The Bishops CofE Learning Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils feel happy and safe in their inclusive school.

They treat one another with care, respect and empathy. Pupils live out the trust's philosophy of: 'Work hard, be honest and help others'. From the early years, pupils feel they belong.

They welcome, understand and celebrate each other's differences. Pupils achieve well. Pupils with special educational needs and/or disabilities (SEND) flourish and participate, far beyond the classroom, in the wider life of the school.

The school's ambition for pupils to 'Belong, Believe, Aspire and Achieve' is embodied in pupils' positive behaviour from the early years. This is underpinned with the school's distinctive valu...es and the 'Blossom curriculum'. Pupils grow into caring and responsible citizens as they continue their journey through school.

Staff build positive relationships with pupils.

Pupils' contributions to the school community and beyond are exceptional. Pupils enjoy the vast opportunities that the school provides to nurture their personal development.

These include charity work and performing in musicals. Pupils learn how to keep themselves and others safe on the beach and around water. Through these experiences, and many others, pupils develop a strong sense of confidence and pride.

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

The school's curriculum is interesting, broad and ambitious for its pupils. The 'Four Golden Threads' of community, experiences, language, and knowledge and skills are carefully considered. They weave throughout the curriculum and help pupils to make connections between various concepts.

In the strongest subjects, pupils learn, remember and recall important knowledge. Occasionally, pupils do not link their knowledge from different subjects as well as the school intends.

The school has benefited from the support of the trust to improve pupils' spelling, grammar and punctuation.

However, the school does not ensure that pupils link this with the knowledge that they gain in different subjects to create well-structured pieces of writing. This means that some pupils do not write as fluently as they could.

The school has crafted a curriculum where pupils are supported to grapple with big concepts.

For example, teachers encourage pupils to 'dig deeper' in mathematics and they do. Pupils think deeply about problems and how to solve them.

Early language development is a priority.

Checks on children's communication and language in the early years are thorough. This results in precise support for children with additional speech, language and communication needs. Staff share songs, rhymes and stories with children to spark an interest and broaden their vocabulary.

Pupils learn to read well. Teachers use their strong subject knowledge to help pupils to learn to read. Staff ensure that pupils at the earliest stages of reading are given books with sounds that they know.

Pupils who struggle with reading are supported to catch up quickly through additional support. They gain confidence as they learn to read with increasing accuracy and fluency. Pupils are enthusiastic readers.

They talk confidently about their favourite authors and books that they have read.

The school swiftly identifies pupils with SEND. Teachers adapt the curriculum well for pupils with SEND.

Pupils get the extra help that they need to achieve their targets. The school has established a team of staff with exceptional skills in SEND. They provide effective support to help pupils learn well.

This helps these pupils to keep up with their peers and achieve success.

Pupils carefully consider spirituality through the school's 'Windows, Doors and Mirrors' curriculum. They reflect their views on the world from a variety of perspectives.

Pupils learn how to live out their own beliefs and values. They have a deep understanding of faiths and cultures through the curriculum, visits and special events. They have a mature attitude to visible and invisible disabilities.

Pupils know how to keep physically active and mentally healthy. They learn how to maintain healthy relationships. Consequently, they are exceptionally well prepared for life in modern Britain.

Communication between adults and pupils is mutually respectful. This helps pupils understand how to meet the school's high expectations of their behaviour. Pupils demonstrate positive attitudes to their learning and their school.

They are keen to contribute to class discussions and debates. In the rare case where learning is disrupted by the behaviour of some, it is dealt with quickly and effectively.

Governance at the school is effective.

Local governors clearly understand their special role in the school community. They collaborate well with trustees and work closely with the school. When changes are introduced, trustees and governors consider carefully the impact on staff.

Staff appreciate this and feel well supported to manage their workload.

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 staff have the expertise to support pupils to communicate the depth of their thinking in writing.

Sometimes, pupils are not supported to draw knowledge together to produce rich responses. Consequently, pupils do not secure the depth in knowledge that the school expects. The school should ensure that staff have the knowledge and expertise to support pupils to write in the depth the school intends.