St James the Great Academy

Highlights from Latest Inspection

Outcome

St James the Great Academy continues to be a good school.

The principal of this school is Tamasin Springett. This school is part of Academies Enterprise Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Rebecca Boomer-Clark, and overseen by a board of trustees, chaired by David Hall.

What is it like to attend this school?

Pupils enjoy attending this caring school. They are happy, and adults keep them safe. As one pupil said, 'There is always someone to talk to if you are worried about something.'

Pupils form positive relationships with one another in class and while at play. They ...show a genuine compassion for one another. Pupils enjoy taking Snoopy, the school dog, for a walk around the school field during playtime.

The school is ambitious for all pupils. Trust leaders work closely with the school to ensure that pupils experience a curriculum that inspires them to learn and develops their interests well. Pupils are encouraged by the school vision to 'choose a remarkable life'.

This is enacted through the variety of opportunities provided by the school.

Children in the early years explore new learning with one another in their well-resourced outdoor area. Older pupils take on roles of responsibility involving them in the running of the school.

For example, 'pupil leaders' attend meetings with senior staff and show visitors around the school. Pupils are proud of undertaking these roles, which help to build their confidence and a sense of pride in their school.

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

The school provides a curriculum that is broad and matches the needs of all pupils well.

The school helps pupils to learn about diversity. For example, in art, pupils learn about artists from a range of cultures. The school and trust regularly review how well the curriculum is being taught.

They coach teachers to help them to refine their teaching, ensuring that the workload required of staff is manageable. This creates a culture where staff feel supported to strengthen their teaching.Pupils develop the skills needed to become confident and fluent readers.

Children in the Nursery and Reception class learn to listen, and develop a love of exciting stories. Staff receive helpful training that creates a consistent approach to the delivery of the phonics programme. Pupils listen in phonics and reading lessons attentively.

Teachers regularly review how well pupils develop their reading skills. They use this information to target support that ensures pupils who have fallen behind in their reading catch up quickly. Staff support pupils who read less frequently at home with additional opportunities to read in school.

This ensures that pupils rehearse their reading skills in order to build their reading fluency.

Teachers help pupils to gain the knowledge and skills needed to succeed in most subjects well. They encourage pupils to draw on what they have learned before, for example through the use of quizzes.

As a result, in most subjects, pupils remember what they have learned and apply this to new learning. Teachers identify the needs of pupils with special educational needs and/or disabilities (SEND) well. Teachers provide helpful adaptations in most subjects to ensure that pupils can access what is being learned in class.

For example, in mathematics, pupils use a range of equipment to help them to count. In science, pupils with SEND are taught about scientific words they will meet in class before the lesson begins. However, the adaptations needed in some subjects are less well refined.

This means that some pupils with SEND struggle to fully understand what they are learning.

Teachers check what pupils know carefully. They use questioning to help pupils to affirm their understanding and to explore new vocabulary.

Teachers use this information to adapt lessons to support pupils who have gaps in their knowledge. However, in some subjects that have been recently restructured, teachers' questioning is less effective. As a result, some pupils do not always gain the vocabulary and knowledge needed to clearly explain their thinking.

Pupils behave well. Children in the early years listen attentively and learn to follow instructions. Pupils learn about positive behaviour in assemblies and through personal, social and health education lessons.

While some pupils can become distracted in class, teachers gently remind them of how to behave to regain their focus.

The school provides a wide range of opportunities beyond the classroom. Pupils, including pupils with SEND, are keen to attend the clubs on offer.

Pupils experience trips beyond the school and visitors to the school that enhance the curriculum. For example, local magistrates spoke to Year 6 pupils about the rule of law and the Royal National Lifeboat Institution spoke to pupils about water safety. Pupils are appointed to roles such as 'well-being ambassadors'.

This models the democratic process and supports pupils who have emotional well-being needs effectively.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Teachers do not consistently provide the adaptations needed to help pupils with SEND to succeed in some subjects.

As a result, some pupils with SEND struggle to fully understand new learning in some subjects, particularly subjects that have been recently reviewed. Teachers need to ensure adaptations are made that help pupils with SEND to access the learning alongside their peers in all subjects. ? While leaders have introduced strategies to strengthen questioning in class, this has not yet been consistently implemented by teachers in all subjects.

As a result, some pupils do not develop their understanding well enough in some subjects. Leaders need to ensure that the school's approach to questioning is implemented consistently across all subjects.

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good in March 2018.

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