St Stephens Community Academy

Highlights from Latest Inspection

What is it like to attend this school?

The school has created a close-knit community that gives all pupils a sense of belonging. Pupils are fiercely proud of their school.

The school ensures that every pupil participates in activities that broaden their horizons. This means that there is a buzz of optimism and aspiration. Pupils develop a strong sense of their place in the world and how they can contribute positively.

They are effective advocates for themselves and others.

The school has high expectations of what pupils can achieve. Children in the early years get off to an exceptionally strong start.

Most pupils achieve well because the curriculum is well-planned. The school has a sharp ...focus on reading. Many pupils read for pleasure.

Pupils with special educational needs and/or disabilities (SEND) are effectively supported by highly skilled staff.

The school's pastoral care is exceptional. Pupils' voices are heard.

They value the warm and respectful relationships they have with staff. Pupils feel happy and safe. They are confident that should bullying occur, staff will deal with it quickly and fairly.

The school's three rules are well-understood by all. Pupils display excellent manners.

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

The school's curriculum is ambitious for all pupils.

The school ensures that children start to read as soon as they begin Reception class. Pupils read books matched to the sounds they know and quickly learn the phonics knowledge they need. Strong foundations are laid in the Nursery.

This continues into Reception class. Children in both classes thrive because staff ensure that every minute counts. The interactions they have with children effectively develop early language.'

Storytime' is a joyful part of the day. Children's social and emotional development is prioritised at all times. As a result, children become confident and resilient.

They love talking about their learning. They are polite, kind and enjoy working together.

In reading, writing and mathematics, the school ensures that pupils who are struggling to keep up have additional help.

The school has recently improved the mathematics curriculum. Pupils confidently recall number facts and are able to apply these when solving problems.

In most subjects, the school has identified the most important knowledge pupils need to learn.

In these areas, pupils learn effectively and achieve well. Pupils' work is of a high standard. Pupils often talk enthusiastically about their learning.

However, in some areas, pupils do not have a secure understanding of the curriculum. In these areas, teaching does not always check what pupils know and do not know before moving on to more complex concepts. Consequently, some pupils' misconceptions are not addressed.

Additionally, the teaching of the curriculum in some areas, does not always support pupils to remember what they have learned.

Pupils with SEND are quickly identified. Staff work tenaciously to secure the right support for pupils, using external agencies when needed.

Staff know these children well and regularly review their progress. Pupils who attend the specially resourced provision for pupils with special educational needs and/or disabilities benefit from a highly personalised curriculum. These pupils are included in all aspects of school life.

Staff and pupils are rightly proud of this part of the school and the contribution it makes to its diverse and inclusive community.

Pupils' behaviour is exemplary. The positive ethos in the school is firmly embedded, so disruption to learning is extremely rare.

Pupils know, and embody, the school values of creativity, relationships, leadership and advocacy. They have a myriad of opportunities to represent the school and take on positions of responsibility. Everybody takes part in extra-curricular clubs.

Pupils learn about other cultures and individual liberty through the school's 'rights respecting' work. The school's work on sustainability has a positive impact on pupils' understanding of the world and their role as global citizens. Music, sports and creative pursuits are all part of the fabric of the school.

The strength of the personal development curriculum has been recognised both locally and nationally.

Pupils develop a secure understanding of how to keep themselves safe and recognise risks, including online. The personal, social and health curriculum is supplemented with visits from external speakers.

This helps pupils remember important information about topics such as road safety and healthy relationships. The school's focus on physical and mental health starts in the early years.

Staff value the direction of the headteacher and the trust in curriculum development.

They are galvanised in their efforts to ensure pupils receive a high standard of education. Local governors are well-placed to ensure they challenge leaders to drive improvements where they are needed.

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 few areas, the implementation of the curriculum is not consistently strong. In these areas, disciplinary knowledge is not carefully designed, and teaching does not use assessment effectively to check learning within lessons. As a result, pupils' depth of understanding and retention of knowledge is too variable.

The trust must ensure that the curriculum is implemented robustly and consistently so that all pupils learn effectively and remember what they have learned