Pemberley Academy

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 headteacher of this school is Lisa Fish. This school is part of the REAch2 Academy Trust, which means other people in the trust also have responsibility for running the school.

The trust is run by the chief executive officer, Cathie Paine, and overseen by a board of trustees, chaired by Gavin Robert.

What is it like to attend this school?

Pupi...ls thrive at Pemberley Academy. Staff and pupils are proud of their school.

Adults know the pupils well. Relationships are warm and supportive. Pupils feel safe, knowing that adults will quickly help them if they are worried about anything.

The school's mission to provide 'exceptional experiences everyday' means that learning is always exciting. Pupils are inspired to participate fully in lessons. Learning in class is rarely disrupted as pupils focus intently on their studies.

All pupils, including those with special educational needs and/or disabilities (SEND) achieve extremely well through the carefully planned curriculum. As a result, pupils are well prepared for the next stage in their education.

Pupils are determined to meet the high expectations that adults have for them in all aspects of school life.

This begins in Reception, where children learn good habits to help them be successful as they progress through the school. Pupils move sensibly and responsibly around the school. Classrooms are purposeful and calm.

Pupils develop their talents and interests through the opportunities available. Trips to London and walks around the local area support pupils to understand the world around them. Pupils enjoy the large selection of clubs available, including sports, drama, well-being and yoga.

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

The school is led well. Leaders are aspirational for all pupils. The thoughtfully designed curriculum begins in Reception, where it provides strong foundations for future learning.

The school has identified the precise knowledge, including the key vocabulary, pupils need to know in all subjects. Clear curriculum plans provide opportunities for pupils to revisit what they have previously learned, so that pupils build on what they already know. Teachers quickly identify if a pupil has misunderstood something so they can correct this.

Consequently, pupils securely build a rich body of knowledge across the curriculum.

The school constantly evaluates the curriculum so that it keeps on improving. Pupils' work reflects adults' high expectations across the breadth of the curriculum.

In geography, for example, older pupils can explain their recent learning about weather and climate and how the tilt of the earth influences the seasons. They can recall the names of countries and continents that they learned in key stage 1. This helps them 'think like a geographer' and succeed in their learning.

Reading is a priority. The school ensures that pupils read a wide range of texts by classic and modern authors. As soon as children start in Reception, they learn to read sounds and build words.

This helps them become confident and fluent readers. Pupils read books that match the sounds they know. Adults quickly identify anyone who struggles to read.

These pupils receive the support they need to catch up with their peers. Older pupils continue to develop their reading. They can explain how to explore a text to build understanding.

This all helps pupils develop a love of reading. Pupils talk enthusiastically about their favourite books and authors.

Adults at Pemberley Academy know and understand pupils' needs well.

They use this to effectively adapt lessons to ensure pupils with SEND access the same curriculum as others and therefore, gain the knowledge they need to achieve well.

Pupils attend school regularly and behave extremely well. They are kind and considerate towards each other and adults.

Pupils politely welcome visitors. They are keen to tell them about their 'fantastic' school.

The school places enormous importance on pupils' wider development.

Pupils learn about British values, equality and being a good citizen. Pupils gain confidence from the many leadership roles open to them. These include being prefects, school councillors and eco-leaders.

Pupils know that key people from the past and from different cultures have helped shape life in the modern world. They can explain the legacy of Nelson Mandela and the work of Mary Seacole. Pupils are clear that everybody is welcome at their school.

The school's emphasis on enhancing the curriculum is commendable. Trips and visits are carefully designed to support learning across different subjects. Pupils undertake studies of Harlow's sculpture trail to enhance their appreciation of art.

On visits to London, pupils map out the route in advance and study important landmarks.

Staff value the support provided by leaders. They appreciate how senior leaders help them manage their workload.

The trust maintains a clear and strategic oversight of the school. The trust holds leaders accountable for the school's provision. It balances this with high-quality support.

Leaders make highly effective use of this to keep improving the school.

Safeguarding

The arrangements for safeguarding are effective.

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 April 2018.

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