Richard de Clare Community Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy attending Richard de Clare. They are clear about how changes over the last two years have made their school a better place. Pupils describe it as 'brilliant'.

School staff have consistent expectations of what pupils can achieve and how they should behave. As a result, pupils work hard and there is little poor behaviour.

Pupils learn about a wide range of topics.

They are able to build their learning on what has come before. They particularly enjoy reading non-fiction books linked to their geography and history topics.

There are many clubs, including running, multi-skills and knitting.

Pupils also benefit from a number of trips o...ut and visitors to the school. They are polite and considerate of others. Pupils work together to raise money and understand the needs of others, championing events such as Red Nose Day and Down's Syndrome Awareness Day.

There is a warm relationship between staff and the pupils in their care. Where there is any unkind behaviour, staff sort it out quickly. Pupils say that there is no longer any bullying.

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

Over the last few years, there have been many changes to the curriculum, staffing and leadership. These changes are now embedded, which means that pupils at Richard de Clare are now experiencing a greater level of stability in staffing, and a good-quality education overall.

The curriculum is well planned and sequenced.

This helps pupils to build new learning well on what has come before. There are some subjects, such as Spanish, where pupils have gaps from a lack of previous teaching. Teachers are now helping them make good progress.

In English and mathematics, pupils achieve well. Pupils write at length, with detail and interest. Teachers help pupils visualise their mathematics learning using practical equipment, for example in Year 6 learning about volume.

Pupils learn to read quickly because of the consistent approach in place. Anyone who is at risk of falling behind receives effective extra help in lessons or additional phonics teaching. The books pupils read are well matched to the sounds they know, and this motivates them to read more.

Leaders have invested in a long-term plan to improve the quality of the learning environment across the school. For example, the library/atrium redecoration has increased and improved the reading opportunities, especially for older pupils in Years 4 to 6. Leaders have plans underway to update the rest of the site so spaces can be fully effective in supporting high-quality learning.

Children in Nursery make a strong start to their education due to the warm and welcoming environment and staff expertise. They have lots of opportunities for age-appropriate play, and also to develop mark-making and early understanding of sounds.

However, the Reception provision does not support children's learning as well as in Nursery.

Children learn to read well, practising daily, but opportunities to develop early writing skills are more limited. Teachers have recently introduced more opportunities for them to practice writing their sounds and numbers, but children are not yet doing enough of this. Additionally, the outside space does not have the same high-quality resources as in the Nursery in order to encourage learning.

The needs of pupils with special educational needs and/or disabilities (SEND) are identified, and staff use detailed plans to ensure that pupils get the right support. A small proportion of parents remain concerned about the provision for their children. Leaders know there is more to do to work with some parents to ensure that they are involved in the planning for their children so that they understand and are confident in how the provision for their children is appropriate and effective.

Behaviour in classes is focused and calm. Pupils understand the behaviour code and are motivated by the regular certificates and awards. They are encouraged to be independent and are considerate of each other.

They demonstrate the positive values they are taught about. Pupils are taught about the importance of respect, for example when they learn about different cultures.

The leadership of the school is now secure.

A permanent headteacher is in place, ably supported by colleagues from the multi-academy trust to help further improve the school. Staff are very positive about the training and development that they have received. This has resulted in consistent approaches to teaching and behaviour.

Teachers, including those early on in their career, feel well supported.

Safeguarding

The arrangements for safeguarding are effective.

Safeguarding children is held as high priority.

Leaders and staff know the children well. They ensure that any concerns are followed through comprehensively. Regular training means that staff are kept up to date with their understanding of how to keep children safe.

Leaders have improved the site security. They make sure that pupils know how to keep themselves safe when out and about and online.

The trustees and intervention board check that leaders are implementing safeguarding policies to a high standard.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Teachers do not provide children in Reception sufficient opportunities to practise their learning. As a result, children in Reception are not making progress across aspects of the curriculum as well as they should be, most notably in early writing and number skills. The use of the outdoor area is also underdeveloped.

Leaders need to ensure that all children have more opportunities to practice key skills in their play and other activities, both in the indoor and outdoor environment. ? Despite many strengths in the provision for pupils with SEND, some parents remained concerned about the quality of support for their children's learning and behaviour. Leaders should continue to work with parents to co-produce support for pupils so that parents have confidence and understanding in the provision being put in place for pupils.

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