Ravens Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils have benefitted from rapid improvement in Ravens Academy.

They now learn an ambitious curriculum. Pupils develop detailed knowledge. They enjoy and take pride in their learning.

Pupils have experienced significant disruption, because of difficulties with the site. This has not been the school's fault. Many pupils learn in temporary classrooms.

They eat lunch in a tent. Despite this, pupils have been kept safe and they value school. They praise the strong support they get from staff.

Pupils say, 'Ravens is a second home'.

There are high expectations of behaviour. Consequently, pupils concentrate hard in lessons, including in the early ...years.

They politely take turns in discussion. Clear routines help pupils be calm when required. They are friendly and respectful.

Pupils participate in many opportunities. The vast majority of pupils attend the high-quality after-school clubs. At these, they extend the day's learning.

Pupils who are disadvantaged build their wider knowledge, such as playing a musical instrument. Those with special educational needs and/or disabilities (SEND) develop their interests and skills, for example at the popular skateboarding club. These activities help pupils become more resilient and confident.

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

The trust and new leadership team have successfully addressed the issues from the previous inspection. They have done this while managing the problems with the site. This disruption has been a challenge for staff however, leaders, staff and pupils have got on with the job as a united community.

The school have ensured the curriculum meets pupils' needs. It plans closely how new content builds on prior learning. The curriculum identifies what specific knowledge should be assessed.

This creates consistency across the school. As a result, pupils develop a lot of useful knowledge. The clarity of planning helps pupils with SEND learn confidently.

Pupils' published outcomes are not strong. However, these reflect the quality of education pupils used to receive, prior to improvements. In some areas, such as phonics, results are already a lot better.

Staff mostly teach the curriculum well. They have the subject knowledge they need. Where pupils have gaps and misconceptions, these get spotted and rectified.

Consistently used approaches, such as 'flashbacks' and 'whole body listening', help pupils understand and remember important content. Teachers adapt learning skilfully where needed so that pupils with SEND can access it. That said, sometimes teaching does not support pupils as well as it could.

For example, lesson activities do not always help them apply their learning in depth. As a result, pupils do not always develop as rich a body of knowledge as they might.

Reading is prioritised.

Phonics is taught effectively. The school carefully assesses how well pupils know their sounds. Teachers adapt learning if needed so that pupils can build on secure prior knowledge.

Where extra support is required, this is regular and helpful. Pupils, including those with SEND, quickly learn to read with fluency. Pupils throughout the school enjoy reading.

Children do well in the early years. The school have ensured well-crafted activities help them to develop their language and communication. What children learn prepares them well for key stage 1, such as building up their knowledge of numbers.

As a result, children engage happily with learning.

There is a well-considered behaviour policy. Staff apply this consistently.

Pupils understand the expectations clearly. Any incidents get thoroughly resolved. The school deals with the underlying causes of any misbehaviour.

Pupils get effective support with their well-being, including those with social and emotional needs. This helps them conduct themselves well throughout the day.

Attendance is lower than it should be.

The school does a lot to address this. The school is resourceful in helping families who struggle to ensure their children attend. While this is the case, the school's actions have not had the impact leaders intend.

There is more to do on this. A minority of pupils miss too much of their education.

The curriculum for personal development is effective.

Pupils learn relevant content, such as about puberty. They articulate mature views, for example about friendships and healthy eating.

The trust provides strong support to the school.

Where challenge is needed, trustees ask probing questions. Leaders receive helpful support from peers in other trust schools. This helps their well-being.

Staff develop their knowledge through the wide-ranging programme of professional 'communities'. The trust keeps close oversight of safeguarding.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Staff are sometimes not as effective as they could be in delivering aspects of the curriculum. At times, they do not help pupils apply their learning in depth, and so pupils do not build up the rich body of knowledge they might. The school needs to make sure that staff get the support and guidance they require to deliver the curriculum consistently well.

• Despite the school's efforts, attendance is lower than it should be. This means that a minority of pupils are missing too much of their education. The school should review the actions it is taking to support pupils' attendance and do whatever it takes to improve this.