Mulberry Academy Woodside

Highlights from Latest Inspection

What is it like to attend this school?

The new headteacher, with the support of governors, leaders and staff, is taking appropriate steps to bring about rapid change. Pupils said that these changes have improved their school.

Leaders and staff have high expectations of pupils.

They challenge all pupils to be the best that they can be. Most pupils enjoy their learning and achieve well across the curriculum. If any bullying takes place, staff deal with it quickly.

The behaviour of pupils in class and around the school is typically calm. However, a few teachers do not apply the new behaviour policy consistently enough.

There are a range of clubs and activities that pupils attend, including c...hess and drama clubs.

Pupils are regularly encouraged to debate and discuss ideas. They can play an active part in school life by becoming a prefect or member of the school council.

Leaders promote pupils' character development through the 'Woodside Shared Values'.

These values actively encourage pupils to try their best, support each other and celebrate differences.

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

Pupils study a broad range of subjects in Years 7 to 11. Leaders have made sure that the curriculum is at least as ambitious as the national curriculum.

For example, in English, pupils read a range of ambitious texts. In all subjects, the curriculum has been planned to ensure that pupils' knowledge builds over time. Pupils with special educational needs and/or disabilities (SEND) are well supported to access the same curriculum as their peers.

Leaders and governors have rightly recognised that the previous Year 9 curriculum did not give all pupils sufficient opportunity to study all subjects. They have made necessary changes to the curriculum to address this. However, because these changes are relatively new, some subject leaders are still in the process of developing their curriculum thinking for the summer term.

Leaders have set out the actions needed to ensure that this work will be completed by September 2022. They are also taking steps to ensure that the number of pupils studying the English Baccalaureate qualification in Years 10 and 11 increases.

Teachers across the school have strong subject knowledge.

They present new information clearly and provide opportunities to help pupils remember the content. Pupils value the regular feedback that they get from teachers. Importantly, there is dedicated time in the curriculum for pupils to practise using this feedback so that it is not forgotten.

There is specific support in place for those pupils who cannot read well.

Behaviour in lessons and around the school is typically sensible. The majority of staff have confidence in, understand and use the school's behaviour policy consistently.

Learning generally proceeds without interruption. There are also effective systems to support pupils to move calmly around the school.

Leaders have carefully planned a range of opportunities to promote pupils' personal development.

For example, pupils are taught about important aspects such as healthy relationships and consent in personal, social and health education lessons. Alongside this, leaders and teachers present important topics including mental health and happiness in assemblies and form time. There is also a well-planned careers advice and guidance programme to support pupils with their next steps.

Last year, this involved pupils in Year 10 taking part in virtual work experience.

Most pupils come to school regularly. Leaders encourage and support pupils who do not come to school regularly enough.

This has led to improvements in attendance rates. For example, pupils with SEND attend far more regularly than in the past. However, the proportion of pupils who are absent for sustained periods of time remains too high.

Leaders and governors have a plan of action underway to improve this.

Governors are knowledgeable about the school. They have played a key role in recruiting and supporting the new headteacher.

They know which areas of the school need to improve and are working with leaders and staff to address these.

Leaders have taken appropriate steps to manage staff's workload and support their well-being. Staff enjoy working in the school and are proud of what they do.

They value the professional development that they receive. For example, middle leaders have received training to develop their knowledge of curriculum and are encouraged to complete additional professional qualifications. Early career teachers are very well supported.

Safeguarding

The arrangements for safeguarding are effective.

Leaders responsible for safeguarding have identified focused priorities for keeping pupils safe that are relevant to the local context of the school.

Staff follow up on any concerns about pupils' well-being.

The school's safeguarding records show that any issues are followed up in a timely and appropriate manner. The school works closely with outside agencies to ensure that pupils get the necessary external help that they need.

The school takes any incidences of sexual harassment seriously and has increased the number of ways that pupils can report concerns should any problems arise.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• A small minority of staff do not consistently implement the new behaviour policy. As a result, low-level disruption in a few classes is not challenged swiftly enough. Leaders should ensure that all staff share the same high expectations of pupils' behaviour and that they are supported to follow the school's behaviour policy fully.

• The curriculum in some foundation subjects is not sufficiently developed. For example, plans for the Year 9 summer term are still in development. Leaders have worked hard to develop their curriculum to date and have shown the capacity to do this work well.

For this reason, the transitional arrangements have been applied. Leaders and governors should ensure that the curriculum continues to be developed so that there is clarity about what pupils should know and be able to do in all subjects in Years 7 to 11. ? The rates of persistent absence in the school are too high.

This means that some pupils do not attend school frequently enough and so miss out on important learning. Leaders are currently addressing this through a range of appropriate actions. It is critical that governors and leaders carefully monitor the impact of these actions so that they can be refined and updated if necessary.

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