.

Leaders are aware of potential local safeguarding risks.

They have adapted the curriculum to support pupils in knowing how to keep themselves safe. Pupils are taught how to report any concerns they may have for their own or others' safety.

The school has robust systems in place to monitor safeguarding.

These systems make sure that recruitment is managed safely. Safeguarding records are thorough.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Teachers regularly check pupils' work.

However, the effectiveness of assessment is variable in foundation subjects. Teachers do not check whether pupils have learned essential knowledge and concepts. Leaders should develop effective assessment methods in all subjects.