Samworth Church Academy

Highlights from Latest Inspection

What is it like to attend this school?

Leaders have a clear vision for pupils' personal development during their time at Samworth Church Academy. They say they want them to have '70 or more fantastic years' when they leave the school.

Pupils learn skills that will help them in later life. An example is 'Project Flavour' where pupils learn how to cook and eat healthily. Pupils like the extra-curricular choices that are available, such as Tae-Kwando and creative writing.

Most pupils behave well in lessons and around the school. They are polite and hold positive views about their school. Pupils are tolerant of others and respect differences.

However, a minority of pupils do not always behave as well ...as they should. Some pupils say that disruption to their lessons is too common. They say that teachers do not always manage behaviour consistently well.

Students in the sixth form are well prepared for their next steps. Leaders and teachers have high expectations of them. Students value the support they get in lessons and for their personal development.

The vast majority of pupils say that they feel safe at school. They know who they can talk to if they have concerns. Most pupils feel that bullying is not a problem.

If it does happen, teachers deal with it well.

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

Leaders have planned an ambitious curriculum for pupils in all subjects. The curriculum plans are well thought out at all stages, including in the sixth form.

Leaders have considered the knowledge that they want the pupils to learn.

In some lessons, teachers use questions to check pupils' understanding well. This is not the case in all lessons and subjects.

Not all teachers routinely check that pupils' knowledge is secure. Misconceptions and gaps in learning are not reliably identified. Too many pupils do not remember the key knowledge as well as they should.

Teachers use 'do it now' tasks across different subjects. Sometimes teachers use these tasks well to check what pupils remember, and identify gaps in their knowledge. In other lessons, these tasks are not as effective.

In those lessons, pupils do not attempt recall questions or look back at their notes to find the answers.

Most pupils with special educational needs and/or disabilities (SEND) access the same curriculum as other pupils, including in the sixth form. In most lessons, staff support pupils with SEND to produce work of the same quality as other pupils.

In a minority of lessons, pupils with SEND do not get the support they need.

A small number of pupils attend their lessons at the school's off-site unit, Heatherdene. The majority are pupils with SEND.

Leaders have planned a curriculum for the pupils at Heatherdene. A significant minority of pupils who should attend Heatherdene do not attend frequently enough. Those who do attend do not always actively take part in their lessons.

Pupils have opportunities to read in school. They usually do this enthusiastically. Staff identify pupils who need support with reading.

They help pupils to choose suitable books to read. This helps these pupils to become better readers. Pupils recognise that improving their reading helps them to learn in other subjects.

Most pupils behave well in lessons and show positive attitudes. In a minority of lessons, inspectors noted a small number of pupils disrupting learning or choosing not to take part in activities. Some pupils told inspectors that others' behaviour can disrupt their lessons, particularly in key stage 3 classes.

Not all teachers have high enough expectations of pupils' behaviour. Of the pupils that were spoken with during the inspection, a large proportion feel that rules are not always applied fairly. Pupils respond positively when teachers follow the school's policy to deal with disruption.

Older pupils reported that behaviour was better in key stage 4.

Pupils say that they often hear bad language in school. A small number of pupils do not behave well enough when moving around the school.

Pupils and teachers say that truancy from lessons is common.

Pupils benefit from a well-structured personal development programme. They say that they enjoy the opportunities the school gives them.

Pupils learn about different careers. Students in the sixth form have high aspirations. They say that the school has prepared them well for their next steps.

Too many disadvantaged pupils and pupils with SEND do not attend school frequently enough. These pupils miss too many lessons and do not achieve as well as they could.

Those responsible for governance have provided effective support to develop the school's curriculum planning.

They are keen to support school leaders to bring about the necessary improvements related to curriculum implementation and attendance.

Safeguarding

The arrangements for safeguarding are effective.

Safeguarding leaders know their pupils well.

They work with external agencies to support the most vulnerable pupils. Staff understand their role in keeping children safe. There is an effective system for reporting concerns.

Pupils say that they feel safe at school. Leaders identify potential risks that the pupils may face and teach them how to be safe. For example, they teach pupils about knife crime and domestic violence.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Teachers do not routinely check pupils' understanding or identify misconceptions. New learning does not always build on secure prior knowledge. Pupils cannot always remember what they have learned.

Leaders should ensure that teachers check that learning matches pupils' needs and builds on their prior knowledge. ? Some staff do not have high enough expectations of pupils' behaviour. Many pupils do not behave well in lessons and around the school.

Sometimes, this goes unchallenged. Leaders should ensure that all staff apply the school's behaviour policy consistently. ? A sizeable minority of disadvantaged pupils and pupils with SEND do not attend school frequently enough.

They miss too many lessons. Therefore, they do not learn as well as their peers. Leaders should develop strategies to ensure that all groups of pupils attend well.