Phoenix Academy

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school The executive headteacher leads by example. As a result, leaders are ambitious and work well together.

The school provides a good quality of education. Trustees hold leaders strongly to account for the curriculum and pupils' outcomes. They know the school well and provide effective support to help it improve still further.

Staff morale is high. They are proud to work at the school and value the professional development they receive. High-quality training has ensured that teaching is good.

Teachers have strong subject knowledge and explain their subject content well. Pupils appreciate the help and support they receive. Staff have ...high expectations, particularly of pupils' behaviour.

They apply the behaviour policy consistently. Consequently, pupils behave well and wear their uniform with pride. Pupils feel safe in school.

Leaders have a clear vision for the curriculum and how they assess the quality of pupils' learning. Leaders are taking the right actions to ensure that pupils develop a deep understanding of their subjects. They are currently in year two of their long-term plan.

Good teaching ensures that pupils achieve well. For example, in 2018, pupils' progress at the end of key stage 4 across a range of subjects was consistently in line with national averages. Progress in English was significantly above the national average.

Leaders and teachers have been particularly effective in helping pupils to become confident readers. However, pupils' writing skills are not as well developed. This is because some teaching does not fully support pupils to explain their ideas or use accurate vocabulary and spelling.

Pupils are not consistently resilient learners. Some are not confident in discussing and sharing their ideas with one another. The overall effectiveness of middle leadership is good.

In a few subject areas, particularly in modern foreign languages and geography, standards are not as high as in other subjects, such as English and mathematics. Pupils' attendance, although lower than the national average, is improving. Lower attendance is largely due to higher levels of absence for pupils with special educational needs and/or disabilities (SEND).

Information about this school

The school is a member of the Future Academies Trust. It opened in September 2016. The executive headteacher took up post in September 2017.

The school is much smaller than the average-sized secondary school. Last year, leaders took the decision to temporarily close the sixth form. The proportion of pupils from disadvantaged backgrounds is well above the national average, as is the proportion of pupils who speak English as an additional language.

The overall proportion of pupils with SEND is broadly in line with the national average. Leaders make use of short-term off-site education at The Childerley Centre as required. Part-time college courses at West Thames College are also used.