Crawshaw Academy

Highlights from Latest Inspection

What is it like to attend this school?

The school has clear ambitions for pupils to achieve their best, underpinned by a belief that they deserve every opportunity to succeed.

Older pupils and staff acknowledge the positive changes that are being made to improve the education on offer. However, some pupils do not achieve well enough. The quality of education that pupils receive is varied across subjects and within subjects.

The school has high expectations for pupils' behaviour and attitudes. However, these are not consistently realised. While many pupils exhibit positive behaviour, some do not behave well enough.

Some pupils disrupt the learning of others. Many pupils are happy here and some desc...ribe the school as a family. They know that they are safe and looked after.

Pupils know that adults will listen to them if they need to share any concerns.

Pupils benefit from a range of leadership opportunities at the school. The members of the student leadership team are eloquent ambassadors for the school and a valued voice within the school community.

They work with year group representatives to influence positive change within the school. Pupils access high-quality sporting and performance activities.

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

The school and trust have correctly identified and are addressing the areas that need to improve.

New leaders are taking the right actions to improve the school. Leaders have worked with determination to improve the quality of education that pupils receive. Pupils in some lessons benefit from a well-planned, ambitious curriculum delivered effectively by teaching staff.

However, this is not consistently in place in all lessons or all subjects. On occasions, teachers move pupils on to new ideas too quickly before they are ready. This results in knowledge gaps that are not addressed.

Recent improvements to the school's quality assurance systems are clarifying where staff need support and training to improve the implementation of the curriculum.

There is variation in how well behaviour is managed. Low-level disruption sometimes interrupts classroom learning.

Boisterous behaviour by some pupils during social times and transitions is not consistently well managed. This undermines the school's work to maintain a calm, respectful culture. The school prioritises and actively works to improve attendance, particularly for pupils who have previously experienced disruption to their learning.

Over time, attendance improves for these pupils and behaviour becomes more settled as pupils recognise the value of education. Pupils succeed when they engage positively and have their needs met. A new relational-based behaviour system is in place that is beginning to raise expectations of how pupils should behave.

Pupils with social, emotional and mental health needs who attend the 'Pathways' provision thrive. They benefit from tailored support from well-informed, kind staff who understand their needs. In the mainstream classroom, there is variation in how well pupils with special educational needs and/or disabilities (SEND) are supported.

Sometimes, the targets and teaching strategies for these pupils lack clarity and do not align with their specific needs. When this happens, pupils do not progress through the curriculum as well as they should.

The school knows that some pupils need help to read accurately and with confidence.

They receive appropriate interventions from well-trained staff. This helps them to improve their literacy skills and develop a greater self-assurance in their reading abilities. As a result, they can engage more fully with the curriculum.'

Curriculum for life' lessons teach pupils about their role in society, including concepts like protected characteristics and respectful citizenship. The school offers many extra-curricular activities for talent development. It is rightfully proud of its high-quality performances and sports success.

Pupils explore various career opportunities. Older pupils are eager for their next steps and feel well prepared for the future, though some share that they will miss the school!

Staff take pride in working here, knowing the school and trust prioritise their well-being and offer valuable support and training opportunities.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The ambition of the planned curriculum is not consistently achieved across the school. On occasions, teaching does not sufficiently consolidate prior learning, limiting pupils' ability to securely move on to new knowledge. The school and trust should work with staff to better implement the curriculum.

• The targets and teaching strategies for pupils with SEND in mainstream classrooms sometimes lack clarity and are not sufficiently tailored to their individual needs. This limits how well these pupils can access the curriculum, fully engage in lessons, and make sustained progress. The trust should ensure that all staff have the necessary training and ongoing support to meet the needs of all pupils, particularly those with SEND.

• There is variation in how well behaviour is managed. Low-level disruption can interrupt learning and the boisterous behaviour of some pupils can undermine calmness outside of lessons. The school should ensure that the recently introduced behaviour policy is fully embedded to help all pupils understand and meet the school's expectations for behaviour.

• Although new leadership structures and stronger systems are now in place to support improvement, inconsistencies remain in some areas of leadership and management. This affects the pace of overall improvement. The trust should ensure that they provide leaders at all levels with the necessary support and resources they need to build on the positive steps already taken and drive sustained, meaningful improvements.