Evolve Academy

Highlights from Latest Inspection

What is it like to attend this school?

Evolve Academy works effectively in order to re-engage pupils with learning and school life. Pupils join the school after a permanent exclusion or if they need time away from mainstream school.

Some pupils have an education, health and care (EHC) plan or are assessed for an EHC plan while they attend the school. All pupils have special educational needs and/or disabilities (SEND). Pupils receive targeted support to help them get back on track with their education.

Staff are skilled and caring. They take time to get to know pupils well. They work patiently to build secure relationships with pupils.

This helps pupils feel safe in school. Many pupils show improv...ements in their attendance during their time in school. They demonstrate improved attitudes and commitment to learning.

Many pupils successfully return to their mainstream school or have a fresh start in a new school locally.

The school has implemented a new curriculum. The curriculum is ambitious yet mindful of pupils' individual starting points.

Leaders ensure that all pupils are supported to improve their reading. Pupils learn how to manage their emotions and strengthen their social skills through the school's nurture-based approach. This prepares pupils well for next steps in their education.

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

The school is embedding a new curriculum. This includes programmes to develop pupils' reading and phonics knowledge. The school has mapped out and resourced the curriculum well.

Leaders are refining approaches to support pupils' learning to ensure that the curriculum meets pupils' needs consistently well. The school has developed a curriculum that contains the most important knowledge for pupils to learn while they attend the school. Staff skilfully build on pupils' existing knowledge to develop it further.

They recognise that many pupils have gaps in knowledge. Staff provide personalised support. They use well-designed SEND support plans and small steps targets from pupils' EHC plans.

This supports pupils' learning well.

Pupils engage well in lessons. They are supported by caring staff who understand their individual needs.

Staff and pupils' relationships are respectful and warm. When pupils need help to manage their emotions, staff know what to do. Leaders recognise that attendance is 'everybody's business'.

Many pupils make attendance improvements after joining the school. This ensures that they are better prepared to return to mainstream school. Staff work supportively to help pupils and their families overcome attendance barriers.

Some work is challenging due to the geographical spread of pupils' homes across the Wakefield area. As a result, some pupils do not attend school well. This includes some pupils who receive transport to school.

This impacts negatively on their academic progress and personal development.

Pupils experience a well-thought-out personal development curriculum. Pupils' talents and interests are nurtured.

For example, pupils who are interested in boxing visit the local boxing club to develop their sporting talent. Pupils learn how to recognise risks. External speakers support pupils to understand personal safety and the impact of crime.

Pupils learn how to use technology responsibly and how to keep themselves safe while online. The curriculum is responsive to news topics. Pupils learn to debate and discuss current events.

Staff provide thought-provoking discussion points to structure conversations. Pupils on the school council are given link responsibilities, such as mental health champion. Pupils learn about diverse communities and faiths through educational visits and meeting people who are different to them.

Staff are positive about working at the school. They speak highly of leaders' efforts to support their workload and well-being. Staff receive frequent training to keep their safeguarding and classroom practice up to date.

Early career teachers receive regular mentoring. Governors and trustees are well informed. They are kept up to date through visits to the school and leaders' detailed reports.

They effectively challenge and support leaders about the school's work. The CEO and director of education have an accurate view of the school's priorities. They are proud of leaders' ongoing improvements to the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school has implemented a newly developed curriculum. This needs time to embed consistently well.

Leaders at all levels should continue to monitor and refine the school's curriculum developments. The school should ensure improvements are implemented consistently well in all subject areas. ? Some pupils do not attend school regularly.

This includes some pupils who receive transport to school. They miss important learning, which negatively impacts their academic progress and personal development. The school should continue to strengthen its attendance systems to support pupils and their families to overcome any barriers to attending school regularly.