Olive AP Academy - Thurrock

Highlights from Latest Inspection

Outcome

There has been no change to this school's overall judgement of good as a result of this ungraded (section 8) inspection. However, the evidence gathered suggests that the inspection grade might be outstanding if a graded (section 5) inspection were carried out now. The school's next inspection will be a graded inspection.

The head of academy is Anna Timms. The school is part of Olive AP Academies, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Mark Vickers, and overseen by a board of trustees, chaired by Philip Whall.

There is also an executive headteacher, Collette Hunnisett, who is responsible for this school ...and one other.

What is it like to attend this school?

Pupils join Olive having previously had negative experiences of education and periods of absence. The school quickly gets to know their specific needs through the well-designed induction process.

Staff quickly help pupils to re-engage with learning. As a result, most pupils significantly improve their attendance.

Staff build highly positive relationships with pupils.

This begins with a warm welcome as pupils settle for breakfast in the hall. The school has high expectations that pupils rise to. The improvements they make to their behaviour help them to settle promptly and learn well.

They understand why school is important and relevant for their futures.

The school tailors the curriculum to meet pupils' needs and interests. Pupils value this greatly.

Outdoor learning is the highlight of the week for many. Exciting opportunities to learn to paddle board, ski or sail help pupils to overcome their anxieties and build their self-esteem. They learn valuable life skills they apply to other areas of learning.

As pupils build their confidence, they secure important qualifications and develop ambitions for their futures. This helps them to return successfully to mainstream schools or move on to their next stages at the end of Year 11.

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

The school has carefully designed the curriculum to enable pupils to secure the knowledge they need to be successful.

Across subjects, the school has broken important knowledge down into logical, small steps. Teachers use these steps to make intelligent links between what pupils are learning and what they have learned previously. For example, during personal, social, health and economic (PSHE) education pupils apply their knowledge of the dangers of substance abuse to other areas of the curriculum.

This helps pupils secure their knowledge very well over time.

The school checks what pupils can do and remember effectively. Teachers identify pupils' gaps in knowledge and any specific needs when they join.

They use this information to inform their teaching. For example, where pupils need support to secure their understanding of language, the English curriculum is adapted accordingly. Teachers effectively adapt the curriculum for pupils with special educational needs and/or disabilities (SEND).

This helps pupils with SEND secure the important outcomes they need to achieve well. For example, pupils learn to manage their feelings and emotions throughout the school day. This helps pupils to engage with learning in a range of subjects.

The school ensures staff have relevant training. This means teachers have high-quality subject knowledge. They teach the curriculum very well.

Teachers provide pupils with work that typically matches their needs. Over time, pupils secure the important knowledge they need for their next steps. The school and the trust, understand where they need to provide additional training to further enhance the subject knowledge of staff.

Pupils value showing 'the Olive way'. Time to reflect on the choices they make helps pupils to become more responsible. Opportunities to develop new and existing talents and interests sparks pupils' ambitions.

Planting tomatoes at gardening club, cooking their lunch, or learning about motor vehicle mechanics help to do this. The school provides relevant advice through the careers programme. Staff help pupils to successfully apply for college and apprenticeships.

This means the world to pupils. They know they would not have the confidence to do this without the support of the school.

Those responsible for governance are highly knowledgeable and experienced.

They effectively support and hold leaders to account. There are rigorous systems in place to ensure the trust quality assures the work of the school. A strong, shared moral purpose permeates all aspects of the school.

Incredibly strong relationships are formed with parents, local schools and the local authority. These partnerships help to ensure the school provides high quality support to pupils and their families. Staff are highly appreciative of the support of the school and the trust.

They value how leaders help them manage their workload and wellbeing.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good in December 2018.