John Cabot Academy

Highlights from Latest Inspection

What is it like to attend this school?

This is a welcoming school, where pupils are well prepared for their next steps. In Years 7 to 11, pupils attend John Cabot Academy (JCA), where they know the vision well: 'Empower yourself.

Empower your community.' Pupils take pride in this statement and are proud of the diversity of their community. This extends into the CLF Post-16, where their ethos of 'Care Believe Achieve' is fully realised.

Students in the post-16 provision come from a wide range of schools. Across the whole school, pupils feel a strong sense of belonging.

Pupils in JCA and students in the post-16 enjoy their time at school.

They receive a high-quality education. They feel mot...ivated to succeed. Teachers encourage and support them to do this effectively.

The school has high expectations of pupils. Lessons are calm and focused. Relationships between pupils and staff are warm.

Pupils are safe and have trusted adults with whom they can share any concerns.

Staff help pupils to explore different beliefs and cultures. Pupils show very high levels of respect for the views and lives of others.

Pupils are encouraged to be active members of the school community. At JCA, many pupils join the wide range of councils, such as equality, neurodiversity and LGBT. In the post-16 provision, pupils take on leadership roles within their houses.

Feedback to leaders from these groups leads to meaningful change, like adjustments to the school uniform.

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

JCA has created an ambitious curriculum. It provides pupils with a rich learning experience.

The school focuses on the needs of disadvantaged pupils. Staff ensure that they remove barriers to learning. As a result, pupils achieve very well in GCSE examinations.

Students in the post-16 provision have a broad and varied range of subjects available to them. The qualifications have been carefully selected to ensure that they are fully inclusive. Students, including those who have previously had negative educational experiences, thrive here.

This is a result of the thoughtful academic and pastoral support.

The school has thought carefully about what pupils will learn and in what order. The curriculum identifies the key knowledge pupils need to learn and remember.

Teachers use their subject knowledge and expertise to deliver the curriculum skilfully. Pupils and post-16 students value the curriculum's relevance to them and their community. For example, in business studies, a case study explores a local restaurant.

English texts for pupils in Years 7 to 9 include authors from diverse backgrounds. Pupils find these choices relevant and interesting.

Sometimes, checks on pupils' learning identify where there are gaps in pupils' understanding.

Appropriate adaptations follow to ensure these gaps are closed. However, these checks are not always used effectively to ensure pupils understand key learning. As a result, misconceptions sometimes persist within Years 7 to 11.

The school is committed to ensuring that pupils are successful, especially those with special educational needs and/or disabilities (SEND) and disadvantaged pupils. Pupils with SEND have their needs accurately identified. For the most part, staff make appropriate adaptations to meet these needs.

As a result, these pupils achieve well. Teachers at JCA and in the post-16 provision identify each pupil's reading needs. Pupils receive the support they need to improve their reading.

However, many pupils do not demonstrate a positive habit of reading for pleasure. This hinders the breadth and richness of pupils' wider reading experiences.

The pastoral care provided by the school is a strength.

The school makes every effort to promote high attendance and challenge absence. As a result, pupils' attendance at school is high. The school has high expectations for pupils' behaviour and conduct.

Staff apply these expectations consistently and fairly. Consequently, pupils behave well in lessons and around the school.

The school provides an inclusive space that celebrates differences.

The personal development programme supports this. Staff teach pupils to recognise healthy relationships and spot 'fake news'. Post-16 students are particularly articulate in talking about equality and diversity.

Pupils of all ages value and respect people with different backgrounds and beliefs. They appreciate the many extra-curricular opportunities that the school provides. These include a wide range of enrichment planned within the curriculum.

In the post-16 provision, students create and lead their own clubs.

A comprehensive careers programme provides pupils and post-16 students with helpful guidance. They learn about university and vocational routes.

The proportion of pupils studying the English Baccalaureate subjects in Years 10 and 11 is low. However, an increasing number of pupils opt to study a GCSE in a modern foreign language. Qualifications in community languages are encouraged.

The school has developed strong partnerships with other providers. The destinations pupils and students go on to are a real strength of the school.

The school and the trust are aspirational for pupils.

Leaders at all levels, including the academy councils, know the school well. The school provides staff with high-quality training. Staff are supported with their well-being.

They say their workload has improved, but some aspects need further adjustment. Leaders are working with staff to improve this.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Assessment is not always used precisely enough. This means that, sometimes, teaching does not accurately identify when pupils have not understood key learning. The trust should ensure that all teachers use assessment effectively to identify and promptly address misconceptions.

• Many pupils do not read for pleasure as widely or as often as they should. This means opportunities to develop their reading fluency and comprehension beyond the curriculum are limited. The trust should ensure that pupils are encouraged and supported to read a rich and diverse range of texts regularly.