Sir Thomas Boughey Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy to come to this welcoming, inclusive school. They are enthusiastic about their learning, and are kind and considerate to one another.

They are polite and courteous to visitors. Pupils know they are well cared for. Staff get to know individual pupils and their families well.

Leaders have high expectations for what they want pupils to achieve.

Pupils behave well. They are respectful in lessons, and listen carefully to their teachers.

Pupils said that they feel safe. At social times, pupils generally play together sensibly and move around the building in a calm manner. Pupils said that if bullying does occur, this is dealt with quickly ...by staff.

Pupils can study a range of different subjects at key stage 4. However, despite improvements in the teaching of French, most pupils do not study a modern foreign language. Leaders are aware of this and are working hard to ensure that more pupils study a modern foreign language at key stage 4.

Extra-curricular activities at lunchtime and after school have restarted now after the national lockdowns. Pupils enjoy these and sometimes lead them, for example in dodgeball.

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

Leaders have a clear vision for the curriculum.

Leaders have recently moved from a two-year to a three-year key stage 3. They have put in place comprehensive 'curriculum journeys' for many subjects. Curriculum leaders have identified carefully the key knowledge that they want pupils to have in their subject.

These 'journeys' show the sequence in which knowledge is to be taught.

Teachers use different strategies to help pupils know more and remember more. For example, lessons begin with an activity to recap on previously taught content.

Pupils like this, and said that it helps them to remember more. The curriculum is ambitious, but some subject leaders are trying to make it more so. For example, in English, leaders recognise that they need pupils to read more whole texts at key stage 3.

They are putting in place plans to do this.

The support provided for pupils with special educational needs and/or disabilities (SEND) is effective. These pupils study the same curriculum as their peers.

Teachers use up-to-date plans for the needs of individual pupils, to ensure that learning meets their needs. Education, health and care plans are helpful and used well by teachers.

Historically, the curriculum in languages has not been good enough.

Leaders have recently addressed this, and the curriculum and teaching of French are now greatly improved. Leaders are working hard to ensure that more pupils understand the importance of studying a modern foreign language at key stage 4.Leaders have thought carefully about the school's pastoral curriculum.

It is well planned and well sequenced. The work on relationships and sex education develops pupils' knowledge in an age-appropriate way. The school makes effective use of outside agencies to help deliver sensitive topics.

For example, a specialist agency delivers information about contraception to Year 10 pupils. Pupils discuss topics openly and sensibly. Differences are celebrated, and pupils feel valued.

One pupil said that it 'is fine to be different here'.

Leaders have put in place a comprehensive careers programme. Discussions about careers are threaded through different subjects, such as science.

However, pupils in key stage 3 do not always see the opportunities available to them in relation to their future careers.

Leaders are resolute in their efforts to promote good levels of attendance. Even though attendance has remained broadly in line with the national average, they are determined to increase it back to the levels it was at before the COVID-19 pandemic.

Governors and trustees know the school extremely well. They have an accurate view of the school's strengths, and the areas that still require further work. They are relentless in ensuring that 'the lived experience of a Sir Thomas Boughey pupil is positive'.

Safeguarding

The arrangements for safeguarding are effective.

Leaders ensure that all appropriate pre-employment checks are carried out on staff. Staff and governors receive regular and timely training on a range of safeguarding issues.

These are followed up with regular 'bulletins'. Leaders ensure that safeguarding remains a high priority.

Leaders are fully aware of pupils' concerns about their health and welfare due to the COVID-19 pandemic.

They work hard to support pupils' mental health and well-being. Pupils said that they feel safe in school. They know how to keep themselves safe, including when on the internet.

What does the school need to do to improve?

(Information for the school and appropriate authority)

The school's curriculum is not yet sufficiently well planned and well sequenced in some subjects. However, it is clear from leaders' actions that they are in the process of bringing this about, and are making any necessary amendments in response to the COVID-19 pandemic. For this reason, the transitional arrangements have been applied.

• The proportion of pupils opting to study a modern foreign language at key stage 4 is low. This is because, historically, the quality of teaching in French has not been good enough. Leaders should ensure that they embed the recent improvements in French, and encourage more pupils to study a modern foreign language at key stage 4.

• Not all pupils at key stage 3 understand how the school is preparing them for their future in education and employment. This means that some pupils do not fully exploit the opportunities offered to them. Leaders should ensure that all pupils are able to understand how the school supports their future plans.