Sir Bernard Lovell Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils value and appreciate the subjects they learn. They like coming to school. Staff have high expectations and pupils work hard to meet them.

Leaders and staff have planned a well-sequenced curriculum that enables most pupils to learn well. However, some pupils, including pupils with special educational needs and/or disabilities (SEND), do not learn as well due to weaknesses in reading and writing.

Pupils behave well in classrooms and around the school.

Poor behaviour rarely disrupts learning. Pupils are punctual to lessons and arrive ready to learn. They study a well-structured personal, social, health and economic (PSHE) curriculum.

However, som...e pupils told inspectors that PSHE is not implemented as well as other subjects across the school and that a minority of pupils' misguided views are not fully addressed by staff through these lessons.

Pupils say that staff resolve any bullying quickly and effectively. Leaders support pupils' mental health through mentoring and counselling.

Some pupils follow bespoke curriculums that help them to learn confidently and successfully.

Sixth-form students enjoy learning a breadth of subjects. They are well supported to make important decisions about higher education, apprenticeships or employment.

Leaders have high aspirations for students' academic, social and emotional success.

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

In many subjects, leaders have structured an effective and engaging curriculum that enables most pupils to build up their knowledge. This is particularly effective in mathematics and history.

Staff use assessment information about pupils to adapt the curriculum so that most pupils learn well. Although leaders have prioritised reading, some pupils, including pupils with SEND, do not receive the support they require to read and write in each subject. Consequently, some of these pupils do not learn the subject curriculums as well as they could.

Leaders and staff have benefited from working with other schools across the trust. Leaders' vision for a curriculum that enables pupils to develop strong knowledge in a breadth of subjects drives improvement across the school. Both trust and school leaders have established effective training and support for staff.

In the online staff survey, staff state unanimously that they are proud to work for the school.

Leaders encourage pupils to learn the suite of subjects that make up the English Baccalaureate. They have revised the French and Spanish curriculums to encourage pupils to study a language at GCSE.

Although the PSHE curriculum has been thoughtfully and skilfully structured, leaders acknowledge that it has not been implemented as well as other subjects due to obstacles posed by the pandemic. Some pupils state that there is inconsistency in the confidence and expertise of staff in teaching the subject. As a result, a minority of pupils are not fully prepared for life in Britain in the 21st century.

Leaders promote pupils' personal development through the well-designed careers education. The school meets the requirements of the Baker Clause, which requires schools to provide pupils in Years 8 to 13 with information about approved technical education qualifications and apprenticeships. Pupils also receive strong guidance about choosing GCSE subjects.

Students in the sixth form receive expert support regarding higher education and apprenticeships at local companies, such as Rolls Royce.

Pupils, including sixth-form students, participate in a range of sports and creative clubs. They can also take on roles of responsibility such as 'student leader'.

Pupils view these roles as important as they support their well-being.

Leaders have established consistent expectations for pupils' behaviour. Consequently, pupils behave well across the school.

Staff and pupils state that pupils' positive behaviour supports their learning. Pupils have strong relationships with staff, enabling them to feel safe and protected.

Pupils are punctual to lessons and attend school well.

Leaders monitor pupils' attendance closely to ensure that pupils are in school and learning the curriculum.

Students in the sixth form study a well-structured curriculum. Students want to do well and they value the opportunities at the school.

For example, students engage in voluntary work, such as supporting pupils in Year 7 with reading. Students are supported to achieve well in many subject areas. Students with SEND receive bespoke support with their reading and writing, enabling them to learn the curriculum well.

The academy governance committee provides challenge and support for school leaders in equal measure. There is a breadth of expertise in the committee. Governors ask pertinent questions about the curriculum, safeguarding and the needs of vulnerable pupils.

As a result, they know the school well and support the continual improvements to the curriculum. Parents who responded to the Ofsted questionnaire are positive about the education their children receive at the school.

Safeguarding

The arrangements for safeguarding are effective.

Leaders are vigilant about the physical and emotional safety of pupils at the school. They have created a very strong culture within the school where the well-being and safety of pupils are given the utmost importance. Leaders work well with external agencies and challenge appropriately to ensure that pupils are protected.

Pupils are confident that there are trusted adults who they can speak to if they have a concern.

Staff receive up-to-date training and know how to identify signs of abuse. Leaders ensure that appropriate background checks are carried out on adults working in the school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have established a raft of strategies to support pupils, including pupils with SEND, to learn the curriculum. However, these strategies are not fully aligned to the learning needs of pupils in every subject. Leaders need to develop pupils' literacy skills in every subject area so that all pupils, including pupils with SEND, can learn confidently and successfully.

• Leaders have designed an effective PSHE curriculum. However, they have not yet ensured that all staff implement the curriculum effectively. Leaders need to ensure that all teachers deliver the PSHE curriculum with confidence and expertise so that all pupils are well prepared for life in Britain in the 21st century.