Studley St Mary’s CofE Academy

Highlights from Latest Inspection

What is it like to attend this school?

Studley St Mary's CofE Academy is a school where pupils and families receive a warm welcome. Relationships between staff and pupils are very positive. Pupils are polite to adults and each other, and they readily welcome visitors to their school.

Pupils are well cared for. The school makes sure that all pupils are supported, both academically and emotionally. Pupils feel safe here.

The school has high expectations and wants the best for all pupils. Expectations for the way that pupils will behave are clear. All staff uphold the rules consistently and, as a result, pupils behave well in lessons and on the playground.

Pupils say that bullying rarely happens, but... when it does, staff deal with it quickly. Those pupils who need additional help to succeed in school are very well supported.

The school has introduced a number of changes to improve the education that it offers.

Parents and pupils recognise and appreciate the improvements. After an unsettled time, staffing is now stable and those changes are taking effect, but more still needs to be done to further improve the curriculum.

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

Reading is a real priority.

The school has developed an effective approach to the teaching of phonics for those pupils who join the school in Year 3 and need more help with their reading. This well-planned approach to reading helps pupils to achieve well.The school is ambitious for all pupils.

Good-quality resources support teachers to know what to teach and in what order. This helps pupils to build on their learning over time. For example, the curriculum for physical education (PE) clearly sets out what pupils are to learn.

Regular checks on the development of skills mean that pupils get the help they need to improve quickly. Subject leaders are available to help teachers plan or, sometimes, to teach alongside them. In addition, leaders ensure that staff have the support they need to improve their own skills and knowledge.

Staff appreciate this and work very well together as a team. However, not all subjects are so well developed. In a few subjects, the precise knowledge that pupils are expected to know and remember is not always clearly identified.

Teachers then find it difficult to check learning, or to build effectively on pupils' knowledge. Senior leaders are aware of this.

Most pupils have positive attitudes to learning and say that they enjoy their lessons.

Teachers develop pupils' independence well. For example, if pupils find work tricky, most know how they can try to work things out without asking the teacher straight away.Relationships between pupils and staff are positive.

Pupils say that behaviour is usually good, and any poor behaviour is managed well by staff. If they have any concerns, they can talk to the adults in school.

Pupils with special educational needs and/or disabilities (SEND) follow the same curriculum as their peers.

Teachers consider their needs and make any necessary adaptations. This supports pupils with SEND to achieve well.

The school has considered pupils' personal development.

For example, pupils have opportunities to take on responsibilities in school. However, the personal development programme does not fully prepare pupils for the next stage of their education or life beyond their own community in modern Britain. Some pupils, for instance, express concerns about moving to secondary school.

Furthermore, while pupils are aware of school rules, too few demonstrate a secure understanding of the rules that operate outside of school, or of roles, responsibilities and opportunities in the wider community.

School leaders, supported by governors and the multi-academy trust, continue to improve the school. Many improvements have been made and these are having a positive impact on pupils' learning.

They are determined to improve the curriculum further and their plans are being put into action now that staffing is more stable.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school has not ensured that some elements of personal development are taught explicitly, or at an appropriate time.

This means that pupils are not fully prepared for the next stage of education or for life in modern Britain. The school should continue to improve the provision for pupils' personal development, ensuring that pupils are prepared for the transitions in their school journey, are aware of the diverse nature of Britain and understand fundamental British values. ? Some subjects are not yet as well defined and sequenced as others.

Where the school has not identified the precise knowledge and skills it wants pupils to know, use and remember, teachers find it difficult to check what pupils are expected to know and retain. As a result, pupils do not always have secure knowledge on which to build new learning. The school should ensure that, in all subjects, teachers are clear about the specific content pupils need to know and remember.

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