Great Park Academy

Highlights from Latest Inspection

What is it like to attend this school?

Despite the challenges of operating from temporary accommodation for longer than expected, leaders have established a school where pupils thrive, personally and academically.

Great Park is a calm and purposeful school.

Pupils show high levels of respect for each other and adults. They behave well in lessons and act maturely around school, including at social times. They have pride in their school and are excited about how the school will develop as it grows in size and moves to its permanent home.

Pupils value the many opportunities they have to develop their leadership, including the active school council. Pupils enjoy coming to school. Attendance is very hi...gh.

Adults know how to get the best out of each individual pupil. Pupils who need it receive highly effective support. Pupils who find new learning easier are suitably challenged to deepen their understanding.

Pupils achieve very highly, including in the end of Year 6 national curriculum tests.

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

Leaders have worked successfully to initially develop, and then maintain, a clear school identity. They have successfully overcome the barriers presented from operating in temporary accommodation.

Pupils benefit from practical science focus days by using laboratory facilities at a nearby school within the trust. The school plans these deeper learning days and educational visits carefully.

Leaders, including members of the academy advisory group and trustees, plan strategically for how the school's systems and structures will need to adapt as the school grows.

Pupils enjoy coming to school. The school identifies barriers to pupils' regular attendance quickly. Leaders work with pupils and their families well to overcome these barriers.

Attendance is very high.

Pupils benefit greatly from an exceptional personal development programme. Leaders have thought carefully about what they want pupils to learn, and when, in personal development lessons.

Pupils have exceptional knowledge of issues including the role that religion plays in people's lives, and the similarities between the moral codes of different faiths.

Pupils are explicitly taught how to debate respectfully with others. The approaches taught are not reserved for 'set piece' debates.

Pupils model these approaches in their interactions with each other throughout the school day.

Behaviour in lessons and around school is exemplary. Lessons are free from disruption.

Pupils get along well with each other. Bullying is rare. When bullying happens, it is dealt with very effectively.

Pupils, who need it, receive additional behaviour support including through an enhanced 'PD+' programme.

Leaders have designed curriculums that build on pupils' existing knowledge and understanding on entry to Year 5. Pupils who have special educational needs and/or disabilities (SEND) receive the support they need to achieve well.

In mathematics and English, pupils, including those with SEND, achieve highly in their end of Year 6 national curriculum tests. As the school has grown in size, it has appointed staff to lead individual subjects. These leaders evaluate the effectiveness of provision effectively and make any adaptions necessary.

Some subjects do not have a substantive leader. In these subjects, pupils' learning of the more complicated ideas and concepts is not as strong. These gaps in pupils' knowledge and understanding are not always identified and addressed.

Leaders have identified this as a priority as new subject leaders take up post in September.

Reading is prioritised across school. The '50 book challenge' ensures that pupils read a range of different texts.

Adults listen to pupils read in registration time. Pupils who need extra help with reading benefit from carefully tailored support. Pupils' reading quickly reaches the level required to be successful in their wider studies.

The pupil council meets frequently and plays an active part in the life of the school. Councillors identify where improvements can be made, for example the introduction of a 'band club'. Currently, the councillors are planning how social spaces in the new school buildings should be arranged.

Leaders take the views of the council seriously. When suggestions cannot be implemented, they explain why.

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 subjects, the absence of a substantive subject leader has delayed the development of systems to check pupils' knowledge and understanding. This limits the ability to identify gaps in pupils' learning and make any necessary changes to the curriculum or its implementation. Leaders should ensure that there are effective systems in all subjects to check pupils' knowledge and understanding of the curriculum.

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