The Bluecoat School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy at this school. They enjoy playing and learning together with their friends. Pupils feel safe and know that there are trusted adults they can talk to if they have any worries.

When the occasional 'fall outs' happen, they know that they will be sorted out, so they are friends again. Pupils strive to model the school's values of 'responsibility, independence and resilience' throughout the school day.

The school has high expectations for all its pupils.

School and trust leaders work closely together to identify ways to ensure pupils succeed in all areas of school life. Pupils typically achieve well, including those with special educational needs... and/or disabilities (SEND).

Pupils enjoy the range of extra-curricular opportunities on offer.

They talk enthusiastically about the range of clubs they attend and looking after the school's animals, including Jim, the therapy dog. All pupils benefit from outdoor learning in the school's different areas.

The school is a central part of the local community.

Building positive relationships with parents and carers is a high priority for the school. Events, such as a family stargazing evening and using the community allotment, help to bring parents into the school and support learning.

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

The school has undergone numerous changes since the last inspection.

Staff benefit from expert guidance and support from leaders and the trust. Most staff said that that their workload is manageable and that their well-being is always considered.

The school has recently implemented an ambitious and well-sequenced curriculum.

It precisely identifies the key knowledge that pupils need to learn from the early years through to Year 6. However, the impact of these changes is still being realised. Not all pupils can yet explain what they have learned with confidence.

Rigorous systems identify the additional needs of pupils with SEND. Carefully adapted resources ensure that pupils with SEND access the curriculum with their peers. Additional support is provided when needed, including support from professionals outside of school.

Reading is prioritised across the school. Pupils in the early years and key stage 1 are taught the school's phonics programme by well-trained staff. Pupils learn the sounds that letters represent.

Ongoing checks on pupils' learning ensure that when gaps are identified, the curriculum is adapted to ensure that the pupils are given the specific knowledge that they need to succeed. This means that pupils acquire the knowledge and develop the skills they need to read fluently. They are motivated to pick up a book and many pupils know that 'if you can read a book, you can read anything'.

Vocabulary is a key focus across all areas of the curriculum.

The personal development offer is a strength of the school. Pupils learn to stay safe in their community and online.

Recent parent workshops on the dangers of pupils using different mobile apps have strengthened this further. Staff provide opportunities for pupils to respect and celebrate diversity. For example, providing pupils with wheelchair basketball and boccia lessons to experience inclusive sports.

They have also been inspired by a visit from a Paralympian. Pupils know that discrimination of any kind is wrong and the importance of respect. As one pupil said, 'It is only right to treat everyone the same.'

As a result, this is a highly inclusive school, where difference is respected and celebrated.

Pupils behave well during lessons and around school. Low-level disruption is rare.

Pupils understand their emotions using a school 'check in on emotions' system. School staff step in quickly when pupils need to regulate their emotions. Playground leaders help everyone to play together well at breaktimes.

Children in the early years quickly learn the school routines. They settle to learning quickly in a bright and welcoming environment. They are well prepared for the next stage of their education.

Most pupils attend school consistently and regularly. Leaders, supported by the school's pastoral and safeguarding team, are working to improve the attendance of those pupils who miss too much school. While they have had some success with new strategies, there remains too many pupils who do not attend school as often as they should.

The majority of parents hold the school in high regard. They value the support that they give to the children and that 'everybody knows everybody and treats them as individuals'.

Trustees and academy councillors share a relentless ambition with leaders for every pupil to succeed.

They challenge and support leaders and, alongside the trust, ensure that staff of all levels have the resources they need for the school's vision to be realised.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculums in a few subjects have not yet shown their full impact.

Pupils cannot explain some detailed knowledge in these subjects. The school should continue to strengthen its approach to checking and closing gaps in knowledge in these subjects and ensure that pupils are given regular opportunities to practise and deepen their knowledge. ? The school has struggled to ensure regular attendance for some pupils.

Too many pupils do not attend school as often as they should. This prevents pupils from learning. Leaders should continue to prioritise the work that they have already started and ensure that pupils' absence is reduced even further.

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