St Margaret’s Church of England Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils, and students in the sixth form, are proud to be part of St Margaret's Church of England Academy. They enjoy strong relationships with their teachers and other staff. Pupils feel safe when they are in school.

They know who to speak to if they are worried or upset.

The school is ambitious for pupils to succeed. Pupils are increasingly benefiting from the improvements that the school has made to the quality of education that it provides.

Pupils, including those with special educational needs and/or disabilities (SEND), progress well through the curriculum in most subjects.

Pupils' behaviour during breaktimes and when moving between lessons is ge...nerally calm. In lessons pupils listen respectfully to their teachers and to each other.

The school provides a wide range of opportunities to promote pupils' personal development. Pupils are encouraged to be increasingly independent as learners. They are helped to understand the wider world.

Many pupils benefit from a wide range of sporting, music and other enrichment activities. Students in the sixth form are excellent role models for younger pupils.

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

Recently, the school, with the support of the trust, has taken steps to make its curriculum more ambitious.

All pupils, including those with SEND, study a broad range of subjects at key stage 3. At key stage 4, the school has raised pupils' aspirations. This means that the proportion of pupils studying the English Baccalaureate suite of subjects is increasing.

In the sixth form students can choose from a wide range of subjects to pursue their particular interests and future career choices.

The school has designed subject curriculums that allow pupils to build their knowledge in a logical way. Each subject curriculum sets out clearly for staff the essential knowledge that pupils need to learn.

Across all key stages, most pupils achieve well.

Teachers have strong subject knowledge. This helps them to deliver subject curriculums well.

Most teachers explain topics clearly to pupils. They make sure that important learning is revisited. However, in a small number of subjects, at key stages 3 and 4, some teachers do not choose the most appropriate methods to help pupils to understand key knowledge.

Occasionally, teachers do not check carefully enough that pupils have understood what they have learned before moving on to a new topic. As a result, some pupils develop gaps in their learning. They struggle to recall what has been taught.

This prevents them from progressing as well as they should through these curriculums. In the sixth form, students are conscientious in correcting any mistakes that are identified by their teachers and adding extra detail to their work.The school and the trust have taken action to improve the identification of the needs of pupils with SEND.

These pupils are identified quickly and accurately. The school has recently provided teachers with suitable information and training on how to support pupils with SEND more effectively in the classroom. As a result, pupils with SEND progress well through the same ambitious subject curriculums as their peers.

Reading has a high profile across the school. Gaps in pupils' reading knowledge are identified quickly. Those pupils who find reading difficult receive effective support from trained staff.

This helps them become accurate and fluent readers who can access the curriculum with greater confidence.

Pupils behave well. They enjoy socialising with each other at breaks and lunchtimes.

However, a small number of pupils in each year group present challenging patterns of behaviour and cause disruption in some lessons and around the school. This is because the strategies that the school uses to manage pupils' behaviour are not effective in modifying the conduct of this small minority of pupils.

The school has appropriate processes in place for tackling any concerns about pupils' attendance.

The school seeks to understand the underlying causes of a pupil's absence. It then works thoughtfully with the pupil and their family to improve their attendance rates.

The school shows a strong commitment to ensure that pupils, and students in the sixth form, build the knowledge that they need to be well prepared for life beyond school.

The well designed 'learning for life' lessons allow pupils time to discuss and reflect on more sensitive issues including relationships, sex and health matters.

All pupils receive age-appropriate careers education, including independent advice about future careers and further education opportunities. The school's ambition for its pupils is reflected in the priority it gives to providing all pupils with opportunities to visit higher education institutions and to learn about apprenticeships.

All pupils in key stage 4 and students in the sixth form have the opportunity to attend a work experience placement.

Recently, with the support of the trust, the pace of school improvement has quickened. Considerable and positive change has been achieved with the support of the vast majority of staff.

Leaders at all levels have been considerate of staff's workload and well-being. The trust has supported the school by appointing new, experienced staff in various positions. This has strengthened the school's capacity for improvement.

Members of the local governing body support school leaders through their expertise in educational matters.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, in key stages 3 and 4, some teachers do not choose the most suitable techniques to help pupils understand subject content.

As a result, some pupils have gaps in their knowledge and understanding. This hinders how well they progress through the curriculum. The school should ensure that, in these subjects, teachers are fully equipped to deliver curriculum content consistently well so that pupils know and remember important knowledge.

• In a small number of subjects, in key stages 3 and 4, teachers do not check pupils' understanding well enough. This means that pupils develop gaps in their knowledge and misconceptions which go unchecked. The school should ensure that in all subjects, teachers identify and address gaps in pupils' knowledge so that they can build on what they know when new learning is introduced.

• A small minority of pupils in each year group, across key stages 3 and 4, present challenging behaviour and cause disruption in some lessons and around the school. This is because the school's strategies for behaviour management are not effective in modifying the conduct of this small minority of pupils. The school should ensure that it reviews its behaviour policy and strategies for managing behaviour so that learning is not disrupted.