Sybil Andrews Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy studying a broad curriculum. They know it prepares them well for future study, training or work. Pupils learn well in carefully planned lessons taught by knowledgeable teachers.

Pupils achieve well in a wide range of subjects.

Pupils' behaviour has improved. They respect staff and each other.

Pupils know what is expected of them and follow clear routines. This means that most pupils behave well in and out of lessons.

Pupils know that discrimination is not accepted in this school.

This makes them feel safe and confident to be themselves. Pupils are well cared for.

Pupils have opportunities to broaden their horizons to gi...ve them a better chance in life.

They have opportunities to join school trips, for example, to the theatre, for sport, and abroad. Pupils are encouraged to take part in clubs and activities in school, such as the gardening and sustainability club, sports clubs and chess.

The school helps pupils develop their own character and be well informed about issues that will affect their lives.

Pupils receive guidance about their future careers in every year group. There are opportunities for pupils to take on leadership responsibilities, such as becoming a 'Careers Ambassador'.

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

The school has improved considerably since the previous inspection.

Trust and school leaders have a clear vision for ensuring that the school continues to improve. They have a precise knowledge about what the school is already doing well and the actions it needs to take to become even better.

The school is clear about what it wants pupils to learn in every subject.

This includes learning the vocabulary that helps pupils to discuss complex topics. Pupils build their understanding because the content is taught in a logical order. The school expects pupils to present their work carefully, so that they can revise what they have been taught.

The needs of pupils with special educational needs and/or disabilities (SEND) are identified accurately. Teachers use information about how best to support pupils with SEND increasingly well. They adapt teaching, for example, by breaking down complex knowledge into manageable chunks.

This helps pupils with SEND to understand the work and make strong progress.

In most cases the curriculum is taught effectively. However, on occasions, teachers do not check thoroughly enough that pupils understand what they are taught.

This means that some pupils have gaps in their learning, which hinders their progress.

The school knows the importance of all pupils being able to read well. There are specific lessons on reading and there is a focus on reading in all subjects.

The school identifies pupils who need to improve their reading and helps them to become fluent, confident readers.

The school has clear expectations about behaviour and has introduced new routines to create an orderly environment. This means that most pupils behave well around the school and in lessons.

An increasingly small number of pupils do not meet the school's high expectations for behaviour. This means that they sometimes disrupt their learning and that of others.

The school has a comprehensive programme to support pupils' personal development.

They learn about topics such as looking after their mental health, managing anxiety, positive relationships and keeping safe online. Topics are repeated as pupils progress through the school, so that they are appropriate. The school supports pupils to overcome difficulties and helps them to become more independent.

Pupils receive high-quality careers information and opportunities to find out more about colleges, apprenticeships and employment. Last year, all pupils went on to college, sixth form, apprenticeships or other training.

The trust provides effective challenge and support to improve the school.

They ensure staff and the local governing body have the expertise needed to fulfil their roles effectively. The trust ensures the school focuses on the right things to make things better for pupils.

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 always check that pupils understand what they have been taught. This means that these pupils do not do as well as they could. The school should ensure that pupils do not have gaps in their learning.

• Some pupils do not always meet the school's high expectations for behaviour. This means that some pupils disturb lessons, so that they and others do not benefit fully from the high-quality learning on offer. The school should further refine its work to help all pupils meet expectations for behaviour.