Queensbury Academy

Highlights from Latest Inspection

What is it like to attend this school?

Many pupils enjoy school and make good friends. There is a wide variety of enrichment opportunities that develop pupils' confidence and talents. This was brought to life through the popular Societies' Day.

Pupils appreciate the opportunities they have to develop their leadership skills, for example through the student council or junior leadership team. Others love to stay healthy through sports such as table tennis or football. Pupils value the positive relationships they have with the adults who care for them.

In many areas, particularly in the sixth form, students benefit from the school's high expectations of what they should accomplish. They are supported to achie...ve well and are, rightly, proud of the high-quality work they produce. However, outside of the sixth form, the school's expectations of what pupils should achieve are more variable.

Pupils enjoy it when they receive work that challenges them to excel. However, too often, adults' expectations of what they can achieve are too low. When this happens, pupils do not do as well as they should.

Pupils behave well in social time. They are polite and friendly to each other and to adults. They show consideration towards their peers and respect each other's differences.

Pupils' behaviour in lessons has improved over time. However, there is more to be done. Sometimes pupils are involved in off-task behaviour.

On other occasions, adults do not support pupils to complete work to a high standard. This impacts how well pupils achieve.

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

The school is experiencing a period of greater stability after significant staff turnover.

To improve the quality of education, the school has recently introduced a 'scholar's curriculum'. This breaks down what pupils learn into small parts for teachers, parents and carers, and pupils. These are outlined in the school's chosen 'scholar's guide'.

This is in the early stages of development.

Some teachers use the guide effectively to help them to deliver the curriculum. They have a secure knowledge of how to present subject content clearly.

They use techniques such as questioning to check pupils' understanding. Teachers then adapt their teaching, when needed, and give clear feedback to pupils to help them secure their understanding. Where this is the case, it helps pupils to achieve well.

However, this is not always the case. Sometimes teachers do not deliver the curriculum well enough. They do not always match work to pupils' different starting points.

They deliver subject content without checking pupils' understanding. This means teachers do not have a sufficiently precise idea how well pupils, including those with special educational needs and/or disabilities (SEND), are doing. As a result, pupils do not always receive appropriate help in a timely manner and they fall behind.

Other pupils do not benefit from sufficiently high levels of challenge. They do not find the work fulfilling or achieve highly.

In the sixth form, there have been recent changes to entry requirements.

Students are now on courses that are more appropriate for them. There is a high degree of consistency in how well teachers deliver the curriculum. Students, including those with SEND, benefit from regular feedback and a high level of personalised support.

This means that they achieve well.

The school prioritises the teaching of reading. Key staff are trained to support pupils with their phonics if they are at the earliest stages of learning to read.

Many pupils receive appropriate help to become fluent readers.

The school has high expectations of pupils' behaviour. However, outside of the sixth form, these are not consistently met.

While behaviour has improved over time, in some lessons, particularly those being taught by temporary staff, some pupils do not behave well enough. In lessons that build well on pupils' prior learning, pupils display more motivation and higher levels of resilience. However, in other lessons this is not the case.

Too often teachers do not take appropriate action when pupils lack pride in their work, or when work is not completed to a high enough standard.

Pupils value their personal, social and health education (PSHE) lessons. They learn about religions and spirituality.

They have a good understanding of how to look after their physical and mental health. They learn about important topics such as staying safe and gambling awareness. Pupils, including in the sixth form, appreciate the careers guidance they receive.

They have a secure understanding of the range of employment and educational options open to them. Pupils are well prepared for life in modern Britain.

Trustees and leaders have a good understanding of the school and where further improvements are needed.

A lot of their work is at an early stage, and they recognise there is more to do to ensure that pupils benefit from a high-quality education. While many parents support the school, others would like to see more rapid improvements. Staff feel well supported by leaders.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school does not use assessment effectively to support pupils' learning. Teachers do not consistently check pupils' understanding and use this information to inform their teaching.

This means pupils are not being consistently supported to build on their prior skills or knowledge. The trust needs to ensure that assessment is used effectively to support pupils' learning and prevent them from underachieving. The school has not made sure that the curriculum is successfully adapted to meet the needs of pupils with SEND.

This means that pupils with SEND are not developing their knowledge, skills and abilities well enough. The trust should support all staff to understand the needs of pupils with SEND, and adapt the curriculum to meet their needs, so they achieve well. ? The school has not consistently secured good behaviour from pupils.

While work has been done to improve behaviour, there remains too much variability in how well pupils behave, including their attitudes to learning. Too often pupils lack motivation and do not complete work to a high enough standard. The trust must ensure that staff are consistent in ensuring high standards of conduct throughout the school.