Leigh Academy High Halstow

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are highly motivated and engaged in learning at this school. Staff explicitly teach learning behaviours and routines.

Leaders ensure that these are embedded consistently across the school. Pupils know what is expected of them. They are ambitious to demonstrate meeting high expectations.

There is an unwavering thread of respect for others that runs throughout the school. Bullying is not tolerated. Pupils are confident that leaders would 'intervene in a flash' if bullying occurred.

Behaviour that is less than exemplary is rare and quickly addressed by staff.

Leaders have high expectations for every pupil and particularly for those with special e...ducational needs and/or disabilities (SEND). Staff engage pupils through the ambitious curriculum.

Pupils are excited about their learning. This 'learning buzz' permeates the entire school.

Pupils benefit from an extensive range of wider curriculum and leadership opportunities.

Leaders consult pupils about the activities they would like to take part in. As a result, there is high take up from pupils. The digital curriculum is highly effective in supporting pupils across the school to access learning.

For example, specialist software ensures that all pupils, particularly those with SEND, can learn independently.

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

Leaders' ambitious curriculum is pivotal in setting out high expectations for every pupil. Pupils study a full range of traditional curriculum subjects.

Activities are precisely planned to reinforce the most important knowledge that pupils need to learn. This starts right from the early years. These activities engage pupils in learning and provide experiences that deepen understanding.

As a result, pupils consistently remember their learning exceptionally well. In the early years, strong relationships reinforce high expectations. Adults have been highly trained to enable them to adapt the curriculum so that every child can be a successful learner.

Reading is a high priority. Children learn phonics knowledge from the moment they start in Reception. Leaders have carefully chosen a well-structured programme that works for the pupils.

High-quality staff training ensures that teaching is effective. Pupils read books that are carefully matched to the sounds they know. This helps them to read with confidence.

Support for pupils who are falling behind is swift and tailored to individual needs. Leaders aim for every pupil to keep up with their peers. A love of reading is tangible across the school.

Staff and pupils talk animatedly about their favourite books. Leaders have selected a range of core texts for all pupils to read. These enrich pupils' vocabulary and teach them about diversity and life in modern Britain and the wider world.

Leaders have a relentless ambition for every pupil to achieve highly. Staff subject knowledge is extensive. Staff have a deep understanding of the curriculum content and have carefully considered how to teach this.

The inquiry approach to learning is highly effective for all pupils and particularly those with SEND. This means that pupils remember their learning very well. They make strong links between subjects and concepts.

When necessary, teachers adapt and scaffold learning. This means that pupils with SEND achieve exceptionally well.

Pupils are highly engaged in their learning.

Leaders have set clear expectations for all pupils. These start in the early years. Leaders have created well-established routines.

A calm, consistent ethos permeates the whole school. Pupils manage themselves maturely and thoughtfully. New pupils are welcomed with respect and warmth.

Leaders have created a culture where differences are celebrated. Pupils talk confidently about how everyone is treated equally. There is a proactive approach to addressing unkind behaviour, particularly when pupils are online.

This means everyone feels safe and supported.

Pupils are fully prepared for their next stage of learning. Staff have extensively mapped out opportunities for pupils to develop leadership roles such as house captains, young leaders and curriculum ambassadors.

As a result, pupils understand how important their views are. They have a voice in whole-school decisions and talk positively about the changes they have made. Leaders have expertly woven PSHE into the curriculum.

Pupils understand fundamental British values and what they mean to them in their community. They are taught about how they can make a difference beyond their school gate. For example, the motivation of the nature squad to tackle idling cars outside the school gate and invest in scooter pods has positively impacted the whole-school community.

Leaders, including those across the wider trust, are ambitious for every pupil. They ensure that all staff receive highly effective training. As a result, staff at all levels are well equipped to support every pupil with their learning.

Leaders work hard to continue to improve the school. They are mindful of staff well-being. They ensure that staff workload is managed effectively so that staff can focus on doing their very best for pupils.

Staff are overwhelmingly positive about the support they receive.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have a thorough oversight of safeguarding.

They have created a culture of vigilance that is upheld by all staff. Governors make systematic checks on leaders' safeguarding work. Leaders work proactively with a range of outside agencies.

They are relentless in chasing extra support for families. Staff use robust processes to share and report concerns.

Pupils have absolute trust in their teachers to keep them safe.

They are keen to share what makes them feel safe. Leaders have developed a detailed digital curriculum. This is highly effective in teaching pupils how to keep safe online.

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