Goodwin Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils, including those with special educational needs and/or disabilities (SEND), appreciate how the school has improved in recent years. They benefit from strong relationships with caring and committed staff.

Pupils feel safe and well cared for. If they are worried about any issues, pupils trust that staff will resolve them quickly. Pupils have a mature understanding of topics linked to equality and diversity.

They rightly feel a strong sense of belonging in this welcoming and harmonious place.

The school has raised its expectations for pupils' academic success. Pupils know that their school is a better place in which to learn and thrive.

Consequen...tly, they are now achieving well. Across lessons, most pupils work with focus and purpose. Classrooms are calm and orderly places, conducive to successful learning.

Pupils benefit from a wide range of opportunities which broaden their horizons. For example, visiting art galleries and museums. Pupils are proud of their roles such as being a member of the school council or as an 'anti-bullying ambassador'.

They benefit from the wide range of interesting clubs, including anime, kick boxing and drama. Sixth-form students play an active role in school life. They enjoy leadership responsibilities, such as supporting younger pupils with their reading.

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

The trust, and school leaders, are steadfast in their aim to ensure that pupils benefit from a strong quality of education. They have left no stone unturned to make sure that the school moves from strength to strength. However, in 2024, pupils did not achieve well in public examinations.

This is because, historically, their learning was disrupted by changes to staffing. The school has now addressed this successfully. Additionally, some pupils' learning was also affected adversely by the impact of COVID-19, with a number experiencing high levels of absence.

Consequently, they did not benefit from the ambitious curriculum that pupils are now experiencing.

The curriculum has undergone significant improvements and is well crafted. Similarly, the sixth form also offers a suitable range of subjects and qualifications, providing students with choices to match their interests and future aspirations.

However, at key stage 4, the number of pupils undertaking the English Baccalaureate is comparatively low. The school is taking appropriate steps to raise the proportion of pupils studying French.

Reading is a high priority.

The school ensures that pupils read widely and often. Those who need extra help to become fluent readers are identified quickly. Staff provide suitable additional reading support to help the weakest readers.

As a result, these pupils read with increasing accuracy and confidence.

Teachers receive effective professional development. They use their strong subject knowledge to present information clearly and model learning effectively.

Across subjects, including in the sixth form, there is a clear focus on developing pupils' subject-specific vocabulary. Pupils with SEND have their needs identified accurately. Teachers check and make sure that these pupils, including those in the specialist resource provision, receive the tailored support they need.

They check pupils' understanding systematically. Teachers address any misconceptions and gaps in pupils' knowledge before moving them on to new ideas. However, there are a few inconsistencies in how well the curriculum is taught.

When this happens, pupils do not learn as well as they could.

The school has raised its expectations for pupils' behaviour. Staff apply these effectively and consistently.

They provide well-considered support for a minority of pupils who need help to manage their behaviour. The school takes every opportunity to promote good attendance. It works well to help pupils and their families to overcome any barriers to regular attendance.

Despite this, some pupils do not attend school regularly enough. Also, a small number of pupils do not attend school or lessons on time. These pupils do not benefit fully from all that the school has to offer.

Pupils are well prepared for life in a changing world. For example, pupils talk knowledgeably about different cultures and religions. They learn how to take care of their mental health and well-being, including age-appropriate relationships and consent.

Pupils, and students in the sixth form, access high-quality careers advice and guidance. This means they are well informed about their next steps in education, employment and training.

The trust and local governing board are ambitious for all staff and pupils.

They provide robust support and challenge to the school. The trust's support is central to the school's growing success. Staff workload is considered carefully when making decisions about the school's work.

Staff appreciate this and feel valued.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some pupils do not attend school often enough.

In addition, a small number of pupils are not punctual to school or lessons. As a result, they miss out on essential learning and vital school experiences. The trust should ensure that their ongoing work leads to tangible improvements in pupils' attendance and punctuality.

• There are a few inconsistencies in how well the curriculum is taught. When this happens, pupils do not learn as well as they could. The trust, and school leaders, should ensure that the curriculum is implemented consistently and securely by staff so that pupils learn well across the different subjects.

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