Cockburn Laurence Calvert Academy

Highlights from Latest Inspection

What is it like to attend this school?

Cockburn Laurence Calvert Academy is an inclusive and welcoming school. Pupils are happy and confident. Leaders are ambitious for what pupils can achieve both personally and academically.

The school is focused on a 'transformation to excellence' which is evident in the words and actions of all involved. The school provides a vast array of additional activities and educational experiences for all pupils. The school's commitment to pupils' personal and social development is exceptional.

Pupils value and benefit from this broad range of opportunities.

Pupils are confident, respectful and creative. Engagement in extra-curricular activities is high.

Regul...ar clubs, including dance, cookery, chess and choir, develop pupils' talents and interests. Pupils decide together which charities to support. They are encouraged to debate important topical issues on a regular basis.

These opportunities help pupils to learn about wider society and how they can make positive changes in it.

There is high-quality pastoral support available at the school. Pupils' mental and physical health are a priority for everyone.

Pupils are confident to speak to an adult if they are worried about anything. Because of the opportunities the school provides and their positive relationships with adults, most pupils are happy and well motivated in their education.

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

The quality of pupil's personal development is an exceptionally strong feature of the school.

British values such as tolerance and respect are well taught and understood. Pupils' differences are recognised and celebrated through an annual culture week and a pupil-led Afro-Fusion dance group. The school ensures all pupils access a wide range of experiences, including educational visits, foreign trips and talks from visiting speakers.

These opportunities enable pupils to appreciate cultures, beliefs and traditions that are different from their own.

Pupils study a curriculum which is ambitious, relevant and well considered. The school is clear about what pupils need to know and remember.

Leaders focus effectively on improving pupils' literacy and reading. The important vocabulary that pupils need to learn is specifically set out for each subject. Pupils who are at an early stage of learning to read get the help they need to improve their skills.

High-quality professional development has had a positive impact on how well the curriculum is taught, including by teachers who are new to the profession. Staff are knowledgeable and passionate. They understand which concepts pupils might find difficult.

Staff use assessment well. This helps them to find out what pupils do, and do not, understand about the curriculum.

Pupils frequently reflect on their own learning.

For example, 'connect' activities link back to previous lessons. There are regular opportunities for pupils to improve their work. Despite the school's current approach to revisiting and embedding previous learning, some pupils do not remember what they have been taught over time.

This limits the depth of understanding pupils achieve in some subjects.

Pupils with special educational needs and/or disabilities (SEND) are well supported at the school. Staff have the knowledge and skills required to identify and manage a wide range of needs.

The school engages effectively with external professionals to get pupils the support they require. Staff are well informed about the needs of pupils with SEND through ongoing training.

Improving pupils' attendance is a priority at the school.

However, since the start of the academic year, attendance has declined for some groups of pupils. Rates of persistent absence among vulnerable pupils remain higher than those of their peers. The school is aware of these trends and has begun to address them.

The school has created an excellent careers programme which prepares pupils well for the next steps in their education, employment and training. Visiting speakers, careers guidance and links between different subjects and job opportunities are all in place. Older pupils take part in a taster week before selecting their GCSE options to help them make informed choices.

Pupils are inspired and ambitious for their futures.

Staff workload and well-being are considered by leaders when making decisions. Those responsible for governance are passionate and committed to their roles.

However, their strategic understanding of some aspects of the school's work requires further development.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some pupils do not have as deep an understanding of the curriculum as the school intends.

This means that these pupils are not as well prepared for the next stage in their education as they might be. The school should ensure that systems for checking and addressing gaps in pupils' knowledge are effective, so that pupils learn the ambitious curriculum as intended. ? Some pupils do not attend school as regularly as they should.

Persistent absence, specifically among vulnerable pupil groups, has increased over time. This means that some pupils do not benefit from the quality of education and pastoral care on offer. The school should ensure there is sufficient capacity and clear strategic direction to improve rates of attendance among all groups of pupils.