The JCB Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy attending The JCB Academy. They thrive in this caring and supportive environment. Pupils have a 'can do, will do attitude' that reflects fully this important academy value.

They relish the opportunities that studying either engineering or business, the academy's two specialisms, gives them. Pupils' learning is enhanced by high-quality facilities. The academy has extremely strong links with high-calibre employers, and these partners offer considerable value to the school's curriculum offer.

Pupils in key stages 3 and 4 and students in key stage 5 study a range of academic subjects alongside their technical and vocational courses. Pupils learn well in most ...of their academic subjects. Subjects are taught by specialist teachers with a passion for their area.

They are experts in their subjects.

Staff build positive relationships with pupils. Pupils know that staff care for them and want them to succeed, both in their academic studies and in life after the academy.

Pupils behave well. They are polite and courteous to each other and visitors. Sixth-form students are excellent ambassadors for the academy, often coming back to share their positive experiences of their exciting career pathways and next steps in learning.

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

The school has created an ambitious and flexible curriculum that keeps the academy's specialisms at its heart. For example, students in the sixth form can choose to study A levels, technical qualifications or a combination of the two. Credible industry partners come into the academy to work with teachers to develop and deliver subject content.

This enables pupils to see, first hand, how engineering works. Pupils studying engineering, for instance, get the opportunity to visit the London Eye to learn about hydraulics.

In most subjects, leaders have planned carefully what they want pupils to know and do.

There has been considerable work, particularly in Year 9, to consider the order in which topics are best taught. However, in some lessons, such as English and mathematics, this is not detailed enough. In addition, teachers' use of assessment to check what pupils know over time is not precise.

As a result, gaps in knowledge are not picked up swiftly. Leaders are aware of this and are already putting in place robust plans to address it.

Pupils with special educational needs and/or disabilities have their needs identified accurately.

The school use this information to create 'provision maps'. However, some teachers do not always adapt their lessons to meet pupils' individual needs. The school is addressing this by training staff so that they can adapt their lessons effectively to ensure that all pupils learn well.

The school understands the importance of reading. Teachers support pupils who are in the early stages of reading to help them catch up with their peers. The school encourages wider reading in subjects.

However, some initiatives to accelerate pupils' progress in reading are still in their infancy.

The school caters for pupils' personal development in various ways. Pupils are taught about healthy relationships, cultural understanding, and how to stay safe online.

The school also responds to topical issues that arise, both nationally and within the local community. At times, the personal development curriculum does not always help pupils to build and develop their understanding of important topics over time as effectively as it should. Leaders ensure that staff are appropriately trained in order to deliver these important topics effectively.

Careers education sits at the heart of the academy. Pupils have high-quality encounters with the world of work. The school works closely with its 'challenge partners' to ensure that pupils compete in competitions linked to areas such as engineering.

Pupils in Year 10 and students in Years 12 and 13 all undertake meaningful work experience. This prepares them well for their next steps and helps them to learn about the world of work. Pupils are given a multitude of ways to find out about apprenticeships, which several go on to do when they leave.

This means that pupils and students successfully transition to further study or employment.

Trustees know the academy extremely well. Their diverse professional backgrounds and levels of expertise enable them to provide highly effective challenge and support to leaders.

Staff enjoy working at the academy and are appreciative of the support for their well-being.

Sixth-form students are excellent ambassadors for the academy. They act as effective role models for younger pupils.

They benefit from a wide range of enrichment opportunities to support their academic and vocational studies. Sixth-form students are effusive about the life chances and opportunities that JCB Academy has given them.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, pupils' understanding is not systematically checked. This means that teachers do not always know how securely pupils have grasped key concepts or ideas, and this allows gaps in knowledge to persist. The school should ensure that checks of learning enable teachers to identify and address emerging gaps in pupils' knowledge and understanding.

The school has not ensured that the curriculum for pupils' personal development is sufficiently well developed in all areas, and some staff lack the knowledge needed to deliver it effectively. As a result, pupils do not gain a deep understanding of some of the key topics. The school should develop the personal development curriculum and ensure this is delivered well to help pupils build a more secure knowledge of key topics.