John Locke Academy

Highlights from Latest Inspection

Outcome

There has been no change to this school's overall judgement of outstanding as a result of this ungraded (section 8) inspection. However, the evidence gathered suggests that the inspection grade might not be as high if a graded (section 5) inspection were carried out now.

The school's next inspection will be a graded inspection.

The headteacher of this school is Darrell Butler. This school is part of The Elliot Foundation Academies Trust, which means other people in the trust also have responsibility for running the school.

The trust is run by the chief executive officer, Hugh Greenway, and overseen by a board of trustees, chaired by Dr Tim Coulson.

What is it like to attend thi...s school?

Pupils are flourishing in this safe and happy environment. They are looked after well in school.

The school knows its pupils and families well. Pupils are confident that adults will help them if they have any concerns. They enjoy sharing their extensive playground with their friends and classmates.

The school has high expectations of its pupils. Pupils respond to this and achieve well, particularly in reading and mathematics. Leaders are working hard to ensure pupils achieve as highly in writing and across all areas of the curriculum.

Pupils behave sensibly, in and out of lessons. They are articulate, confident, and considerate. They adhere to the school values of 'kind words, kind hands, kind heart'.

Pupils talk maturely about how they maintain positive relationships, both online and offline. The school closely monitors pupils' attendance. It works closely with families to support pupils who are at risk of non-attending.

The school helps its pupils to engage in their local community. Pupils raise money to support their local foodbank. They listen to the group of 'little troopers' in school talk about what it is like to be part of a British military family.

A parent's comment echoed those of many others: 'John Locke is not just a school; it is a community. The school is truly multicultural where all are welcomed and celebrated.'

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

The school has created a well-organised curriculum.

The curriculum is ambitious and aligns with the goals of the national curriculum. It is arranged in a way that pupils build on prior learning. In history, for example, children in the early years begin to understand the concepts of past and present.

This prepares them for when they study toys from the Victorian period in Year 1. During key stage 2, pupils build a solid understanding of invasions and colonisations through a well-planned curriculum.

In most subjects, the curriculum clearly outlines what pupils should learn and remember long-term.

However, in a few subjects, the school has not clearly identified key knowledge it wants pupils to grasp.

The curriculum is taught as planned. Pupils have lots of opportunities to practice and reinforce their learning.

Concepts are introduced clearly, and staff use examples well to make sure that new ideas are understood. In art and design, for instance, pupils receive effective guidance when learning new drawing skills. Effective modelling helps them to develop techniques to show shades, tones, and perspectives.

Staff promptly identify and support the needs of pupils with special educational needs and/or disabilities (SEND). They make effective adaptations to the curriculum. As a result, pupils including those with SEND learn the curriculum well.

However, at times pupils' grasp of subject-specific terms is not as clear as it should be.

The school focuses on teaching early reading. Pupils start learning phonics as soon as they join the school.

The school has invested in training staff at all levels on how to deliver the phonics curriculum. As a result, phonics is taught consistently well across the school.

Staff use assessments effectively.

For instance, in early reading, they promptly identify pupils lagging in their phonics knowledge. These pupils receive extra support sessions and quickly make progress. Pupils genuinely love reading.

They delight in the mini libraries in their classrooms, and they participate in school reading challenges. Pupils enjoy adults reading to them daily.

Pupils actively engage in class discussions.

They are eager to share their ideas when collaborating with their peers. They attentively follow adult instructions. Disruptions to learning are rare.

The school maximises local resources to enrich the curriculum. Pupils explore World War II by visiting the nearby Battle of Britain Bunker. Additionally, the school hosts a singing festival for the trust at a local university.

Pupils also learn about staying active through mile runs and regular welly walks organised by the school. The school values the views of pupils. They consider these views when making decisions including which clubs to offer.

The multi-academy trust provides advice and purposeful challenge to leaders and staff. Trust officers regularly seek the views of staff on a wide range of issues. Staff appreciate that leaders are open and approachable.

They value the training opportunities they receive.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, significant knowledge for pupils has not been clearly defined.

As a result, the curriculum in these subjects does not consistently help pupils to develop a thorough understanding. Leaders need to refine curriculum thinking in these subjects to ensure that what pupils should learn is explicit. ? Sometimes, pupils' understanding of subject-specific vocabulary is not as secure and accurate as it should be.

This results in some pupils not knowing and remembering more of the intended subject content. The school needs to support pupils so that they acquire a deep understanding of subject-specific vocabulary.

Background

When we have judged a school to be outstanding, we will then normally go into the school about once every four years to confirm that the school remains outstanding.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be outstanding in 23 and 24 May 2017.

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