Eaton Park Academy

Highlights from Latest Inspection

Outcome

Evidence gathered during this ungraded (section 8) inspection suggests that the school's work may have improved significantly across all areas since the previous inspection. The school's next inspection will be a graded inspection.

The head of academy is Jessica Bell.

This school is part of Alpha Academies Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Simon French, and overseen by a board of trustees, chaired by Diane Thompson. Louise Brammer is the executive headteacher, who is responsible for this school and one other.

What is it like to attend this school?

Pupils thrive at t...his school in an environment where they feel welcomed, happy and safe. Pupils' behaviour in and beyond the classroom is exemplary. They treat one another with respect.

Pupils trust adults to respond quickly to any concerns they raise.

Staff have high aspirations for all pupils' learning and personal development. Pupils live up to the schools' high expectations.

They achieve well, including those with special educational needs and/or disabilities (SEND). Pupils become confident, independent and enthusiastic learners. They are eager to learn the interesting and aspirational curriculum that the school has put in place.

Pupils benefit from an exceptional enrichment programme of events, trips and visits. These enhance and deepen pupils' learning and develop their character. Pupils are proud of the way they contribute to the school and the local community.

Examples include singing in the nearby retirement village or volunteering at the local food bank.

The school encourages pupils to have a voice and share their opinions through the many pupil leadership opportunities across the school. Pupils know that the school values their views and acts on the ideas they share.

Pupils are wonderful ambassadors for themselves and the school.

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

The school has high ambition for pupils. Much thought has gone into shaping a curriculum that meets pupils' learning needs and interests.

Supported by the trust, the school has created meaningful links in the curriculum to a range of careers. This helps pupils to be aspirational. The careful construction of the curriculum means that new concepts build seamlessly on previous learning.

Practical experiences enhance the taught curriculum and bring learning to life. The school has carefully considered the important content that pupils should revisit through 'knowledge and skills recaps' to help them remember their learning.

Staff ensure that pupils have every possible resource at their disposal to enhance learning.

From individual mathematics equipment bags, high-quality texts and individual digital devices, these resources help to remove any barriers to learning and support all pupils, including those with SEND to learn well. Over their time at the school, pupils secure a deep body of knowledge that they need to succeed in their future learning.

The curriculum is delivered exceptionally well.

Staff have strong subject-specific knowledge and the expertise in how to teach the curriculum effectively. This is because of the highly effective programme of coaching that all staff receive. Staff skilfully check that pupils understand what they have been taught.

Pupils who need extra help, including pupils with SEND, are identified and helped to learn alongside their peers. Pupils with SEND are fully included in all aspects of school life. Staff expertly adapt the delivery of the curriculum and provide appropriate support.

This helps pupils with SEND to progress well through the curriculum.

From the beginning of the Nursery Year, staff spark children's interest in books by introducing them to stories, rhymes and songs. Staff deliver the phonics programme expertly.

They act quickly to support pupils who struggle with reading. This enables pupils to read fluently and accurately.

The school's work to promote pupils' personal development is exceptional.

Pupils have an excellent understanding of how to keep themselves both mentally and physically healthy. They talk confidently about the values that support living in modern Britain and how the law protects people with different characteristics. Pupils develop a mature understanding of diversity and healthy relationships.

They recognise that they may hold differing opinions, but that everyone deserves respect. Pupils talk about these issues with considerable sensitivity.

Pupils develop their character through the wide array of opportunities to nurture their talents and interests, and through the many leadership roles on offer.

Some contribute as curriculum leaders; others support the wider life of the school. These opportunities inform the deep kindness with which the pupils treat everyone around them. Pupils contribute to the harmonious environment.

They enjoy being in school and attend well.The school is not complacent and continues to strive for excellence. It identifies carefully areas for improvement.

Robust checks ensure that any changes have a direct impact on the quality of education pupils receive. Trustees and local governors use the processes that are in place well to hold the school to account. Staff are rightly proud to work at the school.

They value the consideration shown by leaders for their workload and well-being.

Parents and carers are overwhelmingly positive about the work of the school, particularly praising the pastoral care and varied enrichment programme.

Safeguarding

The arrangements for safeguarding are effective.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be good for overall effectiveness in March 2019.