Thomas Middlecott Academy

Highlights from Latest Inspection

What is it like to attend this school?

Most pupils are happy to attend Thomas Middlecott Academy.

They are confident that they are safe and know how to stay safe. They appreciate the rapid and effective changes that new leaders have brought about.

Pupils feel like they belong to a school community.

The school's ethos, the 'TMA way', is now threaded through the school. It underpins most pupils' good behaviour. Pupils say that the new behaviour system has improved their conduct.

They like how easy it is to understand.

Leaders are aspirational for their pupils. They have set high academic and behaviour expectations.

However, some pupils do not yet learn as well as they shou...ld. This is because some teachers do not always check that pupils have a secure enough understanding of their learning.

Any bullying is dealt with swiftly.

Pupils are encouraged to report their concerns. Most pupils say that there are adults in the school that they would talk to if they were worried. Some girls say that inappropriate language is not always dealt with effectively.

Leaders provide a wide range of extra-curricular activities for pupils, including sports clubs, trips to the opera and local competitions.

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

The executive headteacher, along with the senior leadership team, has forged a new culture of high expectations for staff and pupils. In conjunction with the trust, leaders have created an ambitious and challenging curriculum for all pupils.

Subject leaders have identified the important content that pupils need to learn and how their future learning builds on this.

Lessons are purposeful and follow a clear structure. Teachers consistently use the 'I do, we do, you do' approach.

Pupils say this helps them to learn. Sometimes, teachers do not think carefully enough about how to adapt the teaching of the curriculum for all pupils. They do not always identify gaps or misconceptions in pupils' learning.

When this is the case, pupils achieve less well.

Leaders ensure that the vast majority of pupils with special educational needs and/or disabilities (SEND) receive effective support. However, teachers do not always carefully consider how they support all pupils with SEND in lessons.

When this happens, some pupils do not learn as effectively as they could.

Reading is at the heart of the curriculum. The school understands its importance.

Reading takes place daily. Texts are very challenging, and teachers make sure pupils read a wide range of literature. This challenges pupils' thinking and builds their cultural capital and understanding.

Pupils who are in the early stages of learning to read receive effective support. Leaders regularly check how well pupils are doing with their reading. As a result, pupils quickly gain the skills they need to become confident and fluent readers.

Most pupils take pride in their work. They are keen to learn and engage in lessons. Pupils' behaviour during lessons is mostly calm and orderly.

However, teachers do not reliably apply the behaviour system consistently. As a result, occasionally, some pupils' learning is disrupted. A small number of pupils do not attend school as often as they should.

This means that they sometimes miss important learning. However, leaders effectively and proactively engage with parents and families to support pupils to improve their attendance.

The personal development curriculum, including relationships and sex education (RSE) and health education, is sequenced well and age appropriate.

Pupils receive effective careers advice, information and guidance. They learn about a range of careers. Pupils are well prepared for their next stage of education, employment or training.

Pupils have opportunities to explore and develop skills and experiences to prepare them for their future in the wider world.

Staff speak positively about the support they receive from leaders and the trust. The vast majority say that leaders are considerate of their workload and well-being.

Leaders, including from the trust, and governors have a clear insight into what the school does well and what needs to improve further. They have rapidly improved many areas of the school since the previous inspection.

Safeguarding

The arrangements for safeguarding are effective.

Leaders understand the local community well. They identify emerging risks that pupils may face away from school. This informs the school's personal development programme so that pupils learn how to keep themselves safe.

Staff receive regular safeguarding training. They know to pass on any concerns they may have about pupils' welfare. Safeguarding leaders respond quickly to any such concerns and provide appropriate support.

Leaders liaise proactively with a wide range of agencies to ensure that pupils promptly receive the support and guidance that they need.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some teachers do not always check that pupils' understanding of what they have been taught is secure. They do not reliably address pupils' misconceptions and gaps in their learning.

Pupils are sometimes moved on to new learning before they are ready. Leaders should ensure that all teachers check pupils' knowledge and understanding and provide clear feedback before moving pupils' learning on. ? Some teachers do not always adapt the teaching of the curriculum to meet the needs of all pupils.

This includes pupils with SEND. Consequently, these pupils do not progress through the curriculum as well as they should. Leaders should ensure that all teachers consider curriculum and lesson content carefully, adapting their lessons so that all pupils learn as well as they should.

• Sometimes teachers do not apply the school's behaviour policy consistently well. Therefore, occasionally, some pupils' learning is disrupted. Leaders should ensure that teachers consistently follow the school's behaviour policy so that pupils' learning is not affected.