Northampton International Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils show positive attitudes and try hard with their learning. Staff have high expectations of what pupils can achieve.

However, pupils do not all achieve as well as they should. While the curriculum has begun to improve, there is more work to do to ensure that all pupils gain the knowledge, skills and qualifications that they need to meet their aspirations.

There is a real sense of community at the school.

Pupils from a diverse range of backgrounds get along well together. Differences are celebrated. Many pupils are proud to be involved in leadership committees that work hard to create a culture in which everybody feels represented.

There are comm...ittees responsible for 'religious inclusion', 'community outreach', 'neuro inclusivity', and many more, as well as a large student council.

Pupils proudly meet the very high expectations that the school has of their behaviour. Classrooms are calm.

Around school, pupils are polite and respectful. They feel safe at the school and trust staff to look after them. Caring staff provide excellent support for pupils when they need it, for example when pupils struggle with their mental health.

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

This school has improved rapidly under strong and determined leadership since the previous inspection.. School leaders and staff have worked effectively in many areas to improve the school's culture.

They have raised expectations for behaviour. While pupils are not learning as well as intended, the school has raised its aspirations for what they should achieve. It supports pupils' wider personal development well.

Pupils and staff identify the improvements the school has made with a shared sense of pride.

The school has developed a curriculum that runs from the early years all the way through to the sixth form. In all subjects, the important knowledge that pupils will learn at each stage is identified clearly.

Communication is a priority. The curriculum helps pupils build their vocabulary as they progress. The ambitious curriculum gives all pupils the opportunity to study the full range of English Baccalaureate subjects at key stage 4.

After being forced to close temporarily due to issues with the school building, the sixth form has been relaunched at a new location. It offers personalised pathways so that students can study subjects that interest them. Whenever it is appropriate, pupils with special educational needs and/or disabilities (SEND) follow the same curriculum as their peers.

The curriculum is not delivered consistently well across the school. Sometimes, staff do not focus sharply enough on the important knowledge or explain new concepts clearly. Often, staff do not check precisely what pupils have learned before, or whether pupils have understood new information.

Activities do not always help pupils secure their knowledge. Sometimes, staff do not provide pupils with useful guidance to help them improve. The school provides coaching and professional development opportunities that are helping to develop staff expertise.

The curriculum is delivered more consistently in the sixth form. Here, expert teachers challenge and support students to be successful.The school identifies the needs of pupils with SEND quickly.

Dedicated staff provide these pupils with strong support. This is also the case for the many pupils who speak English as an additional language. However, some staff do not adapt their teaching to meet the needs of all pupils, including pupils with SEND and those who speak English as an additional language.

These pupils do not always get the help they need. Consequently, not all pupils learn the curriculum as intended.

The reading curriculum has improved.

Children begin to learn phonics as soon as they start in the early years. Staff check pupils' reading knowledge often. They make sure that learning activities and books are well matched to pupils' stage of learning.

Most pupils learn to read quickly. Staff provide effective support for any pupils who fall behind. This support continues into the secondary phase when needed.

The activities in the early years are designed carefully to match the interests of children. Most children learn the school routines quickly and display positive attitudes to learning. Staff help children gain the social and communication skills they need to benefit from the rich opportunities that the well-resourced environment provides.

Most pupils attend school well. Behaviour has vastly improved in the school. Staff teach pupils what is expected of them.

When pupils do not meet these expectations, sanctions are used fairly and consistently. A small number of pupils who struggle to regulate their behaviour, or who do not attend school as well as they should, receive excellent pastoral care.

There is a well-considered curriculum for personal, social and health education that runs right through the school.

This prepares pupils well for their next steps in education and beyond. Pupils learn how to keep themselves safe and well. Pupils' personal development is further supported by a wide range of opportunities to develop their talents and interests in sport, the arts and other areas.

The school has an established, and growing, Combined Cadet Force. All pupils benefit from a rich careers programme that begins in the primary phase.

Staff enjoy working at the school.

They are positive about the opportunities to develop their expertise and appreciate the support of school leaders.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Teachers' checks of pupils' understanding are not consistent.

They do not always make sure that pupils' prior knowledge is secure or that pupils have grasped new concepts fully. Gaps in pupils' knowledge or misconceptions are not always identified or resolved effectively. The school needs to ensure that teachers routinely check that pupils' knowledge and understanding are secure before the learning moves on.

• Teachers do not routinely adapt the curriculum to meet pupils' needs. This includes, but is not limited to, pupils with SEND and those who speak English as an additional language. Teaching is not always structured well enough to help pupils understand new information.

Pupils sometimes struggle to access learning activities. At other times, pupils are not challenged to think deeply enough. The school needs to ensure that all pupils can access and learn the curriculum as intended.