Tudor Grange Samworth Academy, A church of England School

Highlights from Latest Inspection

What is it like to attend this school?

The school has improved significantly since the last inspection. Parents and carers recognise this and have increased confidence in the school.

Leaders and staff build the school's values of tolerance, unity, democracy, opportunity and respect (TUDOR) into all aspects of the school's work. Pupils say that they are safe and happy at school. They are very well cared for by staff, who are proud to work at this school.

Leaders have recently extended the school day to include extra time for reading. All pupils gain from this. Younger pupils have more opportunity to learn to read than they did previously.

As well as their set reading books, there are hundreds of ot...her books for them to choose from. Older pupils gain from daily opportunities to read books that develop their love of reading and extend their learning.

Leaders and staff have high expectations of pupils.

Most pupils behave well. The atmosphere in the school is calm and focused. The indoor and outdoor spaces are stimulating, clean and tidy.

Relationships are polite and respectful. Pupils work hard in lessons and make secure progress through the curriculum.

Pupils say that there is some bullying.

They are confident that adults deal with it quickly and effectively when it occurs.

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

Leaders have improved the quality of education. They provide a rich curriculum that is ambitious and aspirational for all pupils.

Subject leaders have developed curriculum plans that are focused on what they want pupils to learn from pre-school and early years through to Year 11. Leaders have ensured that subject curriculums are ambitious in almost all subjects. Teachers make sure that pupils gain knowledge and develop skills well in most subjects.

They make sure that pupils recall previous learning and build on new knowledge. For example, some Year 11 pupils recalled their learning about Shakespeare's 'Macbeth' and compared it with 'The Prince', by Machiavelli.

Leaders have high expectations of all pupils, including pupils with special educational needs and/or disabilities (SEND).

Leaders identify pupils' specific needs accurately. They seek external help when needed. Many parents commented positively about how the provision for pupils with SEND has improved.

However, a minority of parents disagree. Teachers adapt the curriculum to help pupils with SEND to make progress through the curriculum.

Reading is a whole-school priority.

Pupils read daily. Teachers use their training to support pupils' reading. They focus on deepening pupils' understanding and developing their reading skills.

They extend pupils' vocabulary. Children at an early stage of reading are taught to read systematically. Staff are trained to use phonics resources well.

Leaders ensure that children get off to a swift start in early years.Staff regularly assess pupils' reading. Pupils who need help are well supported.

Pupils read a rich variety of texts to broaden their learning.

Teachers check what pupils know and can do. They identify gaps in pupils' knowledge.

They provide guidance about what pupils need to improve. They adapt their teaching to make sure that pupils know more and remember more over time. Pupils appreciate this and respond well.

Teachers refine their teaching through regular and well-planned training.

Pupils know the school's high expectations for behaviour and conduct. Behaviour is positive and productive.

Learning is rarely disrupted by poor behaviour. The school's approach to improving behaviour is effective. There has been a reduction in fixed-term exclusions and incidences of poor behaviour.

Leaders implement effective and supportive steps to improve pupils' attendance. Pupils' overall attendance was improving before the COVID-19 pandemic. However, too many pupils are regularly absent.

Leaders provide a wide range of opportunities for pupils' personal development. Pastoral care is strong. Leaders promote understanding of diversity and respect.

For example, children in Reception were learning about Diwali. Relationships and sex education is age-appropriate. The careers programme is of a high quality.

Older pupils are supported to understand their future options. Most parents who responded to Parent View, Ofsted's online survey, say that their children take part in clubs and activities. Pupils and staff were enthusiastically involved in the daily 11-mile charity run for the Royal British Legion during the days of the inspection.

Trustees and governors bring a healthy level of challenge and support to the leadership of the school. They are ambitious for all pupils. They are mindful of staff's welfare and well-being.

Trust officers have been key in supporting the school in its improvement journey.

Safeguarding

The arrangements for safeguarding are effective.

Leaders make sure that the welfare and safety of pupils are key to their work.

All staff receive regular training and updates. They know what to do if they have any concerns about a pupil's welfare. Leaders act quickly to support pupils and families when they need extra help.

They work well with external agencies. There are strong systems in place to check and record the safety of pupils. Leaders undertake thorough checks before adults work with pupils.

Leaders analyse potential local risks that pupils may face. They use this information to teach about personal safety.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some subject curriculums are not as well developed as others.

As a result, pupils do not have the same opportunities to sequentially gain knowledge and skills from early years to Year 11. Leaders need to refine some subject curriculums to make sure that pupils make strong progress in all subjects. ? Leaders have worked hard to improve attendance and had much success in reducing absence before the pandemic.

However, attendance is too low, especially for disadvantaged pupils. This means that too many pupils are missing out on important learning. Leaders must continue to work with parents both to support and challenge them to improve their children's attendance.