Meadowhead School Academy Trust

Highlights from Latest Inspection

What is it like to attend this school?

Meadowhead School Academy is an inclusive and welcoming school, with a popular sixth form. Pupils are happy and safe. They care about each other and treat each other with respect.

They respect the differences between people. Pupils said that there is always an adult they can talk to if they are worried about anything. Pupils reported that, if bullying occurs, staff deal with it quickly.

There is a growing sense of ambition among pupils and staff at the school.

Pupils behave very positively. They are lively, confident, interested and kind.

This is because everyone wants them to be successful.

Leaders prioritise pupils' personal development, a...nd this supports the work of the school to prepare pupils for life in modern Britain. Pupils find this highly motivating.

The personal development curriculum actively supports pupils' welfare and well-being. They enjoy opportunities to develop their leadership through volunteering for the student parliament. Pupils have a voice at this school.

Sixth-form students are positive role models for younger pupils. Students who attend the sixth form are taking up places at university in increasing numbers. There is a well-planned programme of careers education, information, advice and guidance on offer.

The vast majority of parents and carers are very positive about the school. Many said that the school has improved since the previous inspection.

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

Leaders and governors have brought about considerable improvement since the previous inspection.

They have improved most aspects of the school's work. Pupils benefit from a broad and ambitious curriculum that meets the needs of all learners, including those with special educational needs and/or disabilities (SEND).

In most subjects, leaders have thought carefully about the knowledge they want pupils to gain and the order in which they should learn this content.

This helps pupils achieve well across key stages 3 and 4 and in the sixth form. However, leaders know that there is some more work to do to ensure that this level of curriculum detail is consistent across every subject. At times, teachers are less consistently clear about what essential knowledge pupils must know and this stops pupils from deepening their knowledge over time.

The curriculum is ambitious. Subject leaders and teachers have received high-quality training to enhance their plans in the very large majority of subjects. Teachers have strong subject knowledge.

Most teachers use this knowledge to question pupils and check levels of understanding. Teachers use a range of methods to check the depth of pupils' learning.

Leaders ensure that the needs of pupils with SEND are identified accurately.

All teachers are involved in reviewing the learning profiles of pupils with SEND. This assists them in providing more effective support for pupils with SEND in the classroom. The special educational needs coordinator works closely with teachers and teaching assistants to make sure that these pupils access the curriculum.

This allows pupils with SEND to learn alongside their peers and achieve well.

Teaching in the sixth form is highly effective. Teachers use a variety of approaches to encourage students to think deeply, to make connections and to support their views and ideas.

Sixth-form students are wonderful ambassadors for the school. They willingly support younger pupils and have led the school's 'never okay' strategy that promotes safer relationships awareness.

Younger pupils value the school's reading programme.

Staff encourage them to read widely. Pupils said that they enjoy the challenge of the reading programme and that time is made available to read together with other pupils in lessons.

Leaders' work to promote personal development is a strength of the school.

Teachers help to nurture rounded, open-minded and conscientious young people. Pupils value respect and diversity. Teachers plan personal, social and health education well.

These lessons help pupils to understand themes such as healthy relationships and to identify possible risks to their well-being, including harmful sexual behaviours. Leaders ensure that they look after pupils with protected characteristics well and that these pupils feel safe in school. A group for lesbian, gay, bisexual and transgender pupils is helping to raise greater awareness about diversity.

The school provides effective careers guidance that meets the requirements of the Baker Clause, which requires schools to provide pupils in Years 8 to 13 with information about approved technical education qualifications and apprenticeships. Pupils find this useful and discuss their future plans knowledgeably. Students in the sixth form benefit from expert support that helps them to make decisions about their next steps.

Staff feel valued and supported by leaders and governors. They enjoy working at the school and morale is high. Staff know that leaders consider their workload and well-being when deciding to make changes at the school.

Governors are proud of the school. They recognise the considerable improvements that have been brought about by leaders. They are committed to providing a safe environment in which pupils' education and experiences give them a broad range of options for their future.

Governors are effective in holding leaders to account.

Safeguarding

The arrangements for safeguarding are effective.

A positive culture of safeguarding is very well established throughout the school.

Safeguarding leaders are knowledgeable and effective. Leaders act quickly to seek advice from external agencies when a pupil or family needs extra help. Staff are well trained and know how to spot the signs that a pupil might be at risk of harm.

There are rigorous checks on all new staff. They fully understand the school's safeguarding expectations before they join the school.

Pupils are well trained on how to keep themselves safe.

They are aware of the main concerns in the local area and know whom to go to when they need help.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a very small number of subjects, the curriculum is less well planned and sequenced than it is most other subject areas. Leaders have not thought carefully enough about the core knowledge that they want pupils to learn in these subjects.

This limits the extent to which pupils know more and remember more. Leaders need to ensure that curriculum plans in these subjects are of the same high standard as those for other subjects in the curriculum. This will enable pupils to deepen their knowledge and understanding consistently across the curriculum.