Fulwood Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are calm, polite and benefit from the positive relationships that they have with staff.

They celebrate diversity and make a strong contribution to the respectful environment that exists at the school. Pupils are happy.

Most pupils, including those with special educational needs and/or disabilities (SEND), respond well to the high expectations that leaders have of their conduct and achievement.

Pupils relish the opportunities that they have to take on responsibilities at the school. Through roles such as reading buddies, prefects and members of the school council, pupils become confident and active leaders. They enjoy taking part in a wide range of club...s that help them to develop their talents and interests.

These include music club, well-being club and The Duke of Edinburgh's Award.

Leaders deal effectively with any incidents of bullying that may occur. Pupils feel safe because they have trusted adults available whom they can speak to about any concerns or worries that they may have.

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

Leaders have developed an ambitious curriculum. They have taken the necessary steps to address the issues that led to the results at the end of key stage 4 in 2022.

In most subjects, leaders have designed curriculums where the key knowledge that pupils should learn is clear.

This supports the majority of pupils, including those with SEND, to achieve well. Leaders have placed the English Baccalaureate (EBacc) at the heart of the curriculum. As a result, the number of pupils choosing the EBacc route at key stage 4 has increased.

In the main, teachers use their strong subject knowledge effectively to design activities that help pupils to learn well. As a result, most pupils are well prepared for the next phase of their education. In a small number of subjects, where leaders have not finalised their curriculum thinking, the activities that teachers design do not help some pupils to develop a sufficient depth of knowledge and understanding of the curriculum.

When this happens, these pupils do not achieve as well as they should.

Teachers make regular checks on what pupils know and remember. They use this information well to address any gaps or misconceptions that pupils have about their learning.

Most pupils demonstrate positive attitudes towards their learning. Lessons are rarely interrupted because teachers deal effectively with any incidents of low-level disruption that may occur. Pupils benefit from the time that staff take to understand

their needs.

Leaders use this information well to help a small number of pupils to improve their behaviour and attendance.

Leaders have prioritised reading across the school. They quickly and accurately identify the needs of less confident readers as soon as pupils join the school.

They ensure that these pupils quickly gain the knowledge and skills that they need to become confident, fluent readers. This includes support with phonics as appropriate. Leaders ensure that pupils who speak English as an additional language quickly receive the support that they need to access the full curriculum and to achieve well.

Leaders have thought carefully about the books that pupils read. Pupils learn about a wide range of themes, which include immigration, refugees and healthy relationships. This helps them to develop their understanding of the wider world.

Leaders have established an inclusive culture at the school, where every pupil is valued. Leaders accurately identify any additional needs that pupils may have, including for pupils with SEND. They ensure that teachers receive the information that they need to support these pupils so that they can learn well alongside their classmates.

Leaders ensure that pupils are well prepared for life in modern Britain. Through the well-designed personal, social and health education curriculum, pupils learn to value the views and opinions of others. They know how to take care of their physical and mental health.

Leaders ensure that pupils know about the range of courses and careers available to them in the future. Staff mentors ensure that Year 11 pupils are well supported to continue their studies after leaving the school.

Trust leaders have a clear and ambitious vision for the school.

They hold school leaders to account for the quality of education and carry out their statutory duties effectively. Staff value the support that they receive from leaders. They are proud to be part of the school.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have established a strong safeguarding culture at the school. They make the necessary checks on staff.

Leaders ensure that staff receive the training that they need to identify pupils who may be at risk of harm. Staff quickly report any concerns that they may have about pupils. Leaders respond effectively to these concerns to ensure that pupils receive the support that they need to keep them safe.

This includes working with a range of other agencies when necessary.

Leaders ensure that pupils know how to stay safe, including online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, leaders have not finalised their curriculum thinking.

This means that teachers are not clear about the key knowledge that they should emphasise. As a result, some of the activities that teachers design do not help some pupils to develop sufficient depth of knowledge and understanding. In these subjects, leaders should finalise their curriculum thinking and provide teachers with the support that they need to design activities that help these pupils to achieve as well as they should.