Jewellery Quarter Academy

Highlights from Latest Inspection

What is it like to attend this school?

Jewellery Quarter Academy welcomes everyone and seeks to do the best for pupils and staff. Pupils get along well. Bullying is uncommon, and staff work hard to resolve any disagreements.

Pupils feel safe, in part because they can easily report any concerns.

The school has clear values and high expectations. There is a strong sense of teamwork.

Leaders promote the development of pupils' character alongside academic achievement. They understand the importance of close working with parents and carers, employers and other agencies.

Friendly respect between staff and pupils helps lessons and social times to run smoothly.

Pupils benefit from good p...astoral support. They enjoy a wide range of extra-curricular activities. Pupils take part in different sports, in creative activities and debating.

They are proud of their school, and older pupils appreciate how they are profiting from recent improvements.

Leaders have ensured that there is a well-planned curriculum. It is broad and ambitious for all pupils, including those with special educational needs and/or disabilities (SEND).

Pupils at key stage 3 study all the subjects in the national curriculum. A recent focus on reading is paying dividends.

The trust that runs the school has taken important steps to strengthen it.

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

Leaders have organised the curriculum effectively. It is newly ambitious. For example, a significant proportion of pupils are now studying for GCSEs in triple science.

Leaders are resolving the staffing issues that restricted modern foreign languages. The number of pupils learning French at key stage 4 is rising. Subject leaders have sequenced the work carefully so that it builds on pupils' existing knowledge and skills.

They have taken account of the impact on pupils' learning of the COVID-19 pandemic.

Teachers are enthusiastic, and know their subjects well. They use the correct terminology for each subject, and identify the important vocabulary for pupils to learn.

Teachers explain ideas clearly. Pupils are gaining steadily in knowledge and understanding. Pupils with SEND learn well because teachers know how to adapt learning to meet their additional needs.

Sometimes, teachers do not extend the knowledge of the highest prior attaining pupils as well as they might.

Teachers make checks on what pupils have learned. Across the school, they use the information that they gather to plan 'do now' tasks at the start of lessons.

These reinforce previous learning. However, teachers' grasp of what pupils have remembered over time, on occasion, is less secure.

This academic year, leaders have taken specific action to develop pupils' reading skills and promote a love of books.

Staff have received appropriate training. Classes read together during form time. Younger pupils have responded well to these initiatives.

Many have borrowed books from the recently opened library.

Pupils enjoy their learning, and behave well in lessons. Disruption to learning is infrequent.

However, a small number of pupils struggle to behave appropriately. Staff work assiduously with them and their families to explain the school's expectations. Suspensions, which have been high over time, are now declining.

Pupils develop a good understanding of personal safety, relationships and social topics as part of a well-planned programme. On Fridays, staff use discussion of contemporary events to add to pupils' social and cultural awareness and understanding. The school provides comprehensive careers advice.

Very few pupils do not go on to appropriate education or training. A high proportion of pupils take part in activities after school. These include different sports, music, drama and photography.

Senior leaders show a clarity of purpose in line with the school's values. They know how to improve the school further. Although subject leaders are eager to contribute, some have had scant opportunity to check on the implementation of the curriculum.

The staff recognise that leaders consider their workload and well-being. In making provision for creative subjects and physical education (PE), leaders do their very best to combat the limitations of the school site.

The trust has taken effective action to establish a strong local governing board.

Collaborative work between trust schools to develop the curriculum is already bearing fruit.

Safeguarding

The arrangements for safeguarding are effective.

Pupils learn about the risks that they may face, including those originating online.

Leaders make sure that staff are well trained in safeguarding, so that they know how to identify pupils who may be at risk. They keep the staff updated about issues that might pose a threat. Leaders take the appropriate actions and involve other agencies that work with children.

They are persistent when the need arises.

The school keeps the necessary safeguarding records. Leaders make the right checks on the staff who join the school.

Pupils know that there is always someone to talk to. They feel safe at school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Teachers' routine assessment of pupils' learning is sometimes too general.

Teachers then lack a precise understanding of what pupils have learned and can remember over time. Leaders should ensure that teachers use formative assessment to identify more closely the gaps in pupils' knowledge. This will enable them to tailor reinforcement and revision work more accurately, providing the right knowledge to the right pupils at the right time.

• Although the curriculum is ambitious, teachers sometimes do not adapt it to challenge the highest prior attainers as effectively as they could. For example, sometimes the work is unnecessarily repetitive, or teachers allow pupils to choose work that is too easy. Leaders should ensure that all teachers are skilled in planning work that extends and deepens the knowledge and skills of the highest prior attainers.

• Staffing issues have restricted the scope for subject leaders to monitor the quality of the curriculum. Senior leaders should ensure that subject leaders have sufficient opportunity to check on the implementation of different subjects. This should enable them to make further refinements to the curriculum and to provide staff with additional guidance.