John Smeaton Academy

Highlights from Latest Inspection

What is it like to attend this school?

Leaders and staff have worked closely with pupils to bring about a startling transformation at this school.

Pupils share the ambitions that staff have for them and value the kindness shown to them. This school is now a beacon for its community. Pupils, staff, parents and carers are right to be proud of all that they have achieved.

Pupils behave well. They are kind to their peers and speak to staff and visitors with warmth and respect. Pupils increasingly benefit from the well-considered curriculum that is in place.

Some pupils join the school at different points of the school year. Staff take time to find out what each pupil needs. As a result, pupils settle ...in quickly.

Older pupils speak of the positive changes they have seen and the opportunities that they now have. They know that the school is providing them with 'the gift of choice'. They are increasingly well prepared for their next steps.

The school is determined to address disadvantage, to raise pupils' ambitions and give them opportunities to develop their talents and interests. The 'enrichment++' clubs and activities are numerous, well attended and include the 'BIG 3' of karate, rowing and volleyball. Pupils experience many exciting trips and competitions alongside opportunities to give something back to the community.

All of this, and more, helps pupils to flourish.

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

Trust and school leaders have swiftly improved the quality of education, carefully considering the important subject knowledge that pupils need to know and understand. Teachers provide clear explanations that help pupils to comprehend new learning.

Pupils are increasingly able to recall what they have been taught before. This strong learning is not reflected in historic published outcomes at key stage 4. Pupils now benefit from a highly effective curriculum that is increasingly well taught.

Pupils with special educational needs and/or disabilities (SEND) are well supported. Teaching staff ensure that pupils with SEND access the curriculum alongside their peers. The Horizons resource provision is a vibrant, supportive environment with a tailored curriculum that focuses on teaching and reinforcing important principles and beliefs alongside academic subjects.

The work that the school does to support all pupils with SEND is testament to their commitment to inclusive education.

Staff promptly identify pupils who are at the early stages of learning to read. These pupils receive personalised support from trained staff.

As a result, they quickly learn to read with greater confidence.

Staff have worked with pupils to transform standards of behaviour. A consistent 'positive discipline' approach, rooted in caring kindness and active intervention, is consistently in place throughout the school.

Staff uphold high expectations of pupil behaviour, offering support to those who struggle to meet these standards. Corridors are filled with calm, happy pupils who chat to their friends as they move between lessons. There are warm relationships between pupils and teaching staff.

The school has created an environment where pupils' learning thrives, enabling them to get the most from the ambitious curriculum. Bullying, though rare, is promptly addressed. Pupils are confident to raise concerns.

They know that staff will help them.

Some pupils struggle to attend school sufficiently often. This means that they miss out on important learning and wider opportunities.

All staff know the role that they have in improving attendance. A range of strategies are in place, including schemes such as the 100% attendance club. Although there are green shoots of improvement in attendance, there is much more to be done.

The school's ethos and values spread through the personal development curriculum. Important topics such as financial education and holistic well-being are thoughtfully integrated. Student ambassadors champion the school's core values, actively participating in shaping positive change.

Events like the 'GORSE games', reward trips and the variety of clubs build a strong sense of community and belonging among pupils. Pupils increasingly see this school as being for them, supporting them and giving them the gift of choice, enabling them to shape their own futures.

Trust leaders and governors carefully check that leaders are making the right decisions in the best interests of pupils.

The 'rigour with kindness' ethos is evident throughout leaders' work. Staff are enthusiastic about the ongoing improvement that continues at pace. Early career teachers are well supported by their mentors, leaders and the trust.

All staff spoken to were fulsome in their praise of the school and leaders. In many areas, there has been significant improvement.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some pupils do not attend school often enough and miss out on important learning. This limits the amount of progress that they make. The school should review and intensify actions to improve attendance so that all pupils succeed.

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