Longsands Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils have experienced a lot of change since the previous inspection. While much of this has been necessary, it has been unsettling for some pupils.

Pupils' voice has not always been heard as well as it should, but this is improving. Pupils have increasing confidence that their opinions are heard. This supports them to feel happier.

The school has high aspirations for what pupils learn. Pupils value the knowledgeable teachers who support them to achieve well. However, in the past, this has not always been the case.

Leaders' actions to address weaknesses in teaching have ensured that pupils now achieve well in many subjects.

Many pupils recognise imp...rovements in behaviour that have occurred due to the school's actions. They feel safer and happier as a result.

However, some do not. Some pupils still need further support to improve their behaviour to meet the school's expectations. Some pupils have concerns about the boisterous and disrespectful behaviour of some older pupils.

Pupils are accepting of difference. They learn about this through a tailored programme of personal development. Pupils benefit from extensive sporting opportunities that are open to all.

Beyond sport, sixth-form students value organisations such as the medical society, and support available for university applications. This prepares them well for their next steps.

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

The trust has worked hard with school leaders to ensure that pupils learn well across an effective and broad curriculum, including in the sixth form.

In many subjects, teachers are knowledgeable about their subjects, provide clear explanations and regularly check what pupils know. As a result, pupils achieve well in examinations and are well prepared for successful future study and/or employment.

In a few subjects, teaching has not been as consistently effective.

This is because of temporary staffing arrangements or where teachers have needed to develop their practice further. Where this has been the case, leaders have acted to provide support and training. This has improved the quality of education provided and contributed to pupils achieving well overall.

The school knows where improvement is still needed to ensure that teaching is consistently effective across the curriculum.

The school has ensured that the curriculum is ambitious. Many pupils successfully study English Baccalaureate subjects.

There is also sufficient breadth in the curriculum to cater for pupils who wish to pursue different study pathways. As a result, pupils and sixth-form students usually complete their chosen programmes of study successfully.

The school has developed the effectiveness of provision for pupils with special educational needs and/or disabilities (SEND).

Leaders identify pupils' needs clearly. They ensure staff have appropriate guidance to know how to adapt learning successfully. This enables pupils with SEND to achieve well.

Above-average proportions of pupils with SEND continue their studies successfully in the sixth form.

Leaders have ensured a school-wide focus on developing pupils' reading ability. Pupils are increasingly confident with challenging texts as a result.

Pupils who need it get extra support to help them catch up with their reading. This enables most pupils to access the school's curriculum successfully.

The school's focus on improving behaviour has resulted in improvements for many pupils.

However, a core of pupils do not behave well enough. Some older pupils can be disrespectful or boisterous, which worries others. Previous systems focused on consequences, without the appropriate balance of reward and support to improve behaviour.

The school has recognised this. Leaders are working hard to ensure that revised behaviour systems now have better balance. Some teachers do not implement the behaviour policy consistently.

Pupils do not always show the same positive attitudes to learning, for example when agency staff teach lessons. When this occurs, pupils' learning is disrupted by the behaviour of others. Leaders recognise there is still more work to do to support some pupils to improve their behaviour.

The school's actions are bearing fruit.

In the sixth form, behaviour and attitudes are consistently positive. Almost all students are more mature and take responsibility for their actions.

The school has ensured that the teaching of personal, social, emotional and health education (PSHE) and relationships and sex education (RSE) have been given dedicated time across all key stages. Pupils have an age-appropriate understanding of important issues. The school has ensured that there is a comprehensive programme of careers guidance.

Sixth-form students benefit from links with further education providers and local businesses to make informed choices about their next steps. Opportunities for pupils' voice are becoming more meaningful, especially through the work of the school council.

There have been significant leadership changes in the trust and school.

The school has made necessary changes, including in how behaviour is managed. These changes have had to address some deep-rooted behaviours throughout the school. A significant proportion of parents do not support the school's actions.

The school and trust are working hard to rebuild positive relationships with parents. However, this remains a significant challenge.

Governors and trustees are challenging, empowering and supporting leaders effectively.

This has resulted in improvements to the quality of education and pupils' personal development. The trust and school have worked to address staff's workload and well-being. Most staff are positive about the progress the school is making with this.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Changes that have been made have not been supported by some parents, pupils and staff. This leads to feelings of frustration towards the school.

The school needs to continue to ensure that all stakeholders receive clear and effective communication, so that they are well informed about the reasons why decisions are made and actions are taken. ? The school has not ensured that some pupils understand the impact of their behaviour. These pupils do not respond positively to the school's behaviour management processes to improve their behaviour.

Some teachers do not apply the school's behaviour policy consistently. As a result, some pupils do not behave well enough. The school should continue its work to ensure that pupils get the support they need to modify their behaviour and ensure that all teachers apply the behaviour policy consistently, so that pupils behave well.

• Some teachers do not consistently implement the curriculum as the school intends. As a result, in these subjects, pupils do not secure important knowledge as well as they do in most other subjects. The school should ensure that the curriculum is taught consistently well in all subjects.

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