Norton Hill Academy

Highlights from Latest Inspection

What is it like to attend this school?

The culture of the school is one of respect, understanding and kindness.

Pupils and students thrive at the school. The school has high expectations for pupils. Pupils have positive attitudes to their learning.

As a result, they concentrate and work hard. They achieve highly, especially in the sixth form.

The school community does not tolerate behaviours that are not inclusive.

Pupils and students speak up against injustice. If it should happen, pupils are confident to report incidents. They know the school will deal with them effectively.

The school has identified the character traits they want pupils to embrace. A well-established house sys...tem embeds these. This prepares pupils well for the future.

There is a vast and exceptional enrichment programme. It develops many aspects of their academic learning through clubs such as the George Orwell writing club, music producers club or climbing club. These provide an array of ways for pupils to explore their interests and talents.

Pupils commit to the life of the school through the many leadership roles they take on. They influence the life of the school through their contributions and feedback. They feel the school listens and acts on this.

They have a strong sense of pride in their school.

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

The school has established a thoughtfully crafted and well-sequenced curriculum. It has considered deeply what pupils learn and when.

In a few subjects, there is work underway to ensure the curriculum supports the best possible outcomes for pupils. The impact of this work has yet to lead to the high outcomes seen in other parts of the curriculum.

In the sixth form, students are highly evaluative and analytical in their learning.

The school has high 'sixth form expectations' to support students in their studies. The school provides students with wider reading and academic guidance for the subjects they study. As a result, students achieve highly.

They are well prepared for their next steps after sixth form.

Teachers check carefully how well pupils have learned the curriculum. They use this information to manage gaps in pupils' knowledge or skills.

Pupils achieve well through their learning, especially disadvantaged pupils or pupils with special educational needs and/or disabilities (SEND). Teachers work collaboratively with parents and pupils with SEND. They ensure their needs are identified and well planned for.

In lessons, the strategies to support pupils with SEND are skilfully used. As a result, pupils with SEND perform well.

The school is careful to make sure pupils in the early stages of learning to read have the right support.

It provides the precise support needed to meet their reading need. Through many strands, such as the tutor reading programme, the school embeds a strong ambition for reading. For example, all pupils read to an adult.

Sixth-form students train and take an active role in supporting younger pupils.

Attendance at school is high. This is because the school tracks attendance diligently.

Pupils who might be at risk are well supported. The school has a well-established 'hub' to support pupil welfare and behaviour. Through early identification, trained staff provide intervention and guidance to pupils.

Pupils really value their interactions with the 'hub'. It helps them to be successful at school. The school shares its work with others.

The provision for pupils is of high quality.

Pupils are exceptionally prepared for life in modern Britain. A well-sequenced personal, social and health education curriculum develops pupils to be respectful and broad-minded.

They learn about relationships and consent in an age-appropriate way. In the sixth form, students become proficient in well-considered life skills, such as finance. This prepares them well for planning to live independently.

Pupils have a deep understanding of inclusivity and what it means to be different. They live this out through their behaviours and shared views.

The careers programme inspires pupils and students to make aspirational and well-informed decisions at key points in their education.

Through the curriculum, pupils develop a wide knowledge of different career pathways and specialisms. They learn to present themselves confidently to future employers. Sixth-form students have a broad knowledge about higher education, apprenticeships and employment.

Pupils and students have high aspirations when making decisions for the future. They follow high-level courses and training that lead to their chosen career pathways.

The school and the trust provide training that deepens staff's expertise.

Staff share their successful practice across the trust. Governors have the training and knowledge to ask challenging questions. The trust supports governors to carry out the duties delegated to them.

The school communicates well with parents, pupils and staff. Stakeholders feel well informed and have a very positive view of the work of the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, there is work to do to ensure the curriculum delivers the same high standards as other parts of the curriculum. Outcomes for pupils in these subjects are not as high as they are elsewhere. The school should make sure these subject areas are developed in a way to achieve the same success across subjects.