Littlegreen Academy

Highlights from Latest Inspection

What is it like to attend this school?

Leaders have very high expectations.

Pupils are clear that their school makes them feel happy, welcomed and safe. They trust that staff will deal with any incidents of bullying or harassment swiftly and effectively.

Pupils benefit from the wide range of enrichment activities which help foster their skills and interests.

For example, they enjoy horse riding, swimming and kayaking. Pupils look forward to trips to the theatre, museums, the beach, the local farm and Winchester Science Centre. They relish sleepovers and camping events in school.

Pupils proudly raise funds and donations for charities they support.

Too often, pupils arrive at Littl...egreen with a history of poor experiences of education. Staff quickly get to know pupils and their specific needs.

Adults are adept at giving pupils the time and space they need to regulate some of their overwhelming complex emotions. They prioritise helping pupils to develop trusting relationships. Pupils learn to communicate their feelings successfully and become important valued members of the school community.

One Year 7 pupil said, 'We like that we can take time out when we need to. This helps take the pressure out of our head and means that we do not disrupt others.'

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

Leaders and governors have worked resolutely to create a school that is moving from strength to strength.

Staff feel appreciated and morale is high. Leaders' aspiration for all pupils to discover a deep 'love of learning' is palpable. They make sure that pupils' interests, aspirations and education, health and care plan (EHC plan) targets underpin all aspects of curriculum thinking.

Leaders value the pivotal support and resources provided by the trust.

Leaders prioritise pupils' personal development. Pupils learn about different types of relationships and consent.

They have plentiful opportunities to discuss current affairs. For instance, pupils debate topics such as the war in Ukraine and equal rights. Pupils learn about British values, including the importance of individual liberty and the rule of law.

They understand and appreciate different cultures and communities. One Year 9 pupil echoed the views of his friends and said, 'Everyone deserves to be treated with respect. We are all the same on the inside.'



The curriculum in all year groups is vibrant, interesting and engaging. Across most subjects, the curriculum is well crafted. For instance, in mathematics, the curriculum sets out the essential knowledge pupils need to learn and the order in which it should be taught.

Nevertheless, in some subjects, leaders have not provided teachers with clear information about what pupils should learn step by step. As a result, pupils do not achieve as well as they could from their individual starting points. Leaders are addressing this.

Leaders provide effective careers support and guidance. The careers curriculum starts in the primary phase through regular visits from professionals such as artists, scientists and entrepreneurs. Older pupils value the different opportunities they have to engage with the world of work and understand the routes that are available to them when they leave school.

However, some pupils do not attend school regularly. This means that they miss out on vital learning and do not benefit fully from all that the school has to offer.

Reading is a central priority.

Pupils enjoy visiting the well-stocked library and listening to stories staff read and recommend. The phonics programme is clearly sequenced. Occasionally, staff do not teach phonics effectively.

The books some pupils read are either too easy or too hard. Consequently, some pupils do not read as well as they could.

The atmosphere around school is purposeful.

Staff help pupils to successfully manage their social, emotional, and mental health (SEMH) needs. A range of specialist therapies and interventions blend into everyday routines. This helps pupils to build their self-esteem and resilience.

Records show that incidents of aggressive and disruptive behaviour are reducing dramatically. Leaders are making sure that some of the individual pupil risk assessments are updated in a timely manner to acknowledge changes in individual needs.

Safeguarding

The arrangements for safeguarding are effective.

Leaders and staff know pupils very well. They are particularly alert to the contextual vulnerabilities of their pupils. Staff are alert and look out for the slightest signs that suggest pupils may be at risk.

Leaders raise concerns with external agencies and make sure that pupils and their parents have the help and support they need. Leaders are making sure that some safeguarding records are well organised and detailed. Careful checks are carried out before staff start working with pupils.

Pupils know they can talk to adults about things that are worrying them. They know how to keep safe when online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum in a few foundation subjects does not identify clearly the important knowledge pupils should learn step by step.

Consequently, pupils do not achieve as well as they could from their starting points. Leaders should continue to review the curriculum so that it is well sequenced in all subjects. ? A few pupils have very poor attendance.

As a result, they are missing a vital part of their education. Leaders should raise their efforts to work with families and other professionals to help find solutions and support these pupils to attend school regularly. ? Phonics is not always taught effectively.

Some of the books that pupils read do not help them practise the sounds they are taught. Consequently, some pupils do not read as well as they could. Leaders should continue to make sure that staff are well trained and that the books pupils read help them practise their phonics knowledge.