Miltoncross Academy

Highlights from Latest Inspection

What is it like to attend this school?

Leaders and staff have high ambitions for pupils. They are working hard to put these into practice.

However, pupils are not achieving consistently well. Leaders are taking appropriate actions but improvements are not fully secure. There is too much variability in pupils' learning across subjects.

Pupils are well supported and appreciate how hard staff work to keep them safe. Pupils are confident they have someone to speak to if they need help. They know bullying is not tolerated.

Pupils rightly trust staff will deal with incidents when they do occur. Many pupils behave well, but some do not, which can disrupt the learning of others.

Staff provide a r...ange of extra-curricular activities, including chess and 'aquarium' clubs.

Leaders also provide opportunities for pupils to take part in the Duke of Edinburgh's Award scheme and a variety of sporting activities. Some pupils spoke highly of their involvement in these. The majority of pupils are polite and are happy to talk about their learning and their school.

Reading is a significant focus, and pupils value the regular opportunities staff give them to read widely, including books pupils have chosen themselves.

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

Leaders have designed a curriculum which is ambitious, with high expectations for all pupils. Leaders have carefully identified and sequenced the knowledge pupils need to be successful.

The trust has provided useful support to help develop the curriculum. Leaders have invested significantly in training for staff which means teachers are implementing the curriculum with increasing effectiveness. For example, pupils often focus on the 'core' and the 'connected' knowledge that they are learning.

However, the impact of the curriculum varies across the school. Leaders' ambitions are not fully reflected in pupils' attainment because there is variability in how effectively the curriculum is being delivered. Not all work and activities that teachers set reflect leaders' high expectations and aspirations.

Teachers' adaptations for pupils with special educational needs and/or disabilities (SEND) are appropriate. Leaders are committed to ensuring all pupils achieve well. Additional support for pupils with SEND provided in the 'Victory Suite' is effective.

Staff have a clear understanding of the needs of the individuals they work with.

Leaders act decisively to address any reading difficulties pupils have. This includes providing additional support for the pupils who need it most.

There are also multiple opportunities throughout the school day for pupils to practise reading, exploring a wide range of challenging texts. Increasingly, the school is establishing a culture of reading.

Not all pupils currently behave well, which disrupts lessons at times.

Staff do not always take a consistent, effective approach to address poor behaviour. Leaders have rightly changed the approach to managing behaviour across the school. While leaders have carefully considered these changes, systems are too new to have had a substantial impact.

Too many pupils are not attending school or lessons regularly enough, and this is having a significant impact on their learning. Not all pupils are punctual to school and lessons, which again means time focusing on learning is lost.

Pupils are taught about how to be tolerant and the importance of knowing the difference between right and wrong.

Pupils are also given opportunities to act as leaders and to learn about democracy through the 'head pupil' system. Pupils from Year 7 to Year 11 have access to a range of appropriate careers information. However, some pupils have not had the guidance they need on their next steps.

The programme for personal development is not clearly thought out because leaders have not made sufficient adaptations for pupils of different ages.

Safeguarding

The arrangements for safeguarding are effective.

Leaders' safeguarding systems are robust and they have created a strong culture of safeguarding across the school.

Staff are well trained and take their responsibilities towards pupils very seriously. The regular weekly safeguarding updates keep this high on the agenda. Staff are knowledgeable about pupils' individual needs.

Leaders and the pastoral team collaborate effectively and engage well with external agencies as needed. Both staff and pupils know who to inform if they have concerns. Pupils learn how to manage relationships and keep themselves safe through the relationships and sex education and health education programme which leaders provide.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Teachers do not have consistently high expectations matched to the ambitions of the curriculum. This means pupils are not making enough progress in some areas. Leaders need to check that teaching activities and pupils' work across the school are of high quality.

• Not all pupils are attending school or lessons regularly enough. This means they are not learning what they need to in order to be successful. Leaders need to ensure their actions around attendance and punctuality have a more rapid and sustained impact.

• Staff do not always manage pupils' behaviour effectively. As a result, not all pupils behave well. Leaders need to ensure there are the same high expectations from all staff for all pupils.