Pickhurst Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils thrive at this ambitious, happy school. Leaders expect all pupils to achieve excellent outcomes, including those with special educational needs and/or disabilities (SEND) and those who attend the additionally resourced provison (ARP).

All staff get to know pupils' needs well, supporting them to learn the school's rich curriculum and enjoy the many high-quality opportunities it provides.

Pupils' behaviour is exemplary. They demonstrate high levels of respect, courtesy and care for others.

They speak with conviction about how important it is to look after one another and to appreciate difference in their community. One pupil, who reflected the pride many... expressed in their school and particularly the ARP said, 'Our school is special because everyone is included here.'

Leaders provide a wide range of enriching experiences to all pupils, including clubs such as choir, karate and sewing, which pupils attend regularly.

Visits bring pupils' learning to life, such as an outing to the Royal Observatory when learning about the solar system in Year 5. Residential excursions are a highlight. For example, in Year 6, pupils experience an outdoor adventure in Norfolk.

Roles of responsibility, such as well-being ambassadors, eco-warriors and anti-bullying ambassadors, allow pupils to make a strong contribution to their school.

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

The school's curriculum is highly ambitious for all pupils. Leaders have identified precisely the knowledge pupils need to learn in order to excel at complex tasks in each subject.

The curriculum is broken into carefully considered steps that help pupils build their knowledge securely over time, making links to previous learning and across the curriculum. For example, pupils in Year 6 use their prior learning about tropical, temperate and polar climate zones in geography, and about evolutionary adaptations in science, to consider the impact of environmental issues on the Amazon River and its inhabitants.

Leaders provide strong training and support that develop teachers' expertise across the curriculum and their skills in meeting the needs of pupils with SEND.

Teachers and other adults use their knowledge to design tasks and to present information to pupils clearly, teaching knowledge in small steps where needed. They check pupils' understanding rigorously, correcting misconceptions and taking every opportunity to build on what pupils already know. The school is rightly proud of its work.

The school takes careful account of the workload of staff to ensure that they can focus on the most important tasks to benefit pupils.

Reading is treated as a priority here. Pupils learn daily to appreciate a wide range of literature including poetry, whole novels and non-fiction.

They interpret texts with increasing sophistication. For example, pupils begin comparing basic events and characters in texts in Year 3 in readiness for comparing the themes that arise in two whole texts by Year 6. Teachers regularly discuss themes in texts, such as 'children's mental health' and 'identity', with pupils.

As a result, pupils discuss literature in informed, sensitive and interesting ways. Leaders identify any pupils who join the school at an early stage of reading and ensure that they receive regular phonics input, as well as reading practice using well-matched books. They catch up quickly, including pupils with SEND and those who are in the ARP.

Pupils learn in highly organised, well-managed classrooms, free from disruption. Pupils cooperate exceptionally well with one another, both in and outside the classroom. They are safe and well cared for.

Leaders expect regular attendance from all pupils. Should any pupil miss a day of school, leaders seek to understand the reasons for this and offer support where necessary.

Leaders have devised a comprehensive curriculum to teach pupils extensively about healthy relationships, physical and mental health, world and local issues.

Pupils visit places of worship to learn about different faiths. Pupils recall this learning with ease and discuss issues such as discrimination and stereotyping with great sensitivity.

Safeguarding

The arrangements for safeguarding are effective.

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