Magna Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy their time at Magna Academy. Pupils develop a strong sense of community and take an active part in the life of the school. Pupils are enthusiastic about leadership roles that enable them to support others.

Leaders and staff have high expectations of pupils. Most pupils strive to realise these expectations. Pupils know that staff care about them, and they reciprocate.

They have respectful relationships with staff and with their peers.

Pupils behave well. They are courteous and friendly.

Bullying is rare. Most pupils are confident that staff stop bullying if it occurs. Sixth-form students have exceptionally positive attitudes toward their ...learning.

A plethora of clubs and activities enable pupils to develop their talents and interests. Leaders have designed all aspects of the curriculum to promote pupils' wider development. Pupils have a sophisticated understanding of the barriers and challenges that some groups in society face.

They understand the relevance of this to their own lives and within their communities. As a result, Magna Academy is a tolerant and inclusive school.

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

The curriculum is ambitious for all pupils.

Leaders have ensured there has been a sharp rise in the number of pupils who continue to study a language and a humanities subject at GCSE. The majority of pupils now follow a strong academic curriculum into key stage 4. Sixth-form students follow a curriculum that far exceeds the qualifications they are taking.

It prepares them very well for their lives beyond school.

The reading curriculum enriches pupils' vocabulary and cultural knowledge. Leaders have prioritised reading so that all pupils read widely and often.

Pupils who cannot read fluently get the help they need to catch up. Sixth-form students explore a range of texts that extend their knowledge beyond what they need for examinations.

Teachers' explanations of new content and ideas are clear.

They know exactly what knowledge they expect pupils to remember. In key stages 4 and 5, pupils have very strong recall of what they have studied. Teaching makes key knowledge memorable.

However, some pupils at key stage 3 do not securely remember what they have learned. Some activities pupils complete do not help them build their knowledge well enough.

Leaders provide accurate and helpful information for staff about pupils with special educational needs and/or disabilities (SEND).

Staff use this to make sure that pupils with SEND can learn and achieve well. Support for students with SEND in the sixth form is particularly strong.Leaders identify the causes of pupils' poor behaviour and tackle them.

This has been effective in improving pupils' behaviour. Far fewer pupils now miss learning because of their behaviour. The rewards system reinforces the positive behaviour of most pupils.

Disruption to learning is uncommon and rarely persists. Leaders promote good attendance. However, there are still too many pupils who do not attend school often enough.

The careers programme motivates and excites pupils. It helps them understand the link between school and their future. It extends beyond information about further study, training or work, incorporating future well-being and fulfilment.

Students in the sixth form get expert advice to help them decide on the most suitable next steps for them. There has been a substantial increase in the number moving on to university, particularly to those that are the most selective.

Pupils are well prepared for life in modern Britain.

They value what they learn about topics such as other faiths and healthy relationships. Leaders encourage pupils to share their views. Pupils feel valued and know the importance of being active participants in their communities.

Sixth-form students have high attendance and relish their time in school.

Leaders have created a highly inclusive culture. They have taken prompt action to bring about changes when necessary.

The multi-academy trust and the trustees know the school very well. As a result, they provide rigorous support and challenge to school leaders. This drives further improvement.

Leaders act with integrity. For example, they are committed to meeting the needs of pupils who find aspects of attending school particularly challenging. They are tenacious in finding ways to provide a good quality of education for the most vulnerable pupils.

Staff are very proud to work at the school. Most feel well supported, including in managing their workloads and own well-being. Leaders provide training for staff in all roles to develop further.

Safeguarding

The arrangements for safeguarding are effective.

Staff are well trained to spot signs that a pupil may be at risk. They know the importance of safeguarding in all aspects of school life and their roles within this.

Leaders make timely referrals to other agencies when appropriate. They are tenacious in ensuring pupils get the support they need.

The curriculum helps pupils know how to keep themselves safe, including online.

Strong pastoral support helps pupils who are particularly vulnerable.

Leaders check that the adults they employ are suitable to work with children. They make extra checks on the safety of pupils attending alternative provisions.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In key stage 3, some teaching does not aid pupils to remember what they have been taught. Consequently, pupils do not always build a secure understanding of the subjects they study. Leaders need to ensure that teaching helps pupils to recall what they already know so that they can build on this knowledge.

• Some pupils, particularly those who are disadvantaged, do not attend school often enough. As a result, they do not make as much progress as their peers, both academically and in their wider development. Leaders need to ensure that pupils' attendance improves.