Redby Academy

Highlights from Latest Inspection

What is it like to attend this school?

Redby Academy is an inclusive school where everyone is welcome.

Pupils enjoy coming to school and are proud of their achievements, especially in sport. Pupils are articulate and clearly express their knowledge and understanding. The school motto, 'let your light shine', is putting a spotlight on leaders' aspirations for pupils.

Governors and representatives from the trust share this vision.

Pupils behave well. They are kind and courteous to each other and respect each other's views in group discussions.

Many pupils show good manners as they move around school. Pupils say that bullying is something that rarely happens in school. Pupils are very confid...ent that if it did happen, adults in school would be quick to help.

Pupils celebrate the differences they might have. One pupil said that the best part of being a pupil here is that the school supports them to 'be myself'. Wider opportunities, such as the football academy, help pupils pursue talents.

Leaders plan carefully how to make use of the school's locality to bring the curriculum to life. The use of the local coastline and city museums are examples of this.

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

Leaders have designed a curriculum that identifies the key knowledge and skills that pupils need to know and remember.

Lessons are structured so that pupils can revisit learning frequently. This helps pupils make connections between their learning. Pupils are keen to talk about their knowledge.

They are enthusiastic when doing so. The structure of the physical education curriculum ensures that pupils develop strong skills so that they can play competitive sport more effectively. However, the teaching of some curriculum subjects is inconsistent.

Teachers do not always ensure that the lesson activities chosen match the important knowledge and skills pupils must know and remember.

The mathematics curriculum is effectively organised. Pupils revisit learning daily and have opportunities to problem solve and reason regularly.

Children in the early years make a prompt start to number work. Leaders have ensured that children in the early years have a strong understanding of number in readiness as they move to Year 1. They have similar ambition for children's vocabulary.

The provision is language rich. Children talk to each other and adults with confidence.

Leaders value the importance of reading for pupils.

Staff use ongoing access to training to ensure that phonics lessons are taught with consistency. Pupils benefit from the consistent routines used in these sessions. Older pupils who find reading more difficult have bespoke intervention to help them catch up.

Children in the early years enjoy lessons in rhythm and rhyme. After this, they make a prompt start to more structured phonic lessons in reception. However, the systems in place to build reading fluency are inconsistent.

Pupils at the earliest stages of reading have books in school that are well matched to their phonic knowledge. Yet, these pupils must use technology to read these books at home. Leaders acknowledge that not all pupils can do this.

Older pupils have initiatives to help them read more, but these are not used by everyone. This limits some pupils' opportunities to develop fluency more rapidly.

Pupils with special educational needs and/or disabilities (SEND) are well cared for and supported.

Many parents of pupils with SEND agree. Leaders are knowledgeable and ensure that plans to support learning are effective. Pupils with SEND enjoy being involved in wider school life.

They are very proud of the recent sporting medals they have achieved at an out-of-school competition.

Leaders prioritise the personal, social and health education curriculum across school. As a result, pupils know about healthy relationships and have age-appropriate understanding of how their bodies change over time.

Pupils are active citizens. They help local chosen charities and vote for which charities they would like to support. Initiatives such as play leaders and the eco group also develop pupils' character.

Sporting achievements are widely celebrated by all pupils. Pupils develop confidence through working with pupils from other schools across the trust. Pupils have an emerging understanding of British values.

Behaviour in classes is good. Pupils are clear that disruption to learning does not happen often. Leaders' record-keeping reflects this.

If behaviour is less focused, it is often linked to the activity choice.

Staff work in a caring and welcoming team. Staff value the focus that leaders have put on well-being.

This is also supported by governors and trustees. Teachers at the start of their teaching career are well supported.

Safeguarding

The arrangements for safeguarding are effective.

The safeguarding team knows the families and pupils exceptionally well. Keeping pupils safe is a high priority. Leaders keep detailed records that list incidents and actions taken.

Leaders have restructured training for staff to address emerging needs within the community effectively. Staff are clear on how to support pupils and get help from leaders when needed. Governors and trustees receive relevant safeguarding training.

Checks to ensure adults are safe to work with pupils are thorough.

Pupils feel safe in school. The curriculum is helping them to understand how to keep safe in the community and online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Beyond phonics and reading lessons, approaches to reading and developing fluency are not consistent. Pupils do not benefit from a consistent approach to home reading that is equitable. Some pupils do not have access to the online resources provided.

This means that some pupils do not have the same opportunities to secure their learning. This can lead to variable progress for pupils. Leaders must ensure that all pupils have the same opportunities to embed learning in reading by having a consistent approach to the use of resources across school.

• Some teaching uses pedagogy choices that do not reflect the intended outcomes in the planned curriculum. The learning that leaders want pupils to know and remember is lost due to poor activity choice. Leaders must ensure that teachers are well supported, through quality training, to plan lessons that prioritise the knowledge that is intended.