Lightcliffe Academy

Highlights from Latest Inspection

What is it like to attend this school?

The school shares a unified vision to transform it into one that the entire community can take pride in. This school is welcoming of, and highly ambitious for, all pupils, irrespective of their background or ability.

That vision is increasingly being realised. Staff are proud to work at the school. They are excited and empowered by the changes that the school has brought about.

Older pupils recognise the positive differences in their experiences at school. They speak of the school's welcoming atmosphere which enables pupils to be themselves.

Pupils benefit from a well-considered and ambitious quality of education.

They respond well to the school's hi...gh expectations for their learning. Most pupils achieve well. Pupils are prepared for their next steps.

Most lessons are calm so that pupils are able to concentrate on their learning. Pupils feel safe at school. They are confident to report concerns to a trusted adult.

There is a real commitment to develop pupils' readiness for life beyond school. The 'SHARED' character curriculum threads through every part of the school's work. 'Student leaders' are proud of the impact that they have in making the school and the wider community better for everyone.

Sustainability leaders enjoy the partnership they have with a local university to work on a net-zero project.

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

The school is determined to ensure that pupils, including the most disadvantaged, achieve success academically. To this end, the school has thought carefully about how to ensure that pupils develop a deep body of subject knowledge so that barriers to future destinations are removed.

Alongside this, the school provides rich opportunities that take account of gaps in pupils' cultural experiences. This has helped to improve pupils' confidence and has raised their aspirations for their futures.

At key stage 4, a low proportion of pupils study the English Baccalaureate (EBacc) suite of subjects.

However, changes to the curriculum, alongside raised aspirations, mean that more pupils are now beginning to study EBacc subjects. Published outcomes do not reflect the significantly improved curriculum that current pupils experience. Pupils are increasingly able to know and remember the taught curriculum.

Teachers have strong subject knowledge and give clear explanations. Teachers identify gaps in pupils' knowledge and adjust their teaching accordingly. However, sometimes, teachers' choice of activities is not carefully matched to what pupils need to know and remember.

When this happens, pupils are less likely to make sense of new concepts.

There is a whole-school focus to improve pupils' reading skills. Structured strategies build pupils' vocabulary and comprehension, while those pupils who find reading difficult receive the support that they need to catch up.

This is helping a greater proportion of pupils to access the curriculum. This in turn is leading to their improved achievement.The school has effective processes in place to identify pupils with special educational needs and/or disabilities (SEND).

Transition plans for Year 7 pupils with SEND help them to quickly settle into school life. Recent improvements in SEND provision have strengthened the support for pupils with SEND, ensuring that they more consistently receive the help and resources they need to succeed.

Pupils and staff recognise the positive change in behaviour at the school.

There is a calm and purposeful atmosphere. Pupils are polite and respectful towards one another, and to staff. However, on occasion, some staff do not consistently challenge pupils who are not fully participating in lessons.

As a result, some pupils do not engage in the learning activities as well as they could.

The school prioritises pupils' regular attendance. All staff understand their role in encouraging pupils to attend school so that they can benefit from all that is on offer.

The school's attendance strategy, which includes clear structures for monitoring and support, has had positive results. Many pupils, including those with a history of poor attendance, attend school more regularly than they did in the past. As a result, there is a notable upward trend in overall attendance rates.

The personal, social, health and economic (PSHE) education has been recently strengthened. Careers education is woven throughout the curriculum, giving pupils the information and confidence to explore different career options. Pupils benefit from a range of leadership opportunities, trips and clubs to build their confidence.

The school has created opportunities as part of its curriculum and literacy strategy which have broadened pupils' experiences and their understanding of diversity.

Staff value the support that they receive from the school, including governors. The school prioritises staff's well-being and quickly addresses any concerns about workload.

Staff are increasingly empowered to bring about the change that they want to see. Professional development opportunities enhance staff's expertise and morale.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some staff do not consistently ensure that pupils fully engage in learning. This means that some pupils do not benefit from the improvements that have been made to the curriculum. The school should ensure that staff consistently challenge pupils to take an active part in learning.

• Some staff do not choose the most appropriate activity to achieve the ambitious aims of the curriculum. As a result, some pupils do not build on their knowledge as well as they could. The school should ensure that teaching practices support all pupils in learning the curriculum so that they achieve as well as they could.