The Steiner Academy Hereford

Highlights from Latest Inspection

What is it like to attend this school?

Leaders at The Steiner Academy Hereford celebrate every child as a unique individual. This is a school where pupils flourish.

Parents say: 'This school is beyond brilliant'. Leaders and pupils share the same high aspirations. Relationships between pupils and staff are respectful, warm and courteous.

The kindergarten enables children to make a great start to their education.

There is a purposeful atmosphere around the school. Pupils say they can focus well on their learning.

Pupils work hard and want to learn. If a pupil loses concentration, teachers calmly speak to them to help them regain their focus. Pupils' very positive attitudes, along with the ...well-thought-out curriculum, enable them to achieve very well by the time they leave school.

Leaders prioritise pupils' personal development exceptionally well. The extra-curricular programme is rich and diverse. Many pupils attend activities, such as dance, coding, and circus skills.

Opportunities such as residential trips to the Gower in Year 9 enhance the curriculum.

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

Leaders have developed an ambitious and well-ordered curriculum based on the Steiner principles. All pupils follow the same curriculum, including pupils with special educational needs and/or disabilities (SEND).

This has led to some strong pupil outcomes by the end of key stage 4. Pupils also study non-examination subjects, such as handwork and eurythmy, with great skill.

Children in the kindergarten are exceptionally well prepared for when they move into 'lower school' at the start of Year 2.

Skilled teachers involve children in challenging and independent learning. This includes children growing and cooking their own foods. They can also weave to create skipping ropes and other resources.

Children thrive in the kindergarten.

Leaders identify the important things pupils need to know and learn to succeed. In most subjects, teachers present key knowledge precisely.

This helps pupils to learn and remember the key knowledge. For example, Year 10 pupils are able use their prior mathematical learning to work out compound interest. These same pupils made links with their learning around household spending.

However, in some learning at the start of lower school, some pupils do not make links to their previous learning in the kindergarten. This can lead to misunderstandings and gaps in some pupils' knowledge.

Teachers take many opportunities to develop and challenge pupils' knowledge and understanding.

For example, in a Year 5 botany lesson, pupils developed a deeper understanding of plant pollination through questioning and discussion. This helps pupils to further extend their understanding of different topics.Leaders quickly identify pupils with SEND.

They provide staff with precise information about pupils' individual needs. Most teachers use this information effectively to adapt their teaching. Leaders' actions help pupils with SEND to increasingly achieve in line with other pupils.

Leaders continue to develop a range of ways to support pupils who are not confident readers. From lower school, teachers encourage pupils to read often, including during the 'main lesson' session. Teachers model reading by highlighting keywords well.

Teachers also discuss pupils' understanding of these words. This helps pupils to develop into confident and fluent readers.

Pupils' behaviour and attitudes are exemplary.

Across the school, pupils actively support each other. All pupils spoken to agreed that it is very rare for poor behaviour to affect their learning. Pupils' well-being and mental health are at the forefront of leaders' vision.

Leaders support pupils who need extra help extremely well. They have developed a well-planned programme of personal, social, health and economic education. Pupils learn about topics such as healthy relationships and democracy.

All pupils receive unbiased information about potential next steps after school, as well as high-quality careers guidance. This prepares pupils exceptionally well for the next stages of their lives.

Senior leaders and governors know their school in the finest detail.

They act with determination to improve any aspects that do not meet their very high expectations. Leaders have implemented a well-thought-out professional development programme for staff. Staff feel very well supported and consulted about policy changes.

Governors are well informed about the curriculum. They both support and hold leaders to account for the decisions taken.

Safeguarding

The arrangements for safeguarding are effective.

Safeguarding is exceptionally well embedded in the culture of the school.

Staff receive extensive, updated training throughout the year. All staff are proactive in reporting any concerns.

Leaders know the pupils and their local context exceptionally well. They use this knowledge to quickly plan support and help for those pupils and their families that need it. Leaders contact external agencies when they need additional support to keep pupils safe.

Leaders are visible in person, and their photographs are on display around the school. Pupils say they know who to talk to and how they can report any concerns they have. Pupils learn how to keep themselves safe, including online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Teachers do not support pupils in the earliest stages of the lower school to make links to their previous learning well enough. This leads to gaps in what some pupils know and remember. Leaders should ensure that the links between the kindergarten curriculum and the curriculum in the earliest stages of lower school are strengthened to reduce the variations in how pupils learn and remember their key knowledge and skills.