Pix Brook Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud to attend Pix Brook Academy.

They know that staff are highly ambitious for them. Pupils are determined to meet the school's expectations. Pupils follow a demanding curriculum that develops their knowledge and skills.

They appreciate that staff will give them the support they need to be the best they can be. If pupils ever feel unsafe or worried, they know who to turn to.

Pupils behave exceptionally well.

They work with focus and enjoy taking part in lessons. Pupils support each other to do well. There are many 'buddies' who help new or younger children.

Outside of lessons, pupils treat everyone with courtesy and respect.
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Most pupils attend an increasing variety of clubs. These include debating, cheerleading and many sports.

Pupils enjoy taking part in a growing range of trips. They visit places of worship from different faiths. Consequently, pupils, including those with special educational needs and/or disabilities (SEND), grow in confidence and learn about the world around them.

The school prepares its pupils for adulthood. They learn how to keep healthy and safe, how to be good citizens, and about the importance of diversity. Older pupils learn about the dangers of extremism.

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

The school has thought very carefully about the content of its curriculum. The curriculum in each key stage builds on what pupils have learned previously. It then prepares pupils for the next steps in their learning.

Curriculum plans clearly identify what pupils need to know to succeed. Leaders break knowledge down and regularly check that pupils are secure in their grasp of it before they are moved on. As a result, pupils, including those with SEND, confidently build their knowledge across a range of subjects as they progress through the school.

Teachers usually use well-chosen strategies to ensure that pupils gain the knowledge they need. They skilfully match work to the needs of pupils, especially those with SEND. Teachers usually check how effectively pupils are learning and tackle any misconceptions.

They use their chosen strategy of 'live marking' to provide instant and clear feedback. This helps pupils to develop the quality of their written work. In a few areas of the curriculum, teachers do not always choose the most effective activities in lessons.

When this happens, pupils sometimes do not secure important knowledge as well as they could.

Reading is a high priority. The school promotes reading well and provides many opportunities for pupils to read.

Consequently, pupils, especially younger ones, read enthusiastically and often. The school regularly checks how well pupils can read. Those pupils who find reading hard are given personalised support to help them become more fluent and accurate.

As a result, these pupils swiftly improve their reading and access the curriculum successfully.

Pupils fully embrace the positive ethos of the school. They follow the four 'Pix Brook Ps'.

They are polite, they persevere, they are positive, and they prepare. Disruption to learning is exceptionally rare. In the unusual instances that pupils find it difficult to meet the high expectations of their behaviour, they are given the support they need to improve.

Pupils enjoy coming to school. They attend very well.

The school is determined to develop 'socially responsible citizens of the future'.

Therefore, pupils learn about global issues and topics such as democracy, healthy relationships and looking after their well-being. Pupils in key stage 3 learn about the world of work and meet employers.

Trustees, governors, leaders, and teachers work tirelessly together to ensure that all pupils become the best versions of themselves.

The trust provides effective training. This develops the skills and knowledge of teachers and leaders. This has been a significant challenge, as the school has grown rapidly, acquiring many new staff and pupils each year.

Leaders care for staff well-being and support them with their workload and by providing mental health support. As such, staff are very happy to work here.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few areas of the curriculum, teachers do not always make the most effective pedagogical choices. This means that pupils do not always secure important knowledge as well as they might. The school should ensure that these teachers get the training and support they need so that they can consistently make the most effective pedagogical choices to support pupils to secure learning well.