Richard Barnes Academy

Highlights from Latest Inspection

What is it like to attend this school?

Leaders and staff help pupils to 'be the best version of themselves' by creating a nurturing, purposeful and friendly environment. For example, they show patience when pupils struggle to focus or make good choices.

Staff understand that pupils at Richard Barnes Academy need considerable support to build relationships, learn to trust adults and re-engage in education.

Pupils have many opportunities to develop conversational skills, including during lunchtimes when staff eat and chat with them. Pupils learn that adults will not give up on them, which quickly helps them feel settled. Pupils feel safe and are safe here.

All pupils get opportunities to catch up on... missed learning. In lessons, teachers revisit material to help pupils retain information. Teachers tailor lessons to meet pupils' varied needs.

Pupils' educational experiences help them earn important qualifications. They succeed when they return to mainstream schools.

The school offers a variety of opportunities to broaden pupils' horizons, such as organising charity events and visits to religious sites and cultural landmarks.

Older pupils appreciate their lessons about relationships and health. These lessons boost their confidence in staying safe and prepare them well for adult life.

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

Since the school joined the trust, leaders have significantly improved the quality of education.

All pupils engage in education, and much higher proportions of pupils successfully take examinations. They now achieve important qualifications. The school's academic and vocational curriculum is well designed.

Each pupil experiences a personalised learning journey. This includes help in catching up on key skills, such as reading. The school encourages pupils to aim high, for example, by enabling them to learn as much mathematical knowledge as they can so that they can gain a GCSE in the subject.

The school has set out its principles for effective teaching. These principles are grounded in high-quality evidence. In lessons, staff encourage pupils to revisit prior learning and to focus on key vocabulary.

Teachers regularly check pupils' understanding of the material being taught. This means pupils are more likely to remember and understand new concepts. Some staff are still getting used to the school's new teaching techniques.

At times, they do not maximise pupils' opportunities to learn. The school regularly evaluates how well the curriculum is being implemented and plans to provide staff with further training and support.

As soon as pupils join the school, staff assess how much they know and can do.

These checks also include pupils' social and emotional development. Staff collaborate closely to identify any pupils who need additional support. By working with external professionals, the school provides training so that staff can support pupils with special educational needs and/or disabilities effectively.

The school actively promotes and values reading. Pupils understand the importance of reading. Staff expertly guide pupils in learning how to read and appreciate literature.

In reading lessons, pupils explore a wide range of books. As a result, they gain knowledge about different cultures, landscapes and historical periods.

The school carefully reviews behaviour records to identify moments and places where routines help pupils to remain calm.

This work has had a positive impact on the school and pupils' behaviour. For example, it is helping older pupils proceed undistracted to their early morning tutor groups. Staff aim to instil positive habits in pupils, including the habit of arriving at school on time.

The school encourages high levels of attendance through rewards and effective regular communication with parents.

There is a well-structured curriculum for personal, social, health and economic education. Staff reflect on and adjust this curriculum based on pupils' questions, needs and experiences.

The school provides opportunities for pupils to engage with the world of work, such as through hosting charity events. This helps pupils to learn about and gradually take on responsibilities. However, these opportunities are not yet fully organised and promoted coherently.

The school's vision has distinctive, purposeful clarity. Leaders base their work on the school's three pillars of 'ambition,' 'safe' and 'character.' Their conversations and decisions prioritise pupils' education and well-being.

Staff feel supported and are supported. Parents are rightly confident that the school makes decisions in the best interests of their children.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some staff are still getting to grips with the school's new approaches to teaching. As a result, not all lessons maximise pupils' opportunities to learn. The school should continue to train and support staff to implement the school's teaching approaches in a more consistent way.

• Opportunities for pupils to learn about and take on responsibilities are not fully organised and promoted. As a result, pupils do not consistently build their understanding of responsibility. The school should continue its work to clarify and promote opportunities for pupils to learn about responsibility, as part of the school's approach to character education.