Revoe Learning Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are made to feel welcome at this school, which prides itself on supporting families and the wider community well. Being resilient forms an important part of the school's values. Caring and supportive staff provide opportunities that build pupils' confidence, independence and resilience.

Pupils trust that staff will help them if they have any worries or concerns. This helps pupils to feel happy at school.

The school is ambitious for pupils, including for those with special educational needs and/or disabilities (SEND).

Many pupils join the school part way through their primary education. A number of pupils are also at the early stages of learning to spea...k English as an additional language. These pupils receive consistent support from staff to build up their knowledge and spoken English.

Pupils make the most of the opportunities that the school provides for them. They behave well in lessons, work hard and achieve well.

Pupils delight in the trips that they get to take part in.

These include visits to farms, museums and residential camps. Pupils also value the opportunities to develop their talents and interests. These include performing a talent show for parents and carers, through to attending a wide range of clubs, such as cookery and science.

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

The published performance data in 2023 shows that by the end of Year 6, pupils' attainment in reading, writing and mathematics was significantly below the national average. Some of these pupils missed considerable amounts of time in school as a result of the COVID-19 pandemic. Furthermore, a large number of pupils joined the school midway through key stage 2.

Some pupils joined with little prior experience of being in school and were new to learning English. Pupils who attend the school for the majority of their primary education are well prepared for secondary school by the end of Year 6.

The school has carefully considered the important knowledge that pupils should learn across the curriculum, beginning in the two-year-old provision and Nursery Year.

Typically, teachers use this information well to design learning activities that deepen pupils' knowledge. Nevertheless, some of the learning activities that a few teachers design do not support pupils to successfully build on what they already know. As a result, some pupils do not deepen their knowledge as well as they could.

The school has provided teachers with suitable training, which enables them to deliver much of the curriculum successfully. In most cases, teachers check on what pupils know and remember from previous learning. This helps teachers to address any gaps in knowledge that pupils may have.

However, in one or two subjects, some teachers are not consistent in how they do this. Consequently, some pupils have unidentified gaps in their knowledge. This hinders these pupils' ability to make sense of new learning.

The school prioritises the teaching of phonics. The phonics programme is delivered by well-trained staff. Staff ably support those pupils who need extra help in learning phonics.

New arrivals to the school, including those pupils who speak English as an additional language, learn phonics quickly and successfully.

The school ensures that pupils access a broad range of texts, including poetry and non-fiction. This begins in the early years, where many staff are knowledgeable in educating young children, including those in the two-year-old provision.

Staff in the early years skilfully help children to learn new words and to broaden their vocabulary.

The school has highly effective systems in place to identify and assess the additional needs of pupils with SEND. Expertly crafted support and resources ensure that pupils with SEND access the same curriculum as their classmates.

Pupils attending the specially resourced provision for pupils with SEND (specially resourced provision) follow a well-structured curriculum. Staff skilfully tailor learning activities to meet the individual needs of pupils. Staff develop pupils' language and communication skills and support their social interactions effectively.

The school works closely with parents and a range of external professionals to successfully support these pupils.

Behaviour across the school is positive and learning is rarely interrupted. Children in the early years learn cooperatively alongside one another and follow class rules and routines well.

Pupils who need extra support in managing their emotions are well supported by nurturing staff.

Pupils experience many opportunities that prepare them well for life in modern Britain. For example, they understand that there are many different types of families in society.

Pupils know that they should treat everyone with respect regardless of differences. Pupils understand how to keep themselves safe online.

Trustees and local committee governors closely monitor how well the school operates at all levels.

They have a clear focus on the quality of education provided by the school and carry out their delegated duties effectively. Staff value the way in which the trust and school work with them to minimise unnecessary workload and the investment that has been made in developing their expertise.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In one or two subjects, some of the learning activities that a small number of teachers design do not build successfully on what pupils already know. As a result, some pupils do not deepen their understanding as well as they could. The school should ensure that teachers are supported to design activities that help pupils to connect learning and build up a deep body of knowledge.

• In one or two subjects, some teachers do not check how well pupils have remembered and understood what they have been previously taught. Some pupils have unidentified gaps in their knowledge that hinder their ability to make sense of new learning. The school should ensure that teachers are well equipped to check that pupils' knowledge is secure before introducing new topics and concepts.