The Linden Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at this school are very well cared for by their teachers and other adults. Relationships are consistently calm, kind and respectful. Pupils are happy to work and play together.

They feel and are safe. Staff and anti-bullying ambassadors swiftly remedy any rare incidents of unkind behaviour.

While pupils' outcomes in national assessments and tests have not always been as strong as they should be, pupils are now doing well.

This is because they respond well to the school's high expectations. Pupils benefit from effective teaching.

From the time they start in early years, pupils show enthusiasm for learning.

They know that trying hard an...d plenty of practice will help them to make progress. Pupils challenge themselves to remember the 'golden nuggets' from lessons. From the early years, children know that it is ok to learn from your mistakes.

This gives them the confidence to try new things. Older pupils appreciate the guidance to push themselves beyond their 'comfort zones'. Most pupils are highly attentive in lessons.

Pupils behave well in class and move around the school in an orderly way.

Pupils enjoy a wealth of opportunities to broaden their horizons such as trips, visitors and clubs.

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

The trust has worked at pace with the school to improve the curriculum and the effectiveness of teaching.

Trustees keep a close oversight on provision. They invest in training and resources for staff, so improvements are sustained. Staff appreciate this and there is increased stability in the team.

Some subject leaders are relatively new to their roles. They are working hard to further embed consistent, high-quality teaching. For instance, subject leaders use coaching and modelling well to help less experienced teachers to deliver the curriculum more effectively.

However, some subject leaders do not always spot exactly which teachers or pupils need further support. They sometimes do not make the right changes as quickly as they could.

The school has constructed an ambitious, well sequenced curriculum.

This clearly sets out the steps of knowledge in each subject. Teachers understand and follow the recently introduced 'Linden Way'. They regularly check that pupils have remembered important knowledge from previous lessons.

Teachers make sure that everyone gets plenty of practice with new skills. This includes play-based learning in the early years and more sophisticated written tasks for older pupils. Teachers have clear goals for what pupils are to learn.

In many cases, teachers have the expertise to check how well pupils are understanding new ideas and to adjust their teaching so that pupils can have more help or extend their skills. As a result, most pupils learn what they need to be ready for their next stage. However, in a few instances, teachers do not check learning as effectively.

Sometimes they do not use these checks to adapt teaching swiftly. Where this is the case, pupils build up knowledge less securely.

The school has taken effective action to improve the teaching of early reading.

Adults have the right training to teach children to read well from the early years. Teachers frequently check on pupils' phonics knowledge so that teaching is closely matched to need. Teachers spot pupils who have fallen behind quickly and put extra help in place so they can catch up.

Older pupils joining the school at different points also benefit from this systematic approach. Pupils rapidly develop their reading skills. Consequently, they can understand their learning more confidently.

The school identifies special educational needs and/or disabilities (SEND) accurately. Teachers put extra help in place for those who need it. Adults adapt tasks and support pupils with SEND skilfully.

This enables pupils to access the curriculum. As a result, pupils with SEND make positive progress.

Leaders know how important it is for pupils to be in school so they can learn.

The school have redoubled their efforts to tackle poor attendance. This has led to significant improvements in many cases. The school knows families well and works with them to address any challenges.

The 'Linden Law' ensures that pupils know how to behave well and why this is important. Pupils new to the school swiftly fit in with the friendly, supportive attitudes of their peers. The few pupils who need bespoke support with their behaviour get the right help with this.

The school works tirelessly to give pupils a rich range of opportunities. These raise aspiration and enable pupils to discover interests and talents. They develop as well-rounded citizens.

Pupils are tolerant and inclusive. From the early years, everyone is welcome and diversity is celebrated.

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, checks on the impact of the curriculum are not consistently secure. When this happens, subject leaders do not always spot where staff or groups of pupils need further support. The school should ensure that subject leaders have the right skills and systems to identify and address weaker aspects of provision swiftly.

• Teachers sometimes do not check pupils' learning closely enough to identify gaps or misconceptions. When this happens, they do not adjust their teaching quickly enough so that all pupils secure and build on the most important learning. The school should ensure that all teachers use checks on pupils' learning effectively to inform planning and adapt teaching to support pupils' learning.