The Martin Bacon Academy

Highlights from Latest Inspection

What is it like to attend this school?

At this calm and orderly school, staff identify and celebrate each pupil's 'superpowers'. Staff often use these strengths or interests in lessons.

This makes learning more engaging and enjoyable. Pupils love to take part. This positive approach supports pupils' well-being.

At school and home, pupils complete a series of 'PLEDGES'. These are ambitious and challenging goals that extend pupils' knowledge and help them to develop new skills. Achieving these helps pupils achieve more.

This fosters pupils' pride.Staff have high expectations for pupils. Skilled teaching tailors each pupil's development path to their individual needs.

Through thoughtfully de...signed learning activities, pupils build their knowledge successfully. They also develop and practise multiple skills. For instance, pupils may complete a task to build their communication skills when learning phonics.

As a result, pupils make exceptional progress from their starting points.Familiar routines provide comfort and help to build pupils' self-confidence. They also help pupils understand the school's expectations.

Pupils behave well and learn to consider others. They develop skills such as turn-taking and active listening. They also develop close, trusting relationships with adults who know them very well.

This means adults can intervene and provide support when needed. This ensures that pupils feel safe and secure.

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

The school's curriculum is well structured.

It has defined pathways for each learning stage and subject. This gives staff the clarity they need to implement the curriculum well. There is a collaborative approach to designing a series of lessons.

This means that all staff know exactly what to teach and when. The school considers all activities as valuable learning opportunities. All staff are very clear about this.

Pupils make exceptional progress because teaching maximises all learning time.

All pupils have special educational needs and/or disabilities. Each pupil has personal learning goals that cover all aspects of their development needs.

Learning tasks align with these goals. Pupils receive the necessary teaching to develop their strengths. Staff also ensure that any gaps in pupils' knowledge are addressed.

The clarity of the curriculum design, and the skills of the staff, ensure that pupils' knowledge develops extremely well.

The school prioritises pupils being able to communicate very well. For example, pupils use visual boards, photos or sign language to communicate where necessary.

The school also places a high priority on pupils learning to read. Before starting the phonics programme, pupils learn to understand, and develop a love for, books. Teachers then customise the phonics programme to meet the varied needs of pupils.

For instance, when pupils learn to read 'kick', a teacher shows them an example. Using real-life resources also supports pupils to understand letters and words. It also improves their comprehension skills.

Over time, pupils learn to read, enjoy and share books.

Pupils learn about careers and choices for their future. These are also developed for each pupil in a bespoke way.

The close links with the secondary school mean pupils who can achieve GCSEs learn the right content from staff with appropriate skills. The school's preparation for pupils' next stage is of exceptional quality.

Pupils behave very well.

The school is very calm. This supports all pupils, especially those who find noise overwhelming. Pupils who struggle with their behaviour get sensitive, appropriate support to help them rejoin the class so that they do not miss out on learning.

The school has a well-designed personal development provision. This ensures that pupils learn to be independent. For instance, they learn essential skills such as cooking and how to travel safely.

Pupils also gain insights into the world of work, including taking part in work experience. Additionally, staff support pupils to learn how to be safe online and in the community. For example, they are taught how to give their consent to others.

School leaders are highly ambitious for pupils and staff. They work with the trust and highly skilled local governors to provide well-considered oversight. Staff play a crucial role in shaping the school's development plans.

This team approach makes improving pupils' skills a top priority. This focus benefits pupils, who make accelerated progress in their learning and independence. Efforts to reduce staff workload have proven effective, which helps with their well-being.

The school has also replicated its approach in a small, specialist provision at a local secondary school within the same trust. This fosters a strong working relationship between the secondary and the special school and provides valuable support to the pupils who attend.

Safeguarding

The arrangements for safeguarding are effective.