Noel-Baker Academy

Highlights from Latest Inspection

What is it like to attend this school?

This school is transformed. Noel-Baker is a good school that pupils are proud to attend.

They speak enthusiastically about the positive changes that have occurred. They value the impact of these changes. One pupil spoke for many when they said that now there is an 'excitement about learning'.

Pupils' attitudes and behaviour have changed and are much improved. Their conduct is exemplary. High expectations are set by staff and pupils live up to them.

Pupils' learning is not disrupted. Pupils thrive. They look forward to their lessons.

They feel safe and happy at break and lunchtime.

Pupils feel listened to. The school's philosophy of 'You matt...er – we care' is evident.

Pupils say that if they have any worries, such as bullying, they can approach a member of staff. They trust that problems are dealt with quickly and effectively.

There has been a positive shift in the learning culture of the school.

Teachers motivate pupils to achieve. Pupils are praised and valued. They love the rewards that they now receive.

They are proud of the positive recognition that they so richly deserve.

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

Leaders have built a highly ambitious curriculum. They are driven by a clear, moral purpose.

They have taken deliberate steps to address some of the disadvantage and inequality that some pupils face. Leaders and staff have thought carefully about what pupils, including disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND), should know and be able to do. Leaders want all pupils to be well prepared for their adult lives.

They want them, in the words of the trust's motto, to 'lead, empower, achieve, drive and excel'.Many teachers are subject experts. They use their expertise well to deliver the planned curriculum.

The curriculum in a few subjects is new. Leaders in these subjects have not assessed how well the curriculum fully supports all pupils' learning.

Leaders quickly identify the pupils who have fallen behind in reading.

They ensure that pupils are helped to read with speed and fluency.

Teachers help pupils to make links between their learning. For example, pupils use their knowledge of Latin to help them understand other subjects, such as science and English.

Teachers kindle a love of reading, for example by reading to pupils and encouraging them to use the school library. Pupils said they are ambitious about their futures. More are now studying academic subjects at key stage 4 than was previously the case.

Teachers help pupils to be ready for their adult lives. Careers guidance is effective. The number of pupils who continue into education, employment or training is high.

As they grow in confidence, pupils are starting to 'have a go' at new experiences. They play sport, sing, dance, learn chess and further their studies in their own time. Pupils are involved in the youth council.

They are finding ways to improve the environment. They are making a positive contribution to their community.

Some pupils who are at risk of exclusion receive expert care and support in the school's ACE provision.

They experience a high-quality bespoke curriculum. Exclusions have dramatically reduced.

Many more pupils attend school regularly than was previously the case.

There are still some groups of pupils who do not attend as well as they could.

Leaders' actions have made a significantly positive difference to pupils and staff. This is a school of which the whole community can be proud.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have invested heavily in support for pupils' safety and welfare. The pastoral team is skilled and highly effective.

Communication and information-sharing are strong. Every pupil has a trusted adult to whom they can turn if they need help. Staff are knowledgeable and respond swiftly when issues occur.

Pupils are clear that discrimination is not tolerated in school. Pupils said that they feel safe to be who they are without the risk of name-calling or intimidation.

Teachers are appropriately trained.

The school's single central record of staff meets requirements. Recruitment processes are robust.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum is inconsistently implemented.

In a few subjects, it is not fully embedded. This means that pupils do not learn as well as they could in some of the subjects that they study. Leaders must ensure that the well-understood curriculum intent is consistently implemented.

• Some pupils do not attend school regularly enough. They are missing out on the rich opportunities that the school provides. Leaders must ensure that more pupils, particularly disadvantaged boys, attend school more regularly.