Tudor Academy

Highlights from Latest Inspection

Outcome

Evidence gathered during this ungraded (section 8) inspection suggests that the school's work may have improved significantly across all areas since the previous inspection.

The school's next inspection will be a graded inspection.

The headteacher of this school is Donna Rochford. This school is part of STEP Academy Trust, which means other people in the trust also have responsibility for running the school.

The trust is run by the chief executive officer (CEO), Paul Glover, and overseen by a board of trustees, chaired by Ross Gardner. There is also an executive headteacher, Gerard Brown, who is responsible for this school and one other.

What is it like to attend this school? <.../b>

Pupils at Tudor Academy achieve highly and produce excellent work.

This is because their teachers are very ambitious for what they can do, and pupils live up to these high expectations. Children in the Nursery get off to a flying start. They quickly learn the routines and expectations of the school.

This lays the foundations extremely well for when they get older.

Pupils describe their school as a creative, caring and safe place where their teachers are passionate advocates both for their achievement and well-being. Pupils learn to communicate their thoughts and opinions with confidence and clarity.

For example, they regularly participate in philosophical discussions and debates. Pupils enjoy competing with other schools in an array of sporting fixtures, as well as singing in the school choir at local events. This helps to ensure all pupils are supported to develop their interests and talents, as well as make a positive contribution to their local community.

Pupils are taught to collaborate positively with each other. This helps them to learn, develop confidence and foster highly positive relationships with each other and staff. Pupils are explicitly taught how to identify their feelings and accept and manage them.

Pupils feel listened to and noticed.

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

The school has ensured there is a highly ambitious curriculum in place that matches and often exceeds what is expected nationally. Each subject is carefully designed to ensure pupils cultivate a strong body of knowledge that prepares them well for later learning.

For example, in mathematics, children in early years begin to discuss numbers, counting, patterns and notions of more and less. Younger pupils build on this when tackling simple word problems by identifying the key information and calculations they need. This prepares pupils well for solving more complex mathematical problems later on.

Teachers explain things clearly to pupils, providing powerful examples linked to prior learning. This supports pupils in understanding and working with increasing independence. Teachers provide thoughtful tasks that help pupils reinforce their learning through the practice and application of their new knowledge.

Teachers check what pupils have learned and understood, correcting any misunderstandings effectively.

Pupils with special educational needs and/or disabilities (SEND) are swiftly identified. Strategies to support pupils are shared with class teachers and implemented consistently.

Pupils with SEND receive effective support to access and make progress through the same curriculum as their peers. They achieve well from their different starting points.

Well-trained staff deliver the school's phonics programme consistently and with precision.

As a result, pupils become fluent and accurate readers. Those pupils who struggle to keep up are identified early, helped to catch up and become confident readers.

Pupils' behaviour is excellent.

They display highly positive attitudes to their learning. The school has an exceptionally strong approach to the pastoral care of pupils. There is a strong focus on understanding why pupils behave the way they do and helping them regulate their feelings independently.

Teachers use praise and positivity to encourage pupils to meet the high expectations. Any rare disruptions are addressed fairly and consistently.

Attendance remains a high priority for the school.

While it is not where the school wants it to be, it is improving over time. Leaders analyse and monitor attendance carefully and have a range of appropriate strategies in place to improve it. For example, close working with parents, carers and other agencies helps those who struggle to attend regularly to overcome their barriers to coming to school.

The school provides a very strong offer to support pupils' wider development. For example, pupils are taught how to keep themselves healthy and safe, both online and in the community. The school ensures pupils are taught about equality, diversity and inclusion through carefully planned assemblies, workshops and lessons.

Pupils learn about different faiths and cultures, the law and how to be successful citizens in the future. Through a well-considered visits programme, pupils' cultural capital is extended from the classroom into the real world. For example, pupils visit museums, galleries and theatres.

Pupils also raise money for charity and take on leadership roles such as 'Makaton Ambassadors', members of the pupil parliament and sports leaders.

Leaders are considerate of staff workload and well-being. Staff typically feel well supported to develop professionally.

School and trust leaders are having a highly positive impact. The trust provides exceptional oversight and ensures the school continues to go from strength to strength.

Safeguarding

The arrangements for safeguarding are effective.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour, or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in March 2019.