Goole Academy

Highlights from Latest Inspection

What is it like to attend this school?

Leaders are ambitious and determined for all pupils to succeed. Disadvantaged pupils and those with special educational needs and/or disabilities (SEND) do well. Leaders have ensured that teachers have the training they need to support pupils effectively.

All staff work hard to understand pupils' needs.

Pupils at Goole Academy conduct themselves well in lessons and around school. There is a calm and orderly atmosphere.

Teachers use clear routines and systems to reinforce expectations for behaviour. As a result, pupils are able to focus on their learning in lessons.

Leaders have prioritised staff training to support pupils' mental well-being.

...>Staff provide pupils with effective and timely support. Pupils feel safe in school. They know how to report any incidents of bullying.

Pupils are confident that staff will listen and act quickly on their concerns.

Parents have noted the improvements over time and are complimentary about the school. Leaders and governors have a clear focus on building strong links with the local community for the benefit of the pupils.

This includes building links with local colleges and employers to support pupils to remain in education, access training or gain employment.

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

Leaders have designed a curriculum to meet the needs of all pupils. The curriculum is ambitious, well planned and sequenced.

An increasing number of pupils study the range of academic subjects which collectively make up the English Baccalaureate.

Pupils' work matches the planned curriculum. Teachers demonstrate good subject knowledge and present subject matter clearly.

For example, in mathematics, teachers skilfully break down problems into small steps to help pupils grasp new content.

Teachers of all subjects support pupils to recall information to help to build their subject knowledge. However, in some cases, pupils are unable to retrieve long-term information which would help them to tackle new work successfully.

For example, pupils were unable to use information about the processes which would have supported new learning. At times, pupils are not making links in their learning to demonstrate they have secured knowledge.

Leaders have a whole-school focus on encouraging pupils to develop reading for pleasure.

Pupils benefit from dedicated time to read independently. Leaders have established clear systems to identify pupils who may need support with reading across the curriculum. A team of well-trained staff provide the extra support pupils need.

As a consequence, pupils catch up quickly. They value the help adults provide to help them learn well.Leaders support staff to manage pupils' behaviour effectively.

Staff apply the behaviour management system consistently. Leaders use a range of approaches to support positive behaviour. Effective provision is in place to support those pupils who struggle to manage their own behaviour.

This helps pupils return to learning quickly. Strong relationships between staff and pupils are a key feature of the school. Leaders have developed high-quality pastoral support, and pupils are clear how they can access help.

The personal development curriculum is delivered in a planned way. It includes external speakers who provide pupils with key information on a variety of topics. Leaders acknowledge that some of the curriculum is in its infancy.

Leaders have planned the assembly programme to ensure it is responsive to emerging concerns and the local context. Follow-up discussions are a feature of form time. These help pupils to secure their understanding.

However, at present, due to timetabling constraints, a small proportion of pupils have limited access to this programme.

The careers curriculum is a strength of the personal development offer for pupils. Leaders ensure they are compliant with the Gatsby benchmarks for good career guidance.

The careers education, information, advice and guidance that pupils receive prepare them well for their next steps in further education, training or employment.

Teachers encourage pupils to develop their talents and interests as part of the enrichment programme. Pupils say they enjoy the variety of clubs, sports and performing arts activities on offer.

Pupils are encouraged to undertake pledges which build character and resilience.

Staff feel well supported by leaders and say that their workload is manageable. They feel valued and are proud to work at the school.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have organised appropriate training and updates so that safeguarding stays as a top priority. Staff know how to pass on their concerns.

As a result, staff identify pupils at risk of harm effectively. Leaders take action in a timely manner and records are well maintained. Leaders make appropriate referrals to external agencies to ensure pupils receive the support that they need.

Pupils are taught how to keep themselves safe in the community, around school and online. They know what to do if they have a concern or a worry. Pupils trust the adults in school and know they will provide them with the help they need.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some pupils struggle to recall key knowledge in some subjects. This means that pupils do not have the most important knowledge or concepts they need to access new learning. Teachers should regularly check that pupils have secured this knowledge and are able to make links to new learning.

• Over time, some pupils have not had access to the full curriculum offer for personal, social and health education (PSHE). This means that a small minority of pupils have gaps in their understanding of aspects such as the fundamental British values. Leaders need to ensure that all pupils benefit from the full range of the ambitious PSHE curriculum to ensure they are prepared for life in modern Britain.