Ernest Bevin Academy

Highlights from Latest Inspection

What is it like to attend this school?

Leaders have created an environment in which pupils are cared for and supported to do well.

Pupils in this school attend regularly, work hard and behave well. They have positive relationships with their teachers. Pupils value the support they receive in lessons, and they benefit from leaders' and teachers' high expectations.

Time in lessons is used well and learning is rarely disrupted by poor behaviour. Pupils feel safe in school and say that bullying is rare. When bullying does happen, it is quickly dealt with.

The way in which lessons are structured helps pupils to learn and to remember. Teachers' very strong subject knowledge, especially in the sixth form..., helps pupils to prepare well for their next steps in education, training or employment. Pupils can take advantage of a wide range of activities outside lessons, including many sporting clubs.

Pupils are particularly proud of the school's success in table tennis and the Combined Cadet Force.

Pupils do not currently study music in Years 7 to 9. Leaders have clear plans to address this, ensuring that the curriculum in these year groups reflects the requirements of the national curriculum.

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

Subject leaders have ensured that the curriculum is carefully considered and follows a logical sequence. Beyond Year 9, pupils can choose from a wide range of both academic and vocational subjects. This breadth of choice is particularly noticeable in the sixth form, where students can study several different pathways and combinations of qualifications.

In Years 7 to 9, pupils do not currently study music as part of their normal timetable. Leaders know that this needs to be addressed and have plans for all pupils in these year groups to study music from September 2022.

Teachers use consistent and clear routines that help pupils to engage with their learning and to remember more.

For example, the very well-established starts to lessons are appreciated by pupils who say that this helps them with recalling prior learning. Pupils engage in their lessons with confidence because teachers have strong subject knowledge and set appropriate tasks for pupils to complete.

Teachers know their pupils well.

They make appropriate adjustments so that pupils can access learning in lessons. Pupils with special educational needs and/or disabilities (SEND) access the same curriculum as their peers. Where pupils with SEND are withdrawn from lessons, this is carefully considered as a short-term measure with a specific focus.

Reading is prioritised. Leaders have implemented a robust literacy programme that helps pupils who need more support to become fluent readers. Confident readers are challenged to achieve more, for example through creative writing activities.

Lessons are calm and purposeful. Leaders have ensured that well-established routines support pupils' behaviour. Behaviour is well managed, and the clear systems are understood by all in the school.

This has contributed to a sharp fall in the proportion of pupils being excluded from school in recent years. Pupils say that there is very little bullying and that it is dealt with by staff when it is reported. Pupils are respectful towards staff and generally towards each other, although some pupils say that there is sometimes unkind or discriminatory language used between pupils.

Leaders are aware of this and are taking steps to address the issue. Pupils attend school regularly. Leaders carefully track the attendance of pupils, particularly those who are the most vulnerable.

Leaders have established effective ways to support pupils' wider development. Pupils in all year groups have dedicated personal, social and health education (PSHE) sessions where they learn about staying safe and healthy. Pupils learn about healthy relationships.

Leaders provide a wide range of clubs and activities, including for many sports, that pupils can attend. Pupils who joined the school in Year 7 benefited from a summer school programme that helped them with their transition to secondary school. Pupils say that they feel able to express themselves and that they are proud of the diversity in their school.

Careers education is effective. In addition to dedicated careers-focused lessons in the PSHE curriculum, pupils benefit from the guidance of a careers adviser based in the school. They also have opportunities to hear from external speakers from a range of workplaces, training providers and academic institutions.

Pupils in Year 7 and above visit higher education institutions. Students in the sixth form have additional guidance from a dedicated academic mentor.

Leaders and governors know their school well and take action where they see the need for changes.

Staff say that they feel valued and well supported by leaders, and that their professional development is prioritised. This includes support staff and those who are new to teaching.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have a strong overview of the safeguarding needs of pupils. Leaders have established clear systems for staff and pupils to report concerns. Regular training and updates mean that staff are well placed to be vigilant and aware of their duties to help keep pupils safe.

Governors have a solid understanding of the school's safeguarding priorities and are appropriately trained to fulfil their statutory role.

There are very close working relationships and regular meetings between relevant staff. This helps to ensure that the most vulnerable pupils are supported.

Leaders work closely with external agencies, including local children's services, child and adolescent mental health services and the police. This means that the appropriate support can be put in place quickly where necessary.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Music is not currently offered as a timetabled subject in key stage 3.

This means that pupils do not have access to the full scope of the national curriculum. It is clear from leaders' plans that this is being addressed so that all pupils will study music as part of their curriculum offer. For this reason, the transitional arrangements have been applied.

• Some pupils report that derogatory and discriminatory language between pupils can go unchallenged. This means that some pupils are not aware of the importance of avoiding the use of such language. Leaders should take steps to emphasise further the need for pupils to use appropriate language with each other, so that pupils feel comfortable and so that unkind or discriminatory language is not normalised.

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