Magdalen Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils appreciate being part of this small village school where relationships are strong, and pupils are valued.

Expectations of how well pupils behave are clear and consistent.

Pupils are safe and secure. Pupils are polite and calm and follow instructions. The playground is a hive of activity.

Younger and older pupils play together happily.

Pupils have a voice in this school. There are different roles and responsibilities for older pupils.

House assemblies are pupil-led. House captains develop their confidence and leadership skills. They discuss things they would like to change about their school.

Pupils feel listened to.

...Pupils are excited by the trips and opportunities offered to them. Leaders have ensured pupils experience opportunities beyond the local community.

Coming together with other schools in the trust, pupils compete in sporting events and recently sang at a national arena in London. These opportunities broaden pupils' horizons and develop their confidence and independence.

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

Since the previous inspection, there has been significant staff turnover.

The school has ensured that there is ongoing training for all staff so that they teach the intended curriculum across the mixed-age classes. Pupils with special educational needs and/or disabilities (SEND) access the full curriculum.

Early years has been a priority for leaders.

It is now a strength of the school. Children's steps in learning throughout early years are clear. Children learn the routines straight away.

They benefit from learning in a well-resourced outdoor environment. Adults check children's learning and respond to children's interests and gaps in learning. The precise curriculum, which staff deliver well, means children achieve highly in early years.

They are well prepared for Year 1.

A strong early reading curriculum is in place. Trained adults typically teach this as intended.

Pupils read books matched to the sounds they learn. Staff check how well pupils read regularly. Staff support pupils who fall behind to catch up.

Most pupils are successful in becoming fluent readers.

The planned curriculum means that there is a clear learning journey for pupils. In many subjects, pupils achieve well.

However, in mathematics, pupils have gaps in their knowledge as their misconceptions are not always addressed. For example, pupils do not always show secure understanding in their number work and place value. This means that some pupils are not achieving as well as they should in their mathematics lessons.

Support for pupils with SEND is a strength. Their needs are carefully assessed. Staff follow considered plans to meet the needs of pupils.

Individual adjustments are made to the classroom environment and learning tasks. Pupils with SEND access the full curriculum alongside their peers.

Staff manage behaviour well.

The school rules are known and applied by staff. Pupils meet the expectations set. Learning proceeds without disruption.

The school promotes pupils' all-round development well. Pupils learn about the differences between people and the importance of healthy relationships. Pupils know how to keep themselves safe online.

They have a strong understanding of the importance of physical and mental health. This is enhanced by the school's annual Health and Well-being Week.

The trust has worked with the school during a period of change.

They have supported the school in securing some significant improvement. The trust recognises the need to continue with this work to ensure all pupils learn well across the entire curriculum.

Staff feel valued and supported at this school.

They appreciate the support offered by leaders around their workload and well-being.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In mathematics, teachers do not always address misconceptions in pupils' learning.

This means that some pupils have gaps in their learning. The school should ensure that its ongoing training supports teaching staff with their mathematical subject knowledge. This will allow teachers to check and ensure that pupils develop the knowledge and skills they need.