Tarleton Academy

Highlights from Latest Inspection

Outcome

Tarleton Academy continues to be a good school.

What is it like to attend this school?

Pupils are happy to attend Tarleton Academy. They told inspectors that they are proud of their new building and facilities.

Pupils said that this has helped to increase their enjoyment of learning, especially in practical activities.

Staff know pupils well. This helps pupils to feel safe in school.

Pupils know who to speak to if they are worried or upset. Leaders deal with occurrences of bullying effectively.

Leaders have high expectations of pupils' behaviour.

Most pupils behave well during their lessons and around school. If pupils fall short in their behavio...ur, staff follow a consistent approach to address incidents effectively.

Leaders are ambitious for all pupils at Tarleton Academy, including those with special educational needs and/or disabilities (SEND).

Most pupils achieve well. Pupils feel fully informed about their next steps. They are well prepared as they progress into further education, employment or training.

Pupils benefit from a broad range of opportunities to enhance their wider personal development. For example, older pupils enjoy supporting younger pupils as they learn to become responsible citizens. Pupils learn how to keep safe and healthy.

They also take part in the wide range of extra-curricular activities, including forensics club, eco club and the choir.

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

Pupils, including those with SEND, have access to a broad and balanced curriculum. In many subjects, leaders have designed a strong curriculum that provides pupils with a secure foundation in readiness for key stage 4.

A growing number of pupils are choosing to study the English Baccalaureate suite of subjects.

In most subjects, leaders have carefully organised the curriculum to support pupils to build their knowledge over time. However, a small number of subject curriculums are at an earlier stage of development.

In these subjects, leaders are in the process of defining the essential knowledge that pupils should learn. From time to time, this hinders teachers in designing learning that builds on what pupils know already.

For the most part, teachers have secure subject knowledge and they explain concepts clearly to pupils.

Staff receive regular subject-specific training. In the majority of subjects, this enables staff to deliver the curriculum consistently well. Subject leaders regularly monitor the delivery of the curriculum.

They use this information successfully to adapt the curriculum to remedy any gaps in pupils' knowledge.

Teachers regularly check on what pupils know and remember. They identify and address pupils' misconceptions quickly.

Classrooms are calm and purposeful. As a result, most pupils learn well and without disruption.

Leaders have prioritised reading across the school.

For example, leaders have recently introduced an initiative, so that all pupils read regularly with their teachers. Books are carefully selected to broaden the range of topics that pupils read about and to extend their vocabulary. Leaders quickly identify pupils who need extra help with reading.

Skilled staff provide these pupils with effective support, so that they can catch up quickly with their peers.

Rigorous systems are in place to identify the additional needs of pupils with SEND. Teachers are suitably equipped to support pupils with SEND to learn well.

Teachers are skilful at making subtle adaptations to the delivery of the curriculum to meet the needs of all pupils.

Leaders are passionate about the varied programme of personal development that they provide. Pupils benefit from high-quality careers education that raises their aspirations from a young age.

Leaders work well with external providers to provide up-to-date and memorable experiences, such as visiting speakers and performances, to support pupils' learning.

Trustees, and members of the local academy council, are knowledgeable about leaders' priorities for continued improvement. They provide appropriate support and challenge for leaders.

However, some aspects of leaders' communication with parents and carers are in development. Some parents, including parents of pupils with SEND, do not feel as well informed as they could about how well their children are progressing through the curriculum.

Staff are proud to work at the school.

They said that leaders are mindful of their workload and well-being.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have comprehensive systems in place to support staff in identifying and responding to safeguarding concerns.

Staff receive regular safeguarding training, and they are vigilant in reporting any concerns that they have about a pupil's welfare. Leaders are fast to respond to these reports. They are proactive in securing the help and support that vulnerable pupils and their families may need.

Leaders ensure they have an up-to-date understanding of risks that their pupils may face. Leaders react quickly to the identification of any new risks and ensure that pupils receive appropriate information about how to keep themselves safe.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, leaders are in the process of defining the knowledge that they want pupils to learn.

On occasion, this hampers how well teachers design learning that builds on pupils' prior knowledge. As they finalise the curriculums in these subjects, leaders should ensure that teachers are clear about the essential knowledge that pupils must learn and when this should be taught. ? Some aspects of leaders' communication with parents are in development.

This means that some parents do not feel as well informed as they should about how well their children are progressing through the curriculum. Leaders should ensure that parents, including parents of pupils with SEND, are informed well about the quality of education that pupils receive.

Background

When we have judged a school to be good we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be good in January 2015.

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