Leigh Academy Dartford

Highlights from Latest Inspection

Outcome

There has been no change to this school's overall judgement of good as a result of this ungraded (section 8) inspection. However, the evidence gathered suggests that the inspection grade might be outstanding if a graded (section 5) inspection were carried out now. The school's next inspection will be a graded inspection.

The principal of this school is Rebecca Roberts. This school is part of Leigh 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, Simon Beamish, and overseen by a board of trustees, chaired by Frank Green, who is responsible for this school and 30 others.

What is it like to atten...d this school?

This school sets the highest expectations for staff and pupils. From the early years upwards, pupils happily live out the school's motto, aspiring to be 'determined, persistent achievers, learning to change the world'. Throughout the school, pupils achieve exceptionally well.

Pupils benefit from an extremely comprehensive programme of character education. This is interwoven throughout the school's curriculum and starts in the early years. As a result, pupils do not just achieve well academically, they also learn valuable life skills such as being open-minded, reflective and principled.

This prepares them very well for life beyond school.

Pupils' behaviour is impeccable. Pupils demonstrate consistently positive attitudes towards learning.

Teaching is rarely interrupted. Consequently, pupils are able to make the most of the school's excellent curriculum and the abundance of opportunities on offer to broaden their horizons. As one parent reported to inspectors: 'My child really enjoys his time at school and he can't wait to go there every day.

The school encourages his learning and development in a friendly and caring environment.'

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

The school's curriculum is highly ambitious. It clearly outlines the specific knowledge pupils need to learn, for every subject and every year group, from Nursery through to Year 6.

It is detailed, sequenced and coherent, which supports teachers to know exactly what to teach and when. This means that pupils learn in a precise, logical order. As a result, pupils gain knowledge, develop their skills and deepen their understanding as they move through the school.

Teaching is of consistently high quality. It is typified by strong subject knowledge, clear instruction and activities that allow pupils to achieve the aims of the curriculum. Pupils with special educational needs and/or disabilities (SEND) are identified early and receive excellent support to access the full curriculum.

As a result, pupils with SEND keep up with their peers and achieve equally well.

Pupils achieve highly in reading. The school provides frequent training and coaching that ensure staff have the expertise to teach phonics consistently well.

Children are introduced to books from when they start in Nursery. Starting in Reception, ongoing assessment identifies any pupils who need additional support learning to read. Pupils are given books matched to the sounds they know.

As a result, pupils become increasingly confident and fluent readers. Beyond their phonics programme, pupils are encouraged to read widely and often, and have access to a diverse selection of books. Year 6 pupils, for example, talked fondly and knowledgeably about the reading they were doing about Charles Darwin, saying: 'We love this, and it is helping us to understand things we are learning in geography and science.'



Pupil relationships and attitudes are exceptional. Learning is rarely disrupted. Pupils embody the positive behaviours set out in the school's character education curriculum.

As a result, the school is a highly inclusive community where pupils treat others with respect.

The wider personal development curriculum is a strength. The personal, social and health education curriculum is comprehensive.

Pupils learn how to stay safe online and can explain the features of healthy relationships. A range of leadership roles, such as academy councillors, digital leaders and sports leaders, helps pupils to contribute to the school community. The school's work to enhance pupils' spiritual, moral, social and cultural development is of high quality.

This ensures pupils learn about different religions, faiths and cultures, and about the fundamental British values of tolerance, law and democracy. Pupils know that this is important and say that this helps them to be 'understanding, respectful and tolerant' members of society.

Governors, trustees and executive leaders know the school well.

Efficient systems and processes keep them apprised of the school's performance and allow them to ensure statutory requirements are met. They offer highly effective support and challenge. Leaders take careful note of staff views when making decisions, valuing their collective well-being.

Staff report being proud to work at the school.

Safeguarding

The arrangements for safeguarding are effective.

Background

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

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 good in January 2018.

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