Thistle Hill Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy and feel safe at this inclusive school, where everyone is welcome. The school has high expectations of pupils' behaviour, and pupils rise to meet these well.

Pupils treat one another with care. They know that their school values of showing support, togetherness, ambition, respect and success (STARS) allow them to shine. Pupils strive to live out these values daily and are keen to earn recognition for demonstrating these, such as earning certificates, points and the chance to attend the weekly 'golden lunch'.

Staff know pupils well and are ambitious for what all can achieve, especially those with special educational needs and/or disabilities (SEND). Th...e school has made significant improvements to its provision over the last few years. Pupils achieve well.

Parents also recognise these improvements, noting the 'warm and stable environment' with staff, who go 'above and beyond' for their children whose 'achievements are celebrated'.

Pupils increasingly contribute to the life of their school. They are proud to hold leadership responsibilities such as being members of the school council, 'well-being warriors', 'Makaton ambassadors' and 'digital leaders'.

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

The school has designed a curriculum that carefully identifies the essential knowledge and skills that pupils need to know. This builds effectively from the early years upwards, meaning that children in Reception are given firm foundations from which their next stages of learning are developed.

Staff subject knowledge is strong and clear explanations support pupils in understanding their learning.

In most lessons, careful checks are made to ensure that pupils have understood their learning. In most subjects, but especially in English and mathematics, tasks in lessons are well designed to support the intended learning. However, in some wider subjects, these links are not always as consistently strong.

Reading is taught well in the school. A well-executed phonics programme is delivered expertly by staff. They pick up quickly when pupils might struggle and encourage them to try again.

This helps to support pupils to become fluent and confident readers.

The early years setting is a welcoming and positive space. Children are clear about the routines and habits that make for successful school life, thanks to the expectations and modelling that staff have put in place from the start.

Staff model vocabulary consistently well. This supports children in developing their own spoken language. Children are confident to speak with visitors and keen to explain what they are learning.

Pupils conduct themselves well. They are motivated and keen to engage in their learning. Commonly understood rules are followed consistently well by pupils.

For those who need extra support to meet the school's high expectations for conduct, staff are effective in helping pupils to reflect on their actions and do better next time.The school works tirelessly to support pupils to attend well and this work is effective. For some pupils, there are greater barriers to their high attendance.

Staff take considered steps to ensure those pupils and their families are supported to attend school more frequently.

The support for pupils with SEND is adept and precise. In classrooms, pupils' needs are well known.

Appropriate adaptations are made to support pupils in engaging successfully with the same curriculum as their peers. A range of additional resources are seamlessly woven into lessons to support pupils' needs. The school also has a specialist resourced provision, known as 'Bears'.

Here, pupils with more significant needs have expertly matched provision to their stage of learning.

The wider development of pupils is exceptionally strong. The school carefully tailors its offer to the needs of the pupils especially well.

A well-considered personal, social, health and economic (PSHE) programme builds appropriately, ensuring that pupils know, for example, how to form healthy relationships, as well as how to keep themselves safe. This is complemented superbly by the school's 'life skills' programme, preparing pupils for a variety of key skills they need to become increasingly independent. These include elements such as preparing a meal, planning a journey, and first aid.

As well as through their leadership opportunities, pupils contribute substantially to their school community. For example, pupils are currently raising money to be able to build a sensory garden in the school.

Determined and highly effective leadership has led to significant improvements since the last inspection.

Trust and school leaders identify specific actions and implement them carefully, consistently evaluating if they have the impact they intend. Nothing in this school happens by accident. All interventions in the school are introduced with care and checked with precision.

Staff feel valued in this school, and well supported by those who lead them. They have a real voice, especially about their workload, which leaders respond to readily to make substantive changes that impact on staff, and the pupils in their care, positively.

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 foundation subjects, there is not a consistently sharp link between the activities planned in lessons and the intended learning. This means that, at times, pupils may not understand or recall their learning as effectively as they could. The school needs to ensure that, as its revised foundation curriculum is embedded across the school, staff have the knowledge and support they need to make more considered links between activities and intended learning, to support pupils in achieving well.