Hawes Side Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy at Hawes Side Academy. They get along well together and enjoy coming to school each morning. Pupils said that they feel safe in school.

They know that adults look after them well and help if they have worries or concerns.

Leaders set high expectations for all pupils. As a result, pupils enjoy their learning and try their best in lessons.

Pupils demonstrate pride in their work and achieve well.

Pupils said that there is sometimes bullying in school. However, they said that adults deal with it quickly and effectively.

Older pupils said that behaviour has improved a lot since the last inspection. Lessons are calm. Pupils are po...lite and well-mannered to adults and to each other.

Pupils appreciate the many opportunities that they have to take part in clubs and activities in school. For example, pupils are proud to be learning Mandarin. They also enjoy taking part in activities such as the local 'Schools Alive' singing event and the taekwondo club.

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

Leaders have a curriculum that is ambitious and engaging for all pupils, including those with special educational needs and/or disabilities (SEND). This has been successful in most subjects, including in English and mathematics. Teachers are clear about what they want pupils to learn.

They ensure that pupils have a secure grasp of what they have learned. As a result, pupils remember key knowledge and develop essential skills to help them achieve well. However, the COVID-19 pandemic has hampered leaders' work to develop a few aspects of the curriculum.

In some subjects, what leaders want pupils to know and remember, and the order in which this knowledge should be taught, is not clear.

Leaders have effective systems for identifying pupils with SEND. They ensure that staff support these pupils successfully with their learning.

This means that pupils with SEND build their knowledge well and remember what they have learned.

Leaders have placed reading at the centre of the curriculum. They have trained staff effectively to deliver the reading curriculum, including in the early years.

Children begin learning to read as soon as they start in the Reception Year. Pupils in key stage 1 read books that match the sounds that they are learning. This helps them to read with accuracy and increasing confidence.

Leaders ensure that staff quickly identify pupils who fall behind and support them to catch up without delay. Pupils in key stage 2 talked with enthusiasm and knowledge about the books that they have read. Teachers encourage pupils to use the school library.

Pupils have access to a wide range of high-quality books to develop their vocabulary and spark their imagination. They read with fluency and comprehension.

Pupils behave well.

They conduct themselves in a calm and orderly manner around school. Some parents and carers expressed concerns about how well pupils behave. However, inspectors found that teachers have effective ways of managing pupils' behaviour.

Lessons are rarely disrupted. Pupils' good behaviour and positive attitudes contribute strongly to their learning. Children in the early years quickly settle into school routines.

They behave well and are excited to learn. This helps them to build their knowledge of areas of learning such as communication, language and mathematics.

Leaders provide a range of activities to extend pupils' experiences and to develop their skills and talents.

For example, pupils have the opportunity to represent their class on the school council, take part in sports and perform at a local theatre.

Pupils learn that everyone is equal. They appreciate the differences between people.

Pupils learn about different religions and cultures. They said that everyone is welcome at Hawes Side.

Staff enjoy working at the school and leaders are considerate of staff well-being.

Leaders and governors have implemented measures to ensure workload is manageable. Governors hold leaders to account for their actions. They carry out their duties diligently and they understand the priorities for the school.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have created a strong culture focused on pupils' welfare and well-being. Staff have a good understanding about what to do if they are worried about a pupil's safety.

Leaders work closely with other agencies to ensure that families receive the help and support they need. Governors have a clear understanding of their role in checking on the safeguarding arrangements in the school.

Pupils understand how to keep themselves safe, including when they use the internet.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The design and sequencing of some subject curriculums is not as well developed as other curriculums in school. This means that pupils do not acquire and remember knowledge as fully as possible. Leaders should ensure that staff are clear about what content should be taught and the order in which it should be delivered so that pupils gain a firm foundation for later learning.