William Lovell Church of England Academy

Highlights from Latest Inspection

What is it like to attend this school?

This is an inclusive and aspirational school. There is a caring culture that is underpinned by the school's Christian ethos. The school provides strong pastoral support for all pupils, many of whom have special educational needs and/or disabilities (SEND).

Staff make sure that all pupils, including the most vulnerable, are very well cared for. Pupils feel safe in the school and trust staff to help them when they need it.

Pupils are polite.

They enjoy positive relationships with staff. Pupils are tolerant and understand diversity. They say that everybody feels welcome in the school.

When there are disruptions to learning, staff deal with them calmly a...nd effectively. Pupils appreciate the rewards that they receive for displaying positive behaviour.

There are high expectations for what all pupils can achieve.

All pupils study a broad range of subjects at key stage 3 and 4. Despite the improvements to the curriculum, many pupils still have gaps in their learning that are not addressed well enough. Pupils do not always remember what they have learned.

Many do not achieve as well as they could.

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

The school has worked hard to develop the curriculum to meet the needs of all pupils. All pupils have the opportunity to study the subjects that make up the English Baccalaureate.

In most subjects, curriculums identify the knowledge pupils should learn and when they should learn it. There are opportunities for pupils to revisit topics that they have learned previously. Teachers have good subject knowledge.

They present information clearly. In most lessons, well-planned activities help pupils to practise what they have learned. Pupils enjoy learning and work hard.

In a small number of subjects, the curriculums are not planned well enough. The school does not ensure that teachers consistently present new knowledge in a way that helps pupils make links to what they have learned before. In these subjects, pupils do not reliably remember what they have learned.

Routines for checking what pupils have learned are not strongly embedded in the school. Staff do not quickly identify when pupils have gaps or misconceptions. They do not always give feedback that helps pupils to deepen their understanding.

Sometimes, lesson activities do not meet the needs of all pupils. When this happens, some pupils become disengaged. Occasionally they disrupt the learning of others.

The school identifies the needs of pupils with SEND well. Individualised plans help staff to make sure that pupils with SEND access the same ambitious curriculum. When pupils do not have the reading knowledge they need to access the curriculum, the school provides good support.

The curriculum prepares pupils well for their lives in modern Britain. It provides lots of opportunities for pupils to learn about British values, diversity and equality. These important themes are embedded in the curriculums of subjects such as history, religious education (RE) and English.

In RE lessons, pupils learn to appreciate different faiths and cultures. The curriculum for physical education (PE) supports pupils' character development alongside learning about sports. There is a well-planned programme for personal, social and health education (PSHE).

Pupils learn how to keep themselves safe and healthy. They learn how to avoid potentially risky situations and how to form positive relationships. Pupils benefit from an enrichment programme that allows them to pursue their interests, for example arts, music, computing and sports.

Pupils learn about careers and options for their next stage in education. Visitors from colleges, universities and employers talk to pupils in assemblies.

Staff are proud to work at the school.

They work together to create a positive environment for pupils to flourish. The school has improved rapidly. Pupils and parents recognise this.

The school works hard to make sure all pupils attend school well. Attendance has begun to improve. However, too many pupils are absent from school too often.

They cannot benefit from the curriculum the school offers.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculums in a small number of subjects are not planned well enough.

They do not support pupils to build on prior knowledge. Gaps emerge in pupils' understanding. Pupils cannot make links to new knowledge.

Learning is insecure and pupils do not reliably remember what they have learned. The school needs to ensure that all curriculums are well sequenced to support pupils to build on prior knowledge and gain a secure understanding of what they are learning. ? Routines for checking pupils' understanding are not strongly embedded in the school.

In too many lessons, pupils' learning is not checked systematically. This means that misconceptions are not identified and addressed quickly. The school needs to ensure that staff check routinely what pupils have learned and adapt lessons to address gaps and misconceptions.