Badger Hill Academy

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About Badger Hill Academy

Name Badger Hill Academy
Ofsted Inspections
Headteacher Mrs Sally Brook
Address Marston Road, Kilton Lane, Saltburn-by-the-Sea, TS12 2XR
Phone Number 01287676289
Phase Academy
Type Academy converter
Age Range 2-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 157
Local Authority Redcar and Cleveland
Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Badger Hill enjoy learning.

They are happy and safe here. Leaders and staff have high expectations both about pupils' behaviour and their achievement. The 'life' curriculum that leaders have created raises pupils' aspirations.

They learn about jobs they may be interested to do in the future. This inspires them to work hard.

Pupils behave well both in lessons and in the playground.

They are kind and considerate to each other. Bullying rarely happens here.

Leaders have created a curriculum that is ambitious and challenging.

They are determined that pupils will have opportunities to gain knowledge both about the local area an...d the wider world. Pupils enjoy this. They are keen to share their learning, for example, by contributing to creating a gallery of art in the school.

Since joining Northern Education Trust changes have been made to both staffing and the curriculum at Badger Hill. Leaders ensure that pupils' success is at the heart of these changes. Most parents recognise this.

However, there is more to do to ensure that all parents understand how the trust and the school work together.

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

Since joining the trust, leaders have used expertise from their own, and other schools, to create a broad, inspiring and interesting curriculum in all subjects. Leaders have planned learning that builds progressively from the early years to Year 6.

This curriculum helps teachers to plan lessons where pupils revisit and build on their knowledge as they learn. In some lessons, there is variability in how teachers use the plans to support learning. Subject leaders need to do more to check if teachers need more help to put the curriculum plans into practice even more effectively.

In subjects such as history, key knowledge and vocabulary have been identified on a 'subject on a page'. This is then revisited in the 'review on a page' to ensure that pupils are remembering what has been taught. Leaders are developing these systems further in some subjects.

Leaders have a relentless focus on teaching pupils to read. They encourage all pupils, including those with special educational needs and/or disabilities (SEND), to read regularly for pleasure using 'Reading Routes'. Pupils enjoy following the school map to visit different reading 'lands'.

They can choose inspiring and interesting texts. A focus on reading is evident in every corner of the school.

In the early years, children benefit from a well-planned curriculum.

Staff are kind and caring. They encourage children to develop independence. To support future reading development, children begin to listen to the sounds in words from the earliest days in nursery.

Staff are skilful in teaching children to say and hear sounds as they play games or share stories. An example of this could be seen when children copied Mr Bear snoring and then identified the sound at the beginning of the word snore.

Reading routines established in Nursery are built on in Reception, and throughout key stage 1.

Teachers plan progressive phonics lessons using the school's new programme. All staff have received training to ensure that the programme is used consistently. They focus on supporting pupils to read fluently.

This means that most pupils learn to read quickly. Any pupils falling behind are spotted quickly. Extra help is put in place to help them to catch up.

Leaders are focusing on developing consistent approaches to other areas of reading, such as reading words that cannot be sounded out.

In mathematics, leaders have a secure understanding of the curriculum. They ensure that there is a wide range of mathematical resources available in all classes.

Most teachers use these well to support pupils, including those with SEND, to learn. However, there is some inconsistency in approaches used in some lessons. Where teachers are less experienced, more support is needed to ensure that pupils use and understand mathematical vocabulary effectively.

Leaders in the school are passionate about preparing pupils for life beyond Badger Hill. This passion is evident in the way that they have planned for pupils' personal development, using their 'life' curriculum. This interweaves rich personal, social, health and economic education, with responsibility, respect and commitment.

Pupils focus on these aspects both in academic and enrichment activities.

Pupils enjoy taking on roles such as anti-bullying ambassadors or joining the junior leadership team. Leaders ensure that these roles are not tokenistic and that they evolve over time.

An example of this is the friendship leader's role. This has developed to encompass well-being, kindness and respect for all. The 'life' curriculum unashamedly tackles significant issues such as discrimination or difference in an age-appropriate way.

Pupils confidently talk about their aspirations for the future. This is due to the exceptional curriculum, and the wide variety of opportunities they are given to explore their interests and understanding of the world beyond the school.

All leaders understand the trust's clear strategic direction for school improvement.

There is a shared commitment to using experts within the school, and externally, to improve the school further. Pupils' success is at the heart of changes that are made. Trust leaders recognise that there is more to do to share information with parents.

They recognise that a minority do not always understand some of the school's approaches to learning. Staff are positive and enthusiastic about the support they receive. They say leaders are considerate of their well-being.


The arrangements for safeguarding are effective.

Leaders have ensured that staff recognise the importance of safeguarding pupils. They have put effective systems in place to help staff report concerns quickly.

Any concerns are followed up robustly. Leaders work with outside agencies to ensure that families receive support when it is needed. Staff receive regular training, and the pastoral leader ensures this training is kept relevant through the use of quizzes and spot-check questions.

The curriculum supports pupils to learn about safety online and in the local area. They know that the 'talk it out' cards, in every classroom, are there for them to report concerns. They are confident that adults will help them if they are worried.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Most parents are pleased with the provision for their children. However, a small number of parents express concern about a range of different issues, including communication with the school. Leaders need to strengthen communication with parents so that parental concerns are addressed quickly.

• While curriculum leaders monitor pupils' progress through most subjects, they do not always identify where teachers need more support to implement the curriculum as they intend. This means that some teachers lack sufficient subject knowledge or pedagogical skill to plan lessons that engage and enthuse all learners. Subject leaders need to ensure that all teachers enact their curriculum plans well.

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