Ocker Hill Academy

Highlights from Latest Inspection

What is it like to attend this school?

All members of the Ocker Hill community are proud of their school.

Happy and enthusiastic pupils thrive because of the exceptional care they receive. Dedicated and kind leaders set high expectations for pupils and staff and they all work together to make this school a special place to be.

Pupils' behaviour is impeccable.

Classrooms are calm places where everyone understands the established routines. Pupils are enthusiastic about their learning and most understand that doing well at school can only be realised through their own hard work and commitment. Many pupils do well because of this work ethic.

Everybody matters at Ocker Hill. Those pupils with ...special educational needs and/or disabilities (SEND) make significant progress and are an important part of what makes this school a special place. Pupils are inclusive and see differences as something to be celebrated.

The wider development of pupils is exceptional and leaders see the purpose of providing wider opportunities as a way to develop pupils' talents and interests. This is achieved in a variety of ways. Extra-curricular clubs such as musical theatre and a residential visit to a performing arts centre are events that the children look forward to and enjoy.

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

The wider curriculum is developing, with subject leaders taking increasing ownership for new approaches and the monitoring of their subjects. The school uses assessment extremely well to ensure that new learning builds skilfully on what pupils already know. Staff support pupils well to remember the important subject-specific knowledge that they need for future learning.

As a result, most pupils achieve well across the curriculum. However, further work is needed to develop the mathematics curriculum. Pupils learn the basic number facts well and are confident when rehearsing written calculation methods.

However, a lack of opportunities to develop verbal and written reasoning, prevents pupils deepening their understanding of mathematical concepts.

Pupils with SEND receive high-quality support at every stage of their development. The school works exceptionally well with outside agencies to ensure that barriers to learning are both identified and supported.

Those pupils with the most complex needs, make impressive progress from their starting points. Many return to mainstream classrooms and develop the necessary independent learning skills to be successful at the next stage of their education.

Many pupils demonstrate a wider enjoyment of reading and have an increasing number of books from which to choose.

Most pupils read at home regularly. Visits from authors and 'recommended reads' shared with them in school assemblies, positively influence pupils' reading choices. Work is underway to review the school's approach to the teaching of phonics.

However, the most vulnerable readers do not currently receive the precise support they require to read accurately and fluently.

Pupils behave exceptionally well. Disruption to learning is rare, and clearly defined behaviour systems are understood by staff and pupils.

There is a focus on recognising pupils for their positive behaviour, which also includes rewarding them for attending school regularly. Many do, and the school employ external services to support the most vulnerable pupils attend school more frequently.

The wider development of pupils is why so many are motivated to learn and want to do well.

Pupils know that the wide range of clubs that they are offered are there to support them to develop a love of learning, and many do. Visits to different places of worship enable pupils to develop tolerance and mutual respect. There is an exceptional commitment to ensuring that pupils at this school are prepared for life in modern Britain and are inclusive, kind and caring people.

Pupil voice matters. Being a representative of the school council means that pupils get the opportunity to make key decisions about their school. They raise money for carefully selected charities, sing at a local nursing home and donate food to those who need their help.

Being kind is important at Ocker Hill.

Leaders seek to make sure that those who work at this school understand the 'Ocker Hill' way. They know that productive learning environments require all staff to understand the principles of effective teaching and learning.

They develop this further through ongoing training and support. Staff are proud to work at this school and know that leaders do all they can to support them to manage the demands of their work. Trustees share leaders' high ambition.

There is a focus on driving school improvement and they use advisors to provide an external view of school performance. Trustees seek to see for themselves the impact of the curriculum and set targets to further develop the quality of education.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The delivery and impact of the teaching of phonics to the weakest readers is not sufficiently well embedded. As a result, some of the most vulnerable readers continue to have gaps in their phonic knowledge and this affects their ability to read fluently. The school should ensure that the phonics programme is delivered effectively by all staff, especially to support pupils who are struggling to learn to read.

Not all pupils are consistently provided the opportunity to deepen their understanding in mathematics. This means that some pupils are not routinely applying the facts and calculation methods they learn to problem-solving and this has an impact on their understanding. The school should ensure that there are regular opportunities for pupils to develop their reasoning skills in mathematics.

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