Tiverton Academy

Highlights from Latest Inspection

What is it like to attend this school?

Tiverton Academy welcomes pupils from all backgrounds and ethnicities. Pupils appreciate being considered as an individual and know that their well-being is prioritised.

The school's values, known as the '6 Cs', underpin the school's ethos. These focus on the skills pupils need in school and daily life. They include cooperation, communication, community, citizenship, creativity and challenge.

The school has high expectations of all pupils. This includes children in the early years and pupils with special educational needs and/or disabilities (SEND). The new leadership team has made rapid changes to improve the curriculum in all subjects, including English and mathemat...ics.

This has been successful and has had a positive impact on outcomes, especially in early reading.

Most pupils behave well in lessons and around the school. They treat others with respect and kindness.

They know that discrimination of any kind is wrong. Where unkind or unacceptable behaviour occurs, staff deal with incidents appropriately.

Pupils enjoy the additional activities which support and enrich the curriculum.

This includes clubs such as sewing, Lego and racquet club and interesting educational visits. Pupils develop a good understanding of how to keep themselves safe as this is threaded across the whole curriculum.

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

The revised curriculum now better matches the national curriculum in all subjects.

The school provides effective support and training so that teachers can deliver the curriculum successfully to all pupils, including those with SEND. All subjects are carefully mapped out so that learning is progressive and builds from early years to Year 6.

In most subjects, teachers have good subject knowledge and are confident in their delivery.

This includes English and mathematics. They revisit prior learning at the start of the lesson. For example, 'Flashback 4' in mathematics helps pupils recall past work before new concepts are introduced.

However, in a few subjects in the wider curriculum, teachers are still adjusting to new content. Sometimes, what is intended to be learned is unclear, and the tasks set do not help pupils acquire the knowledge and skills identified. Consequently, pupils do not learn as well as they could in these subjects.

The school has effective systems in place to identify pupils with SEND early. Support is provided to ensure that these pupils access the same curriculum as their peers. This includes providing one-to-one support for pupils with complex needs and teachers adapting learning where needed.

Sports coaches also provide 'sensory circuit' sessions to help pupils with their gross and fine motor skills. Consequently, pupils' needs are well catered for.

Teachers check how well pupils learn and their understanding through effective questioning and marking pupils' work.

They use this information well to identify struggling pupils and follow up any misconceptions or difficulties in the next lesson. However, the school's approach to checking how well pupils retain and recall key information in the wider curriculum is still at an early stage. This means that staff do not always know where pupils have deficits or gaps in their knowledge.

The school is determined that all pupils should learn to read and enjoy reading. Revisions made to the teaching of phonics are paying dividends. The vast majority of pupils in Year 1 met the expected standard in phonics this year, as did every pupil in Year 2.

Staff ensure that pupils who struggle get the extra help they need. Books are well matched to pupils' abilities. Well-trained reading volunteers listen to struggling readers.

This helps boost pupils' confidence and fluency.

Pupils have positive attitudes to learning. They enjoy school and most attend regularly.

Pupils often work with partners as part of the school's approach to collaborative learning. They are eager to participate in lessons and follow instructions carefully. Staff manage behaviour well, including for pupils with complex and additional needs.

An effective personal development programme prepares pupils well for the future. Pupils have a strong understanding of equality and inclusion. They learn about different cultures and religions and celebrate the diversity within their school.

Pupils understand the importance of healthy lifestyles and positive relationships. The school also provides opportunities to develop skills and talents beyond the classroom. This includes being in the 'super choir' or a 'Panathlon' competitor in sporting events for pupils with SEND.

The trust has a secure working knowledge of the school. It evaluates the information provided by the school and uses it to challenge leaders and identify where support is needed. Trustees closely monitor pupils' achievement and personal development.

They also check staff well-being and safety through trust audits and surveys. Staff appreciate the training and opportunities offered by the trust.

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 the wider curriculum, teachers do not always make the learning clear or set tasks that help pupils gain the skills and knowledge needed for future learning. Sometimes, pupils engage in low-level activities and do not extend their learning. The school should continue to review and develop the identified subject areas and monitor the intended curriculum's implementation and impact.

• The school's approach to checking how well pupils recall and use prior knowledge in the wider curriculum is not sufficiently established. As a result, pupils have gaps and misconceptions in their learning which are not picked up and addressed. The school should ensure that its assessment methods enable teachers to check how well pupils know and remember what they learn.