Leigh Academy Tonbridge

Highlights from Latest Inspection

What is it like to attend this school?

Hayesbrook Academy is actively committed to developing pupils as reflective and resilient learners.

The school's small size ensures that all pupils are known, valued and nurtured. Pupils and students are well prepared to 'embrace the future challenges of the modern world'.

Behaviour and attitudes are exceptional.

The school has high expectations for pupils' behaviour and conduct. Pupils, staff and parents report that behaviour is very well managed. Bullying is not tolerated at this school.

Any incidents are dealt with robustly. As a result, pupils feel happy and safe. They enjoy school and this is reflected in their high attendance.

Pupils s...how a positive work ethic. They enjoy strong and supportive relationships with their teachers and their peers. They show genuine respect and support for one another.

They value the opportunity to participate in an extensive enrichment programme, which includes international trips, cultural visits, guest speakers and outdoor activities.

Senior leaders have a passionate and ambitious vision about providing high-quality education for all pupils at the school. This is supported through the school's core values of integrity, courage and imagination.

Senior leaders are relentless about raising standards and maintaining high expectations by keeping a high profile around the school.

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

The curriculum is well planned and carefully sequenced across all years, including the sixth form. The school has increased the uptake of languages.

The proportion of pupils taking triple science is high. The curriculum is ambitious. It is researched and suitably allied to the national curriculum.

The sixth-form curriculum offers a wide range of suitable qualifications. These actively support students' future aspirations and career pathways.

The curriculum in key stage 3 is suitably considered to ensure that pupils master the curriculum and learn more and remember more.

Disadvantaged pupils and those with special educational needs and/or disabilities (SEND) are known and supported. In some subjects, higher prior attainers are not always sufficiently stretched and challenged.

Teachers' subject knowledge is strong, and pupils appreciate this.

Teachers use their knowledge well to ask probing questions to develop pupil understanding. Lesson planning ensures that knowledge is revisited through starter activities and regular recaps.

Assessment is well considered.

There is a clear and systematic approach to the use of assessment across the school. Teachers check for understanding through a combination of live marking and verbal feedback. This enables pupils to improve their work and address any misconceptions.

Cross-curricular content is developing well but links across subjects are occasionally missed. This was particularly noticeable in the personal, social, health and citizenship education (PSHCE) programme. Opportunities to develop and highlight links to areas, such as English, history and art, are underutilised.

Literacy skills are suitably encouraged across the school. However, there are inconsistencies in the quality of work seen in pupils' books. Reading is given a high priority.

There is a well-considered approach to closing reading gaps, but reading is not yet fully encouraged by teachers in all subjects.

Leaders have high expectations for standards of behaviour in the school. The school is calm and orderly.

Established routines are embedded. Pupils talk with clarity about the school behaviour policy. Pupils feel they are treated fairly.

They are respectful, considerate, proud and polite.

Pupils enjoy school and value the support and help provided by their teachers. The personal development curriculum is supported by the enrichment and extra-curricular offer as well as visits and trips to the Royal Albert Hall, the National Theatre and a residential in Norfolk.

Fundamental British values are taught as part of the PSHCE programme. The programme is responsive when necessary, such as the need to highlight online safety or discuss county lines. Content is age appropriate but links to assemblies, tutorials and other subjects are not efficiently planned and coordinated.

Pupils have had access to an extensive repertoire of careers support, including online careers programmes. The sixth-form careers provision is well thought out and delivered. Students are very well prepared for their next steps, including university courses.

Staff are proud to work at the school. There is a strong culture of collaboration and sharing. A small number of staff raise issues about staff workload.

However, many appreciate that this is inevitable to continue to build upon the school's recent successes.

Middle leaders are supported through effective line management, coaching and quality training. Some leaders are still improving their knowledge and expertise.

Other leaders are developing their better understanding of curriculum progression and effectiveness.

Governors and trust members have an incredibly good knowledge and appreciation of the school. They use their knowledge well to ask challenging questions of school leaders.

Trust support has been instrumental in recent improvements and future developments.

Safeguarding

The arrangements for safeguarding are effective.

Record-keeping is meticulous in line with trust practices.

The designated safeguarding lead has an exceptional understanding of his roles and responsibilities. He is diligent in his dealings with the local authority. All senior staff have undertaken safe recruitment training.

Staff training is extensive. Staff complete modules on keeping children safe as well as online safety. All staff fully understand the systems in place.

They feel confident that any concerns will be rigorously followed up.

Pupils have an age-appropriate understanding of healthy and safe relationships. They understand online safety and there has been an increased focus on their mental health.

They know that adults in the school will support them when they need it.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• A small number of middle leaders are still developing their knowledge and expertise as well as their understanding of curriculum progression and effectiveness. Leaders should continue to support and share the very best practice that already exists in assessment and curriculum planning, in order to drive further improvements.

• The teaching of PSHCE lacks integration with the wider school curriculum. As a result, opportunities for consolidation of pupils' knowledge and skills are missed. Leaders should ensure that the PSHCE curriculum develops pupils' knowledge and understanding coherently across timetabled lessons as well as assemblies, tutorials, focus days and through other subject areas.