Mount Street Academy

Highlights from Latest Inspection

What is it like to attend this school?

This is a warm and welcoming school. Pupils are happy to come to school each day. They greet their teachers cheerfully as they arrive.

Relationships between staff and pupils are built on kindness and respect. The school's strong culture of care and consideration for pupils' safety permeates all that they do.

Leaders have high expectations for all pupils.

From the moment children begin in early years, they learn to strive to be the best version of themselves. They behave well and are eager to learn. Pupils are highly motivated by the school's 'Dream Team' characters that identify the attitudes and attributes the school wants them to develop.

Pupils kn...ow that 'Dusty the dog' reminds them to be determined and 'Akira the anteater' models aspiration. In assembly, pupils sing with gusto, 'I am young, but I have my own dreams… aim high to the sky.' Pupils achieve well and leave the school ready for the next stage in their education.

A large majority of parents and carers are supportive of the school. They describe the school as, 'nurturing', 'approachable', 'encouraging' and 'truly a haven in which children flourish'.

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

The school has designed an ambitious curriculum with care.

Curriculum plans set out the important knowledge that pupils need to know and remember. This knowledge is sequenced in a logical order from early years to Year 2. This helps pupils to develop a deeper understanding of each subject over time.

For example, in art and design, Year 2 pupils can talk about the wide range of artists they have studied, the title of their work and the techniques they have used.

Teachers are skilled. They explain the curriculum in ways pupils can understand.

The needs of pupils with special educational needs and/or disabilities (SEND) are identified without delay. Staff provide adapted work and appropriate resources to ensure that pupils with SEND learn well alongside their peers. In early years, children are provided with a wealth of learning opportunities.

Tasks are designed with precision so that children have time to practise and apply key skills. Children are deeply engaged as they work and play. They sustain high levels of concentration and show determination to get the job done.

Across the school, pupils show many of these qualities. They work hard and behave well. Pupils now attend school more regularly than in previous years.

The school has made reading and phonics a key priority. Children in Nursery learn to hear sounds in words. Staff waste no time in introducing phonics to children in the Reception Year.

This work continues into key stage 1. As pupils secure their phonic knowledge, reading lessons focus on fluency and comprehension skills. Pupils become increasingly competent and confident readers over time.

Pupils are provided with plenty of opportunities to listen to a wide range of stories that interest them and help them to think about the lives of others.

The school has identified that many children struggle to communicate with others. This includes a growing number of pupils who have English as an additional language.

Developing children's language is prioritised in the early years. Every opportunity is taken to introduce children to new words. Staff help children in Reception to learn and understand vocabulary as part of daily routines.

Nevertheless, the school needs to further develop an explicit approach to the teaching of speaking and listening across the school.

The school has developed an exceptional personal development offer that is bespoke to the school. Termly enrichment afternoons allow pupils to develop their talents and interests.

They become mini engineers, dinosaur experts or have the chance to try out musical theatre. Pupils recognise the importance of respect and accept that not everyone is the same. One pupil said, 'Being different is a good thing.'

The 'safety owl' reminds pupils to tell an adult if they have any worries.

The trust plays an active role in the life of the school. They share leaders' vision for excellence.

The Anthem Community Council also keep a close eye on the school. Some of the work that has been delegated to them by the trust is at a very early stage.

Staff work with determination to give pupils a great start to their education.

They appreciate the family feel of the school. They say that leaders are approachable and take their work-life balance seriously.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school's approach to developing pupils' speaking and listening skills is not fully effective and needs refinement. As a result, some pupils struggle to develop the skills they need to communicate as well as they could. The school should ensure that the plans they have to develop speaking and listening across the school are effectively implemented and have the intended impact.

• There have been recent changes to oversight of the school's work at a local level. There is still more work to be done to ensure that the Anthem Community Council has the capacity to complete the responsibilities allocated to them and to ensure that the decisions leaders take are made with pupils' best interests at heart. The school should ensure that this work is securely embedded and provides the assurances required as set out by the trust.