Delce Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are openly proud of their school and what they describe as the 'massive' progress it has made of late.

Their own progress in classrooms is also now clearly much better than it was in the past. Older pupils in particular have positive views about the many changes for the better in recent times.

Expectations of pupils' behaviour and engagement in learning have been raised considerably.

The school now expects much more of all learners, no matter what their backgrounds or barriers. As a result, pupils are stepping up to the mark and most are forging ahead, including those who attend the school's specially resourced provision for pupils with special educati...onal needs and/or disabilities (specially resourced provision).

There is no doubt that the behaviour of some pupils got in the way of learning in the past.

However, the current situation is quite different, and incidents of poor behaviour or bullying have reduced dramatically. If bullying, aggression, discrimination or derogatory language occur, they are dealt with quickly and effectively and are not allowed to spread. Pupils feel safe, are learning well and disapprove of what they describe as 'small dramas'.

The tide has turned at Delce, and the school is moving forward at a great rate of knots.

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

This is a good and improving school. Leaders at all levels, including those in positions of governance, know the school well.

They know the school's emerging strengths. They also know that there is more work to do to secure their vision for the school and its pupils going forward.

New leadership and the support of the multi-academy trust have been the catalyst for the school's current position.

Sensible decisions have been taken to create capacity for staff to drive improvement forward. The school's curriculum is based on that used across others in the trust, though adapted to ensure it meets the needs of pupils here. Curriculum leadership is developing with the support of leaders from the trust and in partnership with other trust schools.

The school's specially resourced provision, known as the DEC, provides well for pupils with complex needs. Other pupils with special educational needs and/or disabilities across the wider school also do well because teachers understand their needs and adapt the curriculum accordingly.

The school's work to improve pupils' achievements by the end of Year 6 has been a high priority.

Current pupils, the majority of whom are from disadvantaged backgrounds, are better prepared for their move to secondary school than in the past. This is partly due to the school's work to raise the profile of reading, which is beginning to bear fruit, though still needs time to embed. Current pupils benefit from a well-planned and sequenced reading curriculum.

Those pupils who join in Year 3 are carefully assessed on joining the school. A wide range of additional support is also available for pupils who need it.

Pupils enjoy mathematics.

Again, those joining the school in Year 3 are benefiting from a renewed focus on making sure the basics are sound before moving on. Pupils also enjoy studying a range of other subjects and were quite happy to discuss their favourites and preferences when asked by inspectors.

The school's personal development offer is also evolving as the wider curriculum strengthens over time.

Staff are committed to developing enrichment opportunities and are passionate about this aspect of their work. A structured programme linking seven key areas enables them to promote the school's values while addressing gaps in pupils' own understanding of what it means to live in modern Britain. Because of this, they have an increasing knowledge of equality and diversity and how to make a positive contribution to their community.

Pupils are pleased with their own role in breaking down barriers and building friendships. Their improved attendance partly reflects this, though persistent absence remains too high. The school's junior leadership team feel that they have a voice and care very much about what visitors to their school think.

Their animated discussion about a recent visit to the London Eye (linked to a set text they were reading) and a past visit to the Houses of Parliament, highlighted some of the many experiences they shared when asked about the best things their school had to offer.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Outcomes in reading at the end of Year 6 are not as good as they could be.

The trust needs to redouble the focus on ensuring that the school's work to support pupils to read is as strong as it can be. The impact of this will enable pupils to access the wider curriculum with increasing confidence, as well as develop a love of reading and the written word. ? Leadership of the curriculum is developing.

Oversight of some subjects is well established, but some leaders are less clear about how well their subjects are being taught across the school. This means that they are less certain about what is working well and what could be better. The trust should continue to prioritise the development of subject leadership so that the curriculum continues to improve and pupils are better prepared for their next steps in education.

• The number of pupils who are persistently absent is too high. This is particularly the case for pupils from disadvantaged backgrounds. While there have been welcome improvements in overall attendance figures in recent times, more needs to be done to reduce persistent absence so that more pupils benefit from the good and improving quality of education the school now offers.

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