Lakelands Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils take pride in their school. They appreciate the extra opportunities they have to be active leaders in the school community, as prefects and school councillors, for example.

The school has an active school council. Pupils are given the opportunity to make positive changes in the school, such as starting a social group for lesbian, gay, bisexual and trans (LGBT+) pupils.

Pupils understand the values of respect and tolerance.

They are aware of different cultures and religions. One pupil summed up views when they said, 'No one should be treated less favourably because they belong to a specific group.'

Most pupils feel safe around school and are w...ell supported by staff.

They trust that when bullying happens it is dealt with quickly and effectively. However, a minority of pupils find it difficult to talk to adults about issues that concern them. Pupils say that on a few occasions they have heard homophobic and racist language being used, but say that this is usually challenged.

Leaders have high ambitions for all pupils' learning. They support the pupils to do well in school. Staff prepare pupils well for their future lives.

Pupils, including those pupils with special educational needs and/or disabilities (SEND), achieve well.

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

Leaders have ensured that all subjects at the school receive the priority they deserve. All subjects are equally valued.

Faculty leaders have worked hard to sequence the curriculum to help pupils remember, long-term, the knowledge and skills that they need.

However, plans in English are less developed. The leadership of English has been very turbulent.

A new leader has been appointed and positive changes are beginning to be made. Key stage 4 pupils receive a well-structured curriculum that is challenging and aspirational. This is not yet the case in key stage 3, as planning does not yet map out the detail of what pupils need to know and remember.

Therefore, some pupils do not achieve as well as they could.

Leaders have strengthened the reading curriculum. The English team members have thought carefully about the books that they want pupils to read and study.

As a result, pupils read regularly and widely, and weaker readers develop their reading skills.

Staff have good relationships with pupils. Overall, behaviour in and around school is good.

In lessons, little learning time is lost when behaviour is managed well. However, this is not the case in a few lessons. Some pupils and staff say that behaviour can be an issue in some lessons.

Parents echo this. Staff explained that the systems for managing behaviour are not always clear, and are therefore difficult to follow. Leaders have given staff training on managing pupils' behaviour but are aware that they need to make systems clearer and more consistent.

The provision for pupils with SEND is strong. Staff are well informed about the needs of these pupils. They are well trained to identify potential difficulties and plan support to ensure pupils achieve well.

The school carefully tailors specific activities to the mental health and social needs of pupils. For example, they design extra-curricular activities that match the pupils' interests and talents. A careers programme is embedded in the personal, social and health education programme.

Regular sessions are devoted to the world of work. The school has an up-to-date provider access statement, and meets the requirements of the Baker Clause, which requires schools to provide pupils in Years 8 to 13 with information about approved technical education qualifications and apprenticeships.

Staff are proud to work at the school.

They feel supported and valued by leaders. Staff who spoke to inspectors made it clear that the leaders genuinely care about their workload and well-being.

Governors know the school well.

There is a balance of experienced and new governors. Governors are skilled in asking the right questions of leaders to ensure the information they receive is accurate. Leaders and governors have begun to work more collaboratively with local schools and external partners.

Parents are mostly positive about the school. However, some say communication with school is an issue. Leaders have worked hard to develop relationships with parents, but know that they need to continue to build on these.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have established a strong culture of safeguarding. Staff are appropriately trained to spot the signs that pupils may be at risk of harm.

Leaders are raising pupils' and staff's awareness of the risks of peer-on-peer abuse. They are providing additional training for staff. Staff understand their responsibility to report any concern, however small.

School records are detailed and organised.

Safeguarding leaders work effectively with a range of external agencies so that pupils get the support they need at the right time. Leaders carefully check that any alternative provisions they use are appropriate and safe for their pupils.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The content of the curriculum in most subjects has been set out clearly for all year groups. However, planning in key stage 3 English does not yet clearly map out the detail of what pupils need to know and remember across the unit of work. Therefore, some pupils do not achieve as well as they could.

Staff should ensure that they carefully map out what pupils need to know and remember across key stage 3 units of work. ? Some staff, pupils and parents shared concerns about inconsistencies in the management of pupils' behaviour in some lessons. Leaders must ensure they implement and clearly communicate effective strategies to ensure behaviour is consistently well managed in all lessons.