Three Rivers Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy and safe. The school has faced several challenges since the previous inspection, including the COVID-19 pandemic, but has maintained its resolute focus to progress. Pupils and staff are rightly proud of the improvements made but know there is still more to do.

The school's high aspirations for pupils' behaviour and achievement are known widely. The school's values are evident in all classrooms. Everyone is encouraged to work together, be respectful and be aspirational.

Pupils rise to meet these expectations regularly. Sixth-form students are excellent role models for younger pupils.

The school prioritises pupils' wider personal development....r/>
Personal, social and health education (PSHE), delivered expertly through 'Aware' lessons, teaches pupils vital knowledge and skills to prepare them for life in modern Britain. Student councillors are proud to contribute to the development of the school. Pupils aspire to take on positions of leadership.

Many engage in the myriad of opportunities to develop their skills and talents. For example, pupils can take part in a wide range of sporting activities, engage in politics, develop vital debating skills or enjoy the popular film club. Sixth-form students enjoy leading activities for younger pupils, honing critical skills such as taking responsibility and time management.

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

The school is ambitious for all pupils to achieve well, including disadvantaged pupils. Since the previous inspection, the school has focused on curriculum development and strengthening teaching. As a result, pupils' achievement is improving in most subjects, particularly in the sixth form.

The school accurately identifies the needs of pupils with special educational needs and/or disabilities (SEND), including those in the specially resourced provision for pupils with SEND. Staff use this information to adapt learning to meet their needs. The school rightly recognises that there are still some aspects that could improve further.

For example, the school has successfully improved attendance overall, but too many disadvantaged pupils, including pupils with SEND, are still absent from school too often. This means that they miss vital learning and risk falling further behind.

Expert staff deliver the broad and balanced curriculum.

Reading is a focus for all. Pupils who have fallen behind with reading receive expert support to catch up. A growing number of pupils gain qualifications in the English Baccalaureate.

The sixth form curriculum is particularly broad, with an appropriate range of academic and vocational subjects available. Skilled teaching ensures that students who re-take examinations in Year 12 gain relevant qualifications in English and mathematics rapidly. In most subjects, carefully designed activities help pupils acquire knowledge that builds over time, for example, in mathematics, art and modern foreign languages.

Some aspects of teaching require sharpening, particularly at key stage 3. For example, in most subjects, teachers' checks on pupils' learning are stronger in key stages 4 and 5 than in Years 7, 8 and 9. As a result, some pupils do not learn the curriculum as well as they could in key stage 3.

Pupils' behaviour and attitudes are positive. Most staff apply the behaviour management system consistently. As a result, the school is calm and orderly.

Occasionally, staff do not maintain pupils' full engagement in learning. As a result, some pupils lose valuable learning time or do not achieve as well as they could. Punctuality to lessons is improving.

The school provides extensive support for pupils' well-being, including through the 'Thrive' programme. Strong professional relationships exist between staff and pupils. This helps pupils flourish despite the challenges they may face.

The school provides numerous opportunities for pupils to engage in activities that build character. These include serving as prefects, head students, Year 7 leaders, school council members and participating in the 'Trailblazer' leadership programme. Everyone receives detailed careers information, education, advice and guidance to help plan their next steps.

The school prioritises tailored support for those who need it. Sixth-form students take part in regular activities to raise their aspirations, including regular engagement opportunities with employers and universities. Pupils learn about the importance of maintaining their own mental and physical health as part of the tutor programme.'

Aware' lessons equip pupils with vital knowledge about how to keep themselves safe, including online. They learn vital age-appropriate sex and relationships education.

The school is determined to continue to improve further.

Trustees and the local governing body have an accurate understanding of the school's strengths and where further improvement is still required. The trust provides valuable support and vital challenge to the school. No-one is complacent.

The school prioritises professional development opportunities for staff and considers the workload of staff thoughtfully. As a result, staff feel valued highly.

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 in key stage 3, not all teachers ensure that pupils learn and remember crucial information as well as they could. This means that for some pupils, particularly disadvantaged pupils, gaps or misconceptions are not addressed effectively. The school must ensure that all teachers are trained to identify and address missing or insecure knowledge, skills and understanding so that all pupils achieve their best possible outcomes.

• Too many disadvantaged pupils, including pupils with SEND, still miss too much school. As a result, these pupils lose out on vital learning and risk falling further behind. The school must continue its efforts to rapidly improve these pupils' attendance.