Gloucester Academy

Highlights from Latest Inspection

What is it like to attend this school?

The school has high expectations of pupils' behaviour and what they can achieve. Much has changed at the school since it joined the trust.

Pupils learn more effectively than before, they achieve more highly and they feel safe. The majority of pupils appreciate that their learning takes place without disruption. The number of pupils who meet the school's expectations is markedly increasing, but a minority still find this difficult.

The school's curriculum is delivered well. Pupils know what is expected of them because there is a consistent approach across all subjects. This helps them to build knowledge over time and work with increasing independence.

The majo...rity of pupils enjoy reading with their teachers in the mornings and the opportunities this provides for them to learn about topical and challenging issues.

The school provides an extensive range of activities and support to develop pupils' character and resilience. This is central to the school's ethos.

Many pupils come to school early to play sports or complete work, reflecting its highly ambitious vision. All pupils, including those who are disadvantaged, take part in the school's high-quality enrichment programme. Pupils enjoy the wide range of trips on offer, including visits abroad.

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

The school's increasing ambition for all pupils is partly reflected in the rising number of pupils choosing to study the full range of subjects in the English Baccalaureate (EBacc). In each subject, the school has carefully identified the most important knowledge pupils need to know.

School and trust leaders ensure that all staff understand the curriculum and know how pupils learn best.

Staff value regular professional development opportunities. As a result, staff are confident to explain new concepts clearly. They regularly check that pupils have understood new content.

This consistency supports pupils, including those with special educational needs and/or disabilities (SEND), to learn the curriculum securely. The impact of this approach is also reflected in the school's improving published outcomes. However, in a few areas, the learning activities given to pupils do not enable them to develop a deep understanding of the content taught.

When this occurs, pupils do not use subject vocabulary to explain their learning or extend their thinking in sufficient depth.

Pupils with SEND are accurately identified. Teachers have access to information about how to support these pupils.

This information is usually used effectively, to enable pupils with SEND to learn the curriculum well. However, occasionally, staff are unclear about how this information can be used to adapt learning appropriately. The school's work to develop pupils' reading skills is effective.

Those who need extra help with phonics and reading comprehension receive this. Pupils with English as an additional language are exceptionally well supported.

Over time, the school, supported by the trust and governors, has ensured that pupils and parents understand its high expectations.

As a result, the majority of pupils behave well.Learning is not disrupted by poor behaviour. However, while the number of pupils who do not meet these expectations is decreasing, there is a significant minority who are suspended or removed from lessons.

This has an impact on how well they learn the curriculum.

The school has worked successfully to improve pupils' attendance. While still not high enough, attendance has improved significantly and reflects the positive culture that now exists within the school.

There is a strong focus on rewards and praise, which motivates pupils to attend, work hard and be aspirational for their futures. Many pupils proudly wear badges for their achievements and contributions to the school community.

The trust has supported the school to create this positive culture.

Staff are united in their efforts to deliver a strong academic curriculum alongside ensuring that the school is a place where pupils want to be. The school celebrates its diverse community and provides weekly opportunities to discuss and debate a range of issues. Many pupils take part in the Duke of Edinburgh's Award Scheme.

Pupils have a strong understanding of the fundamental British values. On the rare occasion that bullying happens, it is dealt with appropriately. Pupils learn about healthy relationships and how to keep themselves safe.

There has been much recent work, including with external organisations, to support pupils' mental health and resilience. The school's work in this area is exemplary. In addition, pupils are encouraged to be aspirational about their next steps and futures, supported by high-quality guidance, visits from employers and trips to universities.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few areas, the work given to pupils does not enable them to develop a deep understanding of the content they are learning. This means that there are occasions when pupils are not given tasks to extend their thinking or learn in sufficient depth when they complete initial activities.

Some do not talk about their learning with the confidence and vocabulary needed. The trust should ensure that work given to pupils meets their needs so that they develop a deep knowledge of their subjects over time. ? The school's enhanced pastoral support programme has only been in place for a short time.

It has not had the desired impact on improving the behaviour of a minority of pupils. This means those pupils miss important learning and wider development through suspension or lesson removals. The trust should sharpen its focus on reducing suspensions and removals from lessons so that all pupils access a good quality of education.