Barton Hill Academy

Highlights from Latest Inspection

What is it like to attend this school?

The school has prioritised the development of the curriculum so that it better meets the needs of the pupils in this community.

While leaders have taken steps to improve the quality of education pupils receive, it is still early days. The curriculum does not yet support all pupils to build their knowledge well.

Barton Hill Academy sits at the centre of this vibrant community.

Pupils enjoy coming to school and embrace the school's values to 'work hard, be kind and have courage'. They are proud to behave in line with the school's high expectations by doing things the 'Barton Hill Way'.

Children get off to a positive start in the early years.

T...hey learn routines quickly and behave well. The curriculum meets younger children's needs well. They are encouraged to 'choose it, use it and put it away', to develop their independence.

This helps children to take responsibility for their own actions from an early age.

Pupils are polite and well-mannered. They show high levels of respect to one another.

Staff form trusting, caring relationships with pupils. As a result, pupils feel happy and valued. They learn how to keep themselves safe out in the community and when online.

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

Barton Hill Academy is a school on a journey of improvement. The school has worked relentlessly to develop a positive relationship with the community. Everyone now shares the same vision for 'all children, from all backgrounds, to succeed'.

The curriculum identifies the knowledge pupils need to know and remember. Improvements to the curriculum are now enabling current pupils to make better progress. Published outcomes last year were very low and do not reflect the current, better progress pupils make across the curriculum, especially in early reading and phonics.

The curriculum is still in the early stages of its development. The school recognises that it needs further embedding. Currently, the needs of all pupils are not being fully met.

This is particularly the case for some pupils with special educational needs and/or disabilities (SEND). As a result, pupils find it difficult to remember important knowledge and recall their prior learning. Learning is not adapted to address gaps in pupils' knowledge.

Therefore, pupils' knowledge and understanding are not yet in as much depth as the curriculum intends.

The school recognises the importance of pupils' learning to read to access the curriculum. It is a very high priority for the school.

In Nursery, children are introduced to rhymes and stories. There is a focus on developing their vocabulary. Younger pupils receive regular phonics teaching to help them to learn to read.

The school has established a new reading scheme that helps pupils to build their phonics knowledge well. Books are well matched to pupils' abilities. Staff have the expertise to deliver phonics effectively.

The school has developed a programme that builds pupils' reading knowledge as they become more fluent readers. Texts become longer and more complex. Teachers read and discuss high-quality texts with their classes.

As a result, pupils build their reading knowledge well and develop a passion for reading. Texts are selected carefully to develop pupils' understanding of diversity and world issues.

Staff have high expectations of pupils' behaviour.

As a result, pupils behave well and demonstrate compassion for each other. They show positive attitudes to learning and conduct themselves well around the school. The atmosphere in the school is calm and purposeful.

In social times, pupils play respectfully with each other.

Pupils learn a well-devised personal development programme. This is designed to prepare them for life in modern Britain.

Pupils understand why it is important to treat everyone equally and with respect. At Barton Hill, they say, 'We don't discriminate against others due to what they look like or how they are.' The school aims to build pupils' aspirations and confidence.

Older pupils take on different leadership responsibilities, for example as lunch monitors and librarians. They take these roles seriously and recognise the importance of being good role models for younger pupils.

The school understands its community well.

It involves parents and the local community in the life of the school at every opportunity. All pupils can attend a variety of clubs. They enjoy the different trips and enrichment opportunities on offer.

Pupils have a well-developed understanding of fundamental British values and protected characteristics.

Parents are very positive about the school. They comment on the school's transformation in a short period of time under the new leadership.

They are supportive of the school and value its importance in the community.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The implementation of the intended curriculum is not yet consistent across subjects and classes.

As a result, pupils do not build their knowledge well. The trust needs to ensure that the curriculum is fully embedded and implemented effectively to ensure pupils learn well over time and progress as well as possible through the curriculum. Learning is not adapted sufficiently to deepen pupils' knowledge and understanding.

This is particularly the case for some pupils with SEND. As a result, the gaps in some pupils' learning are not addressed. The trust needs to ensure that learning is adapted when necessary to enable all pupils, including those with SEND, to progress as well as possible through the curriculum.

• In some subjects, pupils are not able to recall their prior learning. When this is the case, they cannot connect what they are currently learning with what they have learned previously. The trust should ensure that pupils are consistently able to recall prior learning in all their subjects so that they can deepen their understanding of what they study across the full breadth of the curriculum.