Great Heath Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Great Heath Academy are proud of their school.

They talk enthusiastically about their learning. They are articulate, confident, happy and safe. Pupils know and understand the Great Heath Way.

This establishes clear routines and expectations such as 'wonderful walking' and 'super sitting'. Pupils appreciate these consistent routines and expectations. They live up to them.

Classrooms are calm and purposeful places to learn. Pupils behave well. Children starting in the Nursery and Reception classes quickly settle because of the support they receive.

Older pupils appreciate the responsibilities and roles they can apply for. They develop confide...nce and resilience.

Pupils enjoy studying a broad curriculum.

Teachers are ambitious for what pupils can achieve. This helps pupils make sound progress over their time in the school.

Pupils are encouraged to develop their interests and passions.

They take part in a wide range of clubs, both sporting and non-sporting. All pupils in Year 5 learn to play a musical instrument. They can choose to continue to learn and develop this skill when they move into Year 6.

This is a school where 'great hopes' are being achieved. Pupils are aspirational and ambitious for their future.

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

The school, with the support of the trust, has made several changes to the curriculum.

A new phonics programme was introduced this year. A progressive and well-planned curriculum, including a new mathematics scheme, is now in its second year of implementation. Staff have had the training and support needed to implement these changes.

This is having a positive impact on current pupils' achievement.

The school's curriculum is ambitious and engaging. It sets out knowledge and skills that pupils will learn from year to year.

There is a focus on developing pupils' communication, writing and language skills. Pupils develop appropriate subject specific vocabulary. Teachers check what pupils know.

They identify and target support for pupils who fall behind.

Reading is central to the curriculum. Adults encourage a love of reading from the moment children start school.

Children in the nursery are eager for adults to share books with them. The school has designed a 'reading route' of core books. This means that pupils read a rich menu of age-appropriate, classic and modern texts by the time they leave school.

As a result, pupils enjoy reading. Pupils at the early stages of reading read books matched to the sounds they are learning. This means they experience early success and gain confidence.

Staff have had appropriate training to support pupils with reading. Pupils who fall behind have the support they need to catch up.

The school has rigorously reviewed and monitored the implementation of the English and mathematics curriculum.

However, this is still developing in some foundation subjects. As a result, there are variations in the quality of pupils' work between subjects.

Pupils with special educational needs and/or disabilities (SEND) participate in all aspects of school life.

They have appropriate support and adaptations to ensure they can access the curriculum successfully. Pupils with SEND make strong progress.

Pupils respond positively to staff's high expectations of behaviour.

These routines are well established and implemented consistently. Pupils know and understand what is expected of them. They wear their uniform with pride.

They are eager to come to school. As a result, attendance is improving. Pupils say that most pupils behave well, and adults will listen to them if there is a problem.

The school's personal development programme is planned carefully to meet pupils' needs. The school has considered how to broaden pupils' experiences beyond their local community. A range of trips and visitors enhance the curriculum.

This includes a trip to the Tower of London and a visit to the beach. Roles such as being a school buddy or member of the eco champions broaden and enhance pupils' knowledge and understanding.

In the early years, children get off to a great start.

Children learn to negotiate and compromise. Staff are well trained. They ensure children have the knowledge and skills they need so that they are ready for learning in Year 1.

Leaders and trustees share an ambitious vision for the pupils at Great Heath Academy. Trust leaders offer effective support and challenge. The trust institute ensures all staff have access to training and support.

This means staff have the knowledge they need to deliver the curriculum effectively. Leaders and staff work with schools across the trust to share ideas and develop their expertise.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some foundation subjects the implementation of the new curriculum is not yet consistent across classes and within year groups. These means some pupils do not achieve the ambitions of the intended curriculum. The school needs to ensure that staff have opportunities to review and agree expected outcomes in these subjects so that the standards and quality of work achieved by pupils are consistently high across all classes and subjects.