E-ACT Royton and Crompton Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils told inspectors that they like coming to this school. They feel happy and safe.

They make friends easily and get along with each other. Pupils understand and respect the differences between people. Staff resolve any bullying incidents quickly.

Pupils behave well. They live up to leaders' high expectations for behaviour. Pupils stay focused in lessons and they enjoy each other's company during social times.

Staff apply the systems for managing behaviour with care and kindness.

Leaders are determined that pupils are helped to overcome any barriers to learning that could prevent their future success. Pupils experience a suitably ambitious curricu...lum.

However, in some subjects, this curriculum is not making enough of a difference to pupils' achievement. This is because some teachers do not deliver the subject curriculums consistently well.

Pupils' wider development is catered for well.

They participate in a wide range of extra-curricular experiences that meet their needs and interests. For example, pupils enjoy being part of the eco-club, the rainbow group and numerous sports clubs. Pupils also take on a range of leadership roles.

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

The school is well led. Leaders have brought about much positive change at the school. They are determined to overcome any social disadvantage that could hold pupils back.

Leaders are ambitious for pupils. There is a secure momentum of improvement. For example, leaders have ensured that the pupils study a broad and ambitious curriculum.

This has led to almost half of the current Year 10 pupils studying the English Baccalaureate suite of subjects.

Leaders have worked closely with trust representatives to overhaul the subject curriculums across the school. In most subjects, leaders have carefully identified the key knowledge that pupils need to learn and the order in which it should be taught.

Most teachers have secure subject knowledge. However, the delivery of the curriculums is uneven across subjects. This is because some teachers do not choose the most appropriate activities to enable pupils to learn what they need to know.

This hinders the achievement of some pupils, including those with special educational needs and/or disabilities (SEND). It prevents some pupils from building up a secure body of knowledge on which to base future learning.

In some subjects, teachers do not use assessment strategies effectively enough.

They do not check carefully that pupils' prior learning is secure before moving on to new ideas and concepts. This results in some pupils developing misconceptions or gaps in their learning.

The needs of pupils with SEND are identified promptly and accurately.

Staff help these pupils to enjoy school and to join in lessons with their peers. Leaders ensure that staff have the information that they need to support pupils with SEND. However, some teachers use this information better than others.

As a result, some pupils with SEND do not progress through curriculums as well as they should.

Leaders systematically identify pupils who find reading more difficult. Staff provide effective support to help these pupils to catch up quickly.

Leaders have ensured that teachers have the knowledge that they need to develop pupils' reading knowledge and vocabulary in their lessons. However, leaders' work to promote a love of reading is less advanced. Some pupils do not read widely and often.

Pupils are punctual to their lessons. They concentrate well and try their best in class. Many pupils attend school regularly.

Leaders are working effectively with those pupils who do not attend school often enough to bring about improvement.The programmes to support pupils' wider personal development are well established and effective. Pupils understand, and are well prepared to take part in, modern Britain.

They learn what they need to know about respect and tolerance for the differences between themselves and others. They gain an understanding of healthy relationships, sexual consent and the harmful impact of sexual harassment and/or hurtful name calling. Pupils receive high-quality independent careers advice and guidance to help them make informed decisions about their next steps.

Trustees and members of the local governing body meet their statutory obligations. They hold school leaders to account for the quality of education that pupils receive. Staff recognise leaders' efforts to support their well-being and ensure that they have a reasonable workload.

Safeguarding

The arrangements for safeguarding are effective.

Leaders keep staff up to date with information about the dangers that pupils may face. Staff are quick to spot the signs that pupils may be at risk of harm.

Staff report any concerns in a timely way. These concerns are acted upon promptly. Leaders ensure that pupils and their families swiftly get the help that they need.

Pupils learn about risks to their safety and how to spot and avoid them. They know how to seek help when they need it.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some teachers do not choose the most appropriate activities to deliver the knowledge that they want pupils to learn.

This means that some pupils, including pupils with SEND, are not able to deepen their knowledge. Leaders should ensure that teachers are trained to deliver the curriculums consistently well. ? Some teachers do not use assessment strategies well enough to check what pupils know or to identify any misconceptions.

This means that some pupils move on to new learning before they are ready. This prevents some pupils from building up their knowledge as well as they could. Leaders should ensure that teachers check that pupils have learned the intended curriculum as well as they should.

• Leaders have not prioritised reading for pleasure. This means that some pupils do not read widely and often in order to be able to develop fluency, confidence and enjoyment in reading. Leaders should ensure that all pupils have the opportunity to read regularly.

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