St James Academy

Highlights from Latest Inspection

What is it like to attend this school?

St James Academy is an inclusive and welcoming school. Pupils are courteous and polite. They are rewarded for showing good manners and they warmly welcome visitors to the school.

Pupils who require English language support receive this through a specialised programme. Pupils who are new to the school are supported to quickly feel part of the school community. Prejudice is unacceptable to everyone.

As a result, pupils feel they can be themselves in a safe environment.

The majority of lessons are calm and orderly. Pupils know how to report any concerns about other pupils or about their feelings.

Those pupils who were spoken to by inspectors could all n...ame a trusted adult who would help them. Bullying is rare and, if issues do arise, pupils are confident that staff will resolve their concerns.

The careers programme is a strength of the school and reflects the school's ambition of 'dreaming big'.

Pupils are well prepared for life after Year 11. There are clubs and activities on offer, such as law competitions and basketball. However, there is more work to do to ensure that a greater number of pupils benefit from this extra-curricular offer.

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

The school has worked hard to improve the quality of teaching since the last inspection. For example, lessons now include activities that are designed to help pupils revisit and remember previous learning. This approach is helping pupils to remember more.

In addition, teachers spot and address pupils' misconceptions well. In history, for instance, teachers closely monitor the progress of pupils and adapt their teaching when necessary. In mathematics, teachers regularly use mini whiteboards to check understanding and boost pupils' confidence.

The school has reviewed and developed its curriculum in key stage 3. It is now broad and balanced, with discrete subjects, in line with the national curriculum. All pupils, including those with special educational needs and/or disabilities (SEND), follow the same curriculum.

Most teachers know their pupils well and most adapt activities appropriately.

The school ensures that reading is prioritised for all pupils across the school. The school identifies which pupils need additional reading support when they join the school.

These pupils benefit from a well-delivered specialist reading programme. Furthermore, the school uses a range of effective strategies to promote a love of reading, including 'reading for pleasure' in form time.

The school has high expectations of pupils' behaviour.

Most pupils understand and follow these expectations well. In most lessons, pupils are able to learn without any distractions. When pupils do not have their usual teacher, or tasks are not adapted to meet pupils' needs, low-level disruption can occur.

The school ensures, as part of form time, personal, social, health and economic (PSHE) education, and assemblies, that pupils learn how to stay safe. Pupils learn about topics such as consent, knife crime and respect. The school also supports specific groups of pupils to access wider opportunities.

For example, some pupils engage with free instrumental lessons. A small number of pupils complete the Duke of Edinburgh's Award.

The school takes effective action to improve the attendance of pupils.

Despite this, some pupils do not attend school regularly, which creates noticeable gaps in their learning. The school is aware of this and is working well with families and external agencies to promote higher attendance.

Pupils receive helpful guidance when choosing courses to study in Year 10.

They are also well supported in their applications to college and post-16 courses. Year 11 pupils talked very positively of the school's support in their preparations for examinations.

Leaders, including those responsible for governance, are very knowledgeable about the school.

They visit often and have invested considerable time helping the school to improve. The trust provides a positive balance of support and challenge. Staff feel proud to have contributed to the school's development.

They also appreciate the consideration leaders give to their well-being and workload. However, leaders recognise there is more work to do to ensure that all parents fully support the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some pupils do not attend school as often as they should. As a result, they have gaps in their learning. The school should further consider how to reduce absence across the school and how best to support pupils to address gaps in their knowledge when they return.

• On occasions, the school does not ensure that the work given to pupils is well matched to their needs. When this happens, it sometimes results in low-level disruption and pupils becoming distracted. The school should continue to develop and embed its work on ensuring that work is adapted to meet the needs of all pupils to improve their engagement in lessons.

• Many pupils choose not to engage in extra-curricular activities. As a result, not all pupils benefit from the breadth of opportunities across the school. The school should review and evaluate the current activities, while also seeking the views of pupils to strengthen the existing programme of wider curriculum experiences.