Sirius Academy North

Highlights from Latest Inspection

What is it like to attend this school?

Leaders and teachers are ambitious that all pupils access a rich set of experiences during their time at school.

Staff successfully promote pupils' personal development. The school removes potential barriers to ensure that pupils participate in a wide range of activities, such as cooking, sport and music. Pupils speak passionately about being part of the performing arts showcase.

Most pupils say that they feel safe in school and can talk to an adult about any worries. Many pupils say that bullying is rare and that it is dealt with well by staff if reported.

Until recently, the curriculum has contributed weakly to pupils' progress.

Pupils have not ach...ieved well. The school has implemented plans to address this. As a result, pupils are starting to know and remember more of what they have been taught in some subjects.

This includes pupils with special educational needs and/or disabilities (SEND) who receive personalised support and are taught well.

The school has prioritised improving attendance and pupil behaviour. Leaders have recently made changes to the behaviour system, and staff and pupils speak highly of these changes.

This has resulted in a calm and orderly environment in school. Pupils are starting to attend school more often and persistent absenteeism is reducing rapidly.

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

The school continues to design a curriculum that is appropriate for all pupils.

Recently, much time has been spent on improving the curriculum. In most subjects, leaders have identified the important knowledge that pupils need to learn. Teachers are beginning to help pupils to practise and recall their prior knowledge and skills more effectively.

There are still instances where teachers do not choose the most appropriate activities to deliver the curriculum. Improvements are not embedded in a small number of subjects. This means that some older pupils still have significant gaps in their knowledge.

Where the curriculum has been strengthened, such as in English and mathematics, the knowledge and skills that pupils are now acquiring are not fully reflected in the most recent external examination results.

The school is highly inclusive. The broad, and often complex, range of pupils' needs are identified swiftly.

Leaders adapt the curriculum where appropriate. For example, pupils on the 'Emerald' pathway receive a carefully considered curriculum that meets their needs. The school prioritises reading, including support for the weakest readers to help them catch up quickly.

Staff deliver the phonics programme and other support expertly. These pupils develop their reading confidence, accuracy and fluency so that they are increasingly able to access the full curriculum.

Pupils and staff told inspectors how much behaviour has improved this academic year.

Inspectors agree with this view. Disruption to lessons has become less frequent. This means that classrooms are places where pupils can learn.

There are still some pupils who demonstrate challenging behaviour. This academic year, the school has reduced the number of suspensions alongside continuing to improve behaviour.

The school recognise the impact that poor attendance has on the achievement of pupils.

Leaders have rightly prioritised improving pupils' attendance. Overall attendance is increasing and there has been a significant reduction in the number of pupils who are persistently absent from school.

There is a well-considered personal development programme in place.

Pupils can speak about important issues such as tolerance and respect. Some older pupils are less confident in their knowledge of equality and fundamental British values. Careers advice and guidance is woven through the 'Life' curriculum to ensure pupils are well informed about their next steps.

The school offers a vibrant and accessible extra-curricular programme which pupils make good use of. This includes access to clubs in chess, science, gaming and a variety of sports.

Leaders and trustees know the importance of improving pupils' achievement.

Improvements in attendance, behaviour and more recently the quality of education demonstrate the impact of leaders' actions. However, there is more work to do. Leaders are ambitious and know what needs to be done.

Most staff who work at the school feel happy and well supported. They appreciate the way that leaders consider their workload.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Until recently, the school has not successfully addressed the decline in pupil achievement since the previous inspection. This means that some of the action that the school has taken is new and its impact is not evident. The school's actions must continue to address the root cause of underperformance and ensure that school improvement plans address weaknesses in underperforming subjects.

• Over time, teaching of the curriculum has contributed weakly to the progress that pupils make. Teachers do not consistently choose the most appropriate activities to deliver the curriculum. The school needs to ensure that teachers are well supported to implement strategies that will help pupils to know and remember more of the curriculum.