Shire Oak Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils generally behave well, and often very well, in class. However, at social times, staff sometimes fail to address some pupils' inappropriate behaviour. A minority of pupils use bad language, lack courtesy and drop litter.

Bullying is uncommon, and staff sort it out effectively if it occurs. Pupils are happy to come to school and feel safe. They enjoy a good standard of pastoral care.

Pupils benefit from a wide range of after-school clubs.

Pupils follow a broad curriculum. Most learning is well organised.

In a few subjects, pupils' early studies do not prepare them for key stage 4 as well as they should. Staff provide extra reading support for th...ose who need it.

Senior leaders have high expectations for pupils and staff.

They have provided effective training to improve teachers' skills. Leaders have ensured that pupils with special educational needs and/or disabilities (SEND) learn well. The trust that runs the school has given those responsible for governance the confidence to challenge leaders.

Senior leaders and subject leaders have a good understanding of how the school needs to improve.

Students do well in the sixth form.

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

In most subjects, leaders have organised the curriculum effectively.

They have sequenced the work so that it builds on pupils' existing knowledge and skills. Pupils learn well. However, in a small number of subjects, there are weaknesses in the key stage 3 curriculum.

As a result, some pupils are not prepared as well as they should be for their work in Years 10 and 11 and too few pupils follow the English Baccalaureate in key stage 4.

Teachers put the curriculum into practice well. They know their subjects, use the right technical vocabulary, and have access to good-quality resources.

Teachers explain ideas well. They check on what pupils have learned, and make sure that teaching fills any gaps in pupils' knowledge. Pupils know how to improve their work.

Those pupils with SEND learn well. Teachers are ambitious for these pupils and understand precisely how to meet their individual needs. Pupils in the resourced provision for pupils with SEND thrive.

A high proportion of pupils start Year 7 with low reading ages. Leaders have recently extended their support for weaker readers at key stage 3. They have implemented several appropriate schemes.

Staff are well trained to deliver these. However, as the support has only recently been introduced, the full impact has yet to be seen.

In many lessons, warm relationships between teachers and pupils mean that pupils behave well.

Sometimes, their behaviour is exceptional. However, on occasions, , a few pupils disrupt the learning for others. At breaktimes and lunchtimes, a minority of pupils show significant disrespect for their peers and for the environment.

Although leaders' expectations for the management of behaviour are clear, staff are not consistent in identifying poor conduct and holding pupils to account.

Pupils develop a good understanding of personal safety, relationships and social topics as part of a coordinated programme. Activities in form time and English lessons give pupils confidence to express their views orally.

In humanities and creative subjects, pupils learn about different cultures and traditions. Pupils have opportunities to adopt leadership roles. Sixth-form students have contributed well to the school's promotion of equality and diversity.

Personal development for post-16 students is particularly strong.

The school provides good independent careers advice. At the end of key stage 4 and the sixth form, very few pupils do not go on to appropriate education or training.

Pupils benefit from a wide range of extra-curricular activity, for example in staging 'Shrek the musical'.

More recently, leaders have acted successfully to raise standards in the sixth form, and to improve provision for pupils with SEND. They have established a strong culture of staff training.

Subject leaders are keen to improve further. Staff say that senior leaders consider their workload and are appropriately concerned for their well-being.

Since the previous inspection, the multi-academy trust (MAT) has clarified governance arrangements.

Those responsible for governance now have a thorough understanding of the school and are holding leaders to account. The opportunity to study one subject at another school in the MAT enhances the post-16 curriculum.

Safeguarding

The arrangements for safeguarding are effective.

Pupils learn about the risks that they may face, including that of sexual harassment. Leaders make sure that staff are well trained in safeguarding, so that they know how to identify pupils at risk. They keep staff updated about local issues that might pose a threat.

Leaders take the right actions and involve other agencies that work with children. They are persistent when the need arises.

The school keeps the necessary records.

Leaders make the right checks on the staff who join the school.

Pupils know that there is always an adult to talk to. They feel safe at school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• During social times, there is a lack of consistency in the way staff uphold the school's expectations for pupils' behaviour. As a result, a minority of pupils use inappropriate language, barge through doorways and drop litter. Leaders should ensure that all staff recognise their responsibility to uphold the school's behaviour policy in this respect, and make sure that they do so.

• In a minority of subjects, the key stage 3 curriculum does not prepare pupils for key stage 4 as well as it should. As a result, some pupils are less inclined to study some subjects at key stage 4. Leaders should make sure that the endpoints for every subject at key stage 3 provide pupils with the best possible basis for their future studies.

• Leaders have introduced additional support to improve pupils' reading skills where required. This is yet to have the full impact intended. Leaders should continue to develop this support to ensure that pupils develop fluency, confidence and enjoyment in reading.