New Park Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils achieve well at this nurturing school. Leaders have established clear and effective routines. Pupils start the day at the popular and welcoming breakfast club.

This helps them to feel happy and safe and have a bright start to the school day.

Pupils' special educational needs and/or disabilities (SEND) are well understood by leaders and staff. The many disadvantaged pupils, and those who are vulnerable, receive effective and bespoke support.

Pupils and staff build supportive and respectful relationships. Leaders set clear expectations for pupils' behaviour. At times, pupils struggle to manage their own behaviour.

They respond well to the strate...gies that staff use. Staff act quickly and effectively to resolve any signs of bullying.

Leaders have high expectations for pupils' achievement.

They raise pupils' own aspirations. Pupils strive to join the New Park hall of fame. This celebrates the wide range of achievements of former pupils.

Parents and carers appreciate the support and advice that their children receive.

Pupils benefit from residential visits to take part in canoeing and climbing, and trips to local museums. They value the on-site mini gym and parkour area.

Pupils enjoy the company of the school dogs, Kandie, Topsy and Alfie.

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

Leaders have established a broad and balanced curriculum. They have designed the curriculum so that, in most subjects, the knowledge that pupils will learn from Years 3 to 11 is identified clearly.

In these subjects, pupils build new learning on what they already know. They make positive progress from their individual starting points. That said, in a small number of subjects, this important knowledge is not sufficiently detailed.

This slows some pupils' progress in these subjects.

Leaders and staff work effectively with a range of professionals. Staff weave specialist advice effectively into pupils' individual programmes, including for those pupils accessing alternative provision.

Teachers and other staff use this advice well to adapt their teaching to meet pupils' needs. This helps to ensure that pupils with SEND progress through the ambitious curriculum.

Typically, teachers deliver the curriculum well.

Teachers and staff use assessment strategies effectively to identify pupils who need more support. Leaders and staff use assessment information well to adjust pupils' individual support and to identify pupils' changing or new SEND.

Some subject leaders have not checked that staff across the school deliver the curriculum as intended.

At times, this has led to some pupils not developing a deep understanding in these subjects.

Leaders have implemented an effective reading curriculum. They skilfully re-engage pupils with the joy of reading.

Pupils read from texts that are carefully matched to the sounds that they know. They receive helpful support with their reading skills for as long as required. Most staff who deliver phonics sessions have been well trained.

Most deliver phonics sessions and individual reading support effectively. However, a small number of staff have not received suitable phonics training. These staff do not support pupils at an early stage of reading as well as they should.

Although most pupils become fluent readers, some pupils do not catch up as quickly as they could.

Staff provide effective support for pupils who display challenging behaviours. This ensures that the learning of others is not disrupted.

Most pupils' behaviour improves over time.

Leaders provide pupils with high-quality careers education. They introduce pupils to the world of work through well-designed activities, including work experience.

Leaders ensure that pupils receive suitable relationships and sex education. Pupils learn about democracy and the rule of law. They have the opportunity to take part in the Duke of Edinburgh's Award scheme.

Pupils complete charity work to support local, national and global causes. Most pupils are well prepared for adulthood and their next stages of education, employment or training.

Governors and trustees know the school well.

They offer effective support and challenge to ensure that pupils achieve well and are safe. Staff, including early careers teachers, value the professional development that they receive. They reported that senior leaders are highly approachable.

Leaders protect staff from excessive workload.

Safeguarding

The arrangements for safeguarding are effective.

Leaders provide staff with effective safeguarding training.

Staff recognise the signs of abuse or neglect. They raise concerns promptly. When required, leaders refer concerns to other agencies so that pupils and their families get the support that they need.

Leaders are acutely aware of the risks that pupils face. Pupils learn about the dangers of knife crime and criminal exploitation. They learn about how to stay safe when using mobile telephones and the internet.

Staff check pupils' attendance daily. Leaders ensure that pupils remain safe when they are absent from school or alternative provision.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• A small number of staff have not received suitable guidance relating to delivering the phonics programme.

This means that these staff do not support some pupils at an early stage of reading as well as they should. Leaders should ensure that all staff receive suitable guidance so that they can support pupils at an early stage of reading consistently well. ? In a small number of subjects, leaders have not ensured that the curriculum identifies in sufficient detail the knowledge that pupils will learn from Years 3 to 11.

This hinders some pupils' progress. Leaders should ensure that all subject curriculums identify the important content that pupils will learn as they move through the school. ? Subject leadership is not as developed as it should be in some subjects.

In these subjects, leaders do not check that teachers deliver the curriculum as they intended. At times, some pupils do not develop a deep understanding in these subjects. Leaders should ensure that subject leaders are well equipped to confidently lead their areas of responsibility.