Stretton Church of England Academy

Highlights from Latest Inspection

What is it like to attend this school?

This is a friendly and extremely inclusive school.

Pupils are nurtured and well cared for. Staff know the pupils well. They understand the various barriers and challenges that pupils face when they are learning.

This leads to an environment where pupils feel safe. Most pupils behave well. However, misbehaviour sometimes disrupts lessons.

The school's motto 'Let your light shine' permeates throughout the school's work and the many positive changes that have been made. This includes a complete overhaul of the school's curriculum. There is strong ambition for all pupils to achieve the knowledge and skills they need to succeed.

However, in some subjects,... pupils' achievement does not match the school's intentions. As a result, some pupils do not have the depth of knowledge that they need to be ready for the next stage of their education.

The school provides a wealth of trips, visitors and extra-curricular clubs.

These give pupils the opportunity to develop their talents and interests and to understand the world around them. Pupils take pride in their responsibilities, including as school councillors, who help to lead the school's community and charity work.

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

Trust leaders have worked relentlessly to improve the school during a period of instability.

New leaders have already made positive improvements in several areas, for example changes to the curriculum, attendance procedures and early identification of pupils with special educational needs and/or disabilities (SEND).

The school has overhauled the quality of education that pupils receive. It has established an ambitious and well-sequenced curriculum that clearly sets out the knowledge and skills that it wants pupils to learn from early years to Year 6.

The school has set high aspirations for pupils' achievement and personal development. The school provides staff with regular, high-quality training. For the most part, this enables staff to design and deliver learning activities that support pupils to learn well.

However, sometimes, the curriculum is not implemented effectively, including in the early years. Some of the learning activities do not build on prior learning or support pupils to remember their learning over time. As a result, some pupils struggle to develop the important knowledge that they need.

The school has ensured that learning to read is a priority. Children start to learn their phonics straight away in the Reception Year. Careful checking swiftly identifies if pupils start to fall behind.

Staff give pupils the extra help they need to catch up quickly. This helps them to achieve success and builds their confidence.

The school has strengthened its process for identifying and assessing the needs of pupils with special educational needs and/or disabilities (SEND).

Most pupils with SEND are well supported in the school. Staff know pupils' needs well. Pupils are helped to access the curriculum alongside their peers.

Pupils who are supported in the school's 'Nest' provision benefit from an environment where they feel safe and can flourish.The school has implemented a new policy for pupils' behaviour. It has high expectations for pupils' behaviour.

Carefully tailored support helps those who require additional support to manage their feelings and emotions to regulate their behaviour. Recently, incidents of poor behaviour have fallen significantly. Generally, pupils behave well and try hard in their lessons.

However, there are some inconsistencies in how staff apply the behaviour policy, including in the early years. Staff do not always have high enough expectations for pupils to listen and participate. As a result, a few pupils do not focus on their learning and sometimes this disrupts the learning of others.

Pupils understand the importance of attending school regularly. The school has worked relentlessly to improve attendance. Attendance is a high priority and the school has robust procedures in place.

Staff analyse and track pupils' absences from school thoroughly. They work well with families to overcome any barriers. This work has been successful and pupils' attendance has improved.

The curriculum and wide range of enrichment opportunities support pupils' personal and social development. Pupils have a strong awareness of the school's values. These are important to them.

Pupils also demonstrate an understanding of fundamental British values. Pupils learn to respect different cultures and traditions. They have an age-appropriate understanding of healthy relationships.

Pupils have a strong understanding of how to stay safe, including online.

Trustees and governors provide effective support and challenge to help drive further improvements. They hold leaders to account and check that the quality of education is improving.

They have a strong vision for the school's future. The school prioritises staff's well-being and is mindful of staff's workload. Staff feel valued and are proud to work at the school.

The school engages well with parents and carers through curriculum workshops, coffee mornings and various community events.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some teachers lack the expertise to plan activities that meet the ambitious aims of the curriculum.

Learning activities do not always build on prior learning or support pupils to remember their learning over time. This means that some pupils do not have a firm enough understanding of important concepts and subject-specific vocabulary. The school should develop staff's subject and pedagogical knowledge so that they support pupils to achieve well across the curriculum.

• There are some incidents of low-level disruptive behaviour in lessons that are not consistently picked up by adults. This leads to some pupils remaining off task and not completing their work. The school should ensure that all adults have consistently high expectations for behaviour and conduct and apply the school's behaviour policy consistently to help pupils maintain attention on their learning.