Trentham Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils and staff are proud of their school. Pupils have no concerns about bullying. Pupils understand how to keep themselves and each other safe.

Pupils value the support they receive in school. They know they can talk to anyone if they need help or support.

Pupils are very keen to learn.

Most pupils attend school very regularly. In lessons, pupils are often inspired by the passion for the subject shown by their teachers. Pupils work hard and think for themselves.

There is rarely any low-level disruption to interrupt their learning.

Leaders, teachers and pupils have very high expectations of each other. The school motto 'Aspire, Endeavour, A...chieve' is evident throughout the school.

Many subjects provide an effective curriculum that supports this ambition. Other subjects are making good progress.

Pupils enjoy a vast array of opportunities to enrich their education.

Many pupils also enjoy a wide range of clubs and sports teams. Many pupils take on responsibilities in school.

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

Leaders have a clear vision for an ambitious curriculum.

A broad range of subjects are available in key stages 3 and 4. Pupils choose which GCSEs they intend to study at the end of Year 8. Leaders have ensured that there is enough breadth and depth in the curriculum in Years 7 and 8 to make this possible.

The number of pupils who choose to study subjects that make up the English Baccalaureate (EBacc) is increasing. More pupils are now choosing to learn a modern foreign language.

Subject leaders are highly skilled.

They have used their expertise to plan what pupils need to know, remember and understand. Leaders ensure learning builds on knowledge that has been previously covered. Curriculum planning is not yet effective in all subjects, for example in modern foreign languages.

Leaders have already started to address this issue. Improvements are already evident.

Teachers expect pupils to work hard during lessons.

Most pupils do work hard. Teachers in most subjects check pupils' understanding systematically and identify misconceptions accurately. Teachers use this information to provide clear, direct feedback to pupils.

In so doing, teachers respond and adapt their teaching as necessary. This helps pupils learn more and remember more, including pupils with special educational needs and/or disabilities (SEND).

The school's reading development programme is effective.

It develops pupils' love of, and creative responses to, reading. The 'Reading Lounge' is popular with pupils. It ensures access to a wide range of texts in a supportive, learning environment.

The school's promotion of pupils' personal development is exemplary. Many pupils take part in extra-curricular activities. Highly committed staff provide a varied programme of activities for pupils.

This promotes pupils' personal development very well. Many pupils hold leadership roles in school.

Leaders provide an expertly planned personal, social, health and economic (PSHE) education curriculum.

Pupils develop their understanding of cultural and social issues very well. PSHE topics link with other subjects so that pupils connect their learning. Well-developed careers education is an important part of the curriculum.

Disadvantaged pupils and pupils with SEND benefit from being prioritised for careers interviews. All pupils are well informed of their possible next steps.

Leaders, governors and trustees have established a highly successful school.

Leaders have created a well-respected and highly motivated workforce. They go the extra mile to ensure that all pupils and staff can flourish. This has resulted in significant improvements in the quality of education.

As a result, the needs of all pupils, including those with SEND, are being met.

Staff feel that leaders support their well-being and workload well. Leaders provide staff with extensive professional development opportunities.

Teachers recognise the positive impact this has on their own teaching. They value the support they receive and speak highly of the collaborative culture.

Most parents have a positive view of the school.

Many value the academic, enrichment and pastoral opportunities provided for their children.

Safeguarding

The arrangements for safeguarding are effective.

Pupils value the care and support that is available to them.

Pupils are confident that they can talk to anyone if they need help or support. Staff have been well trained and know what to do if they have a concern about a pupil. The 'inclusion team' know the pupils in their care.

This means they make the right decisions when deciding on appropriate next steps. 'The Hub' provides a safe, nurturing environment for those who wish to use it. Leaders provide effective support for pupils in school.

They work tirelessly to help pupils and families get the support they need. Leaders place a high priority on support for the mental health of pupils and staff.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In most subjects, including English, history and science, the curriculum is sequenced precisely so that pupils build their knowledge and understanding over time.

In other subjects, the curriculum is less well developed. As a result, pupils are not able to build their learning as well as they could. Leaders need to further refine planning in these subjects to make sure that pupils learn the important knowledge and skills in all subjects to help them in the next stage of their education.