Hall Park Academy

Highlights from Latest Inspection

What is it like to attend this school?

The school has changed for the better since the previous inspection. There has been significant cultural change. Teachers' expectations of pupils are high.

Pupils' behaviour is good. Lessons are calm and purposeful. Routines are well-understood.

Pupils show pride in their work and in their school. They value their teachers. One pupil spoke for many when they said, 'This school has really improved, it's a great community in which to learn and feel safe.'



Pupils believe that bullying is rare. There are many staff that they will turn to if they have concerns or worries. Student support is strong.

The pupil anti-bullying ambassadors are keen t...o share their experience and help others. They are rightly proud of this role. They are a real credit to the school.

Pupils appreciate the many opportunities they receive outside of the normal school day. The breakfast club provides an excellent chance for all pupils to have a healthy start to the day. Numerous clubs, trips and activities also run daily.

Pupils are enthusiastic about the difference these opportunities make to them. They said that the different experiences 'test you and make you realise just how far you can go'.

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

Pupils' attendance is now managed extraordinarily well.

Attendance is good. It is particularly good in the sixth form. Many more pupils are in school and learning.

Pupils' arrival to school and to lessons is prompt. Pupils do not want to miss the good quality of education and care that the school offers. This was not always the case.

Skilled and knowledgeable subject leaders have been appointed to the school. They have benefitted from high-quality professional development and support from the trust. Many are having a significantly positive impact on the quality of pupils' education.

In English for example, the curriculum is highly ambitious. Pupils' knowledge is carefully built over time. Pupils are developing more complex knowledge and skills.

Some subject leaders, however, have not been in post long enough to have the full impact needed.

Pupils study the full range of national curriculum subjects to the appropriate depth. The curriculum in most subjects is ambitious for all pupils, including pupils with special educational needs and/or disabilities (SEND).

In geography and psychology for example, planning is meticulous. This ensures that pupils gain comprehensive insights, knowledge and understanding. Pupils enthuse about their learning in these subjects.

However, in a few subjects, particularly where subject leadership is new, the curriculum is not as well established.

Many teachers are subject specialists. Teaching in the sixth form is expert.

Teachers access high-quality subject support from the trust. The trust's 'teaching fundamentals' have been implemented. Lessons have a common structure that pupils understand and appreciate.

In a few subjects the implementation of the 'teaching fundamentals' is inconsistent. This can lead to gaps in pupils' learning being missed and then not addressed.

Pupils with SEND receive effective support in lessons, including in the sixth form.

Learning is suitably adapted. There have however, been a number of changes to the post holder of the SENCo role. This has been of concern to some parents.

A new SENCo is now in place. She knows pupils and their families extremely well. The trust is ably supporting her.

This is a welcome development.

The school promotes the love of reading. Pupils receive regular opportunities for extended reading.

They are engaged in a range of interesting activities that develop their appreciation of authors and of books. The teaching of reading extends across the curriculum. Pupils learn the most effective reading strategies to use in the subjects they study, reading maps for example.

The school swiftly identifies pupils who enter the school with a reading age lower than their chronological age. They receive effective support.

Pupils receive incredibly caring pastoral support.

Teachers know them well. The personal, social, health education (PSHE) curriculum ensures that pupils have the knowledge needed to keep safe and healthy. This is particularly strong in the sixth form.

Students successfully learn how to be responsible, respectful and active citizens. They are terrific role models for others in the school.

Staff are proud to work at Hall Park.

They feel well supported by leaders. They said that leaders do all that is possible to consult with them and to protect their work life balance. Trust support has had significant impact.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some subject leaders are new to the school. They have not had sufficient time to be effective in the role.

They have not fully benefitted from the high-quality support available from the trust. This means that aspects of the curriculum are not as meticulously planned as needed. Pupils do not learn as they could.

The school must ensure that subject leaders receive the guidance and support needed to become highly effective. They must make sure that the quality of curriculum planning, and implementation, is consistently strong across all subjects and that pupils' outcomes improve. There are inconsistencies in the implementation of the 'teaching fundamentals'.

In some lessons, this can mean that pupils' learning gaps are not addressed. It sometimes leads to pupils developing misconceptions or becoming a little confused. The school must ensure that the implementation of the curriculum is consistently strong across all subjects and that pupils achieve as they should.