Elm Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Elm belong to a caring and welcoming community. The school's 'EPIC' values of enjoyment, potential, inclusivity and community encourage pupils to work together and aim high. Pupils are motivated and curious to learn.

They respect and value difference. This makes for a happy school where everybody, regardless of need or ability, can shine.

The school sets high expectations for pupils' learning, including for pupils with special educational needs and/or disabilities (SEND).

It is determined that pupils achieve academic success, as reflected in the positive outcomes achieved by Year 6 pupils in the 2024 national tests.

Pupils behave well and l...ive up to the expectations adults set for them. They are keen to earn house points and raffle tickets for their efforts.

Pupils feel confident talking to an anti-bullying ambassador or using the 'I wish somebody knew' box if they have any concerns.

The school meticulously plans many rich and purposeful experiences to broaden pupils' horizons. These experiences include multiple residentials, talent shows and fundraising events.

Pupils proudly take on responsibilities, such as sports ambassadors, head boy and girl and school councillors. They make a tangible difference to the school, such as reducing plastic use in school lunches.

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

The school has carefully constructed a well-sequenced curriculum that begins in the early years.

It has identified the specific knowledge and vocabulary pupils need to know and remember. In many subjects, pupils discuss their learning well. For example, in Year 6, they can explain the concept of invasion in the Second World War and how it builds on their learning about the Romans in Year 4.

Pupils in Year 1 use their knowledge of planting seeds in Reception and understand that plants need water and sunlight to grow.

Teachers have secure subject knowledge. They present information clearly and tailor learning and resources so that pupils with SEND learn the same curriculum as their peers.

Teachers use checks in lessons to help the important knowledge stick in pupils' memory. For example, in mathematics, '10 a day' questions recap previously taught content. Despite this, the school does not consistently use the information from these checks to shape future learning.

As a result, in a few subjects, misconceptions go unnoticed and persist in pupils' work.

The school prioritises reading. Staff choose literature to develop pupils' vocabulary and enrich the subject curriculums.

Children in the Nursery Year enjoy retelling familiar stories and rhymes. Older pupils build empathy from the books they read about evacuees. Staff share their reading recommendations with pupils.

This inspires them to read widely. Pupils of all ages wear the reading champion badges they have earned with pride.

The school has strengthened its approach to early reading.

Staff now teach the phonics programme with fidelity. This starts in the early years. Staff support children well in blending sounds to read words.

They provide extra help, such as 'priority reading', for pupils who fall behind. The impact of the school's work can be seen in the improving outcomes of the Year 1 phonics screening check in 2024.

The quality of older pupils' writing is consistently high.

However, from the early years and into key stage 1, too many children and pupils do not secure effective pencil grip and accurate letter formation. In these phases, the school has not yet decided on the specific methods for teaching handwriting. This slows the pace at which pupils become fluent writers.

Pupils are polite and well mannered. Staff identify the needs of pupils with SEND accurately. They support pupils who struggle to manage their behaviour very well.

Suspensions have greatly reduced. The specialist 'hub' provision successfully meets pupils' specific academic and social needs.

The school promotes pupils' personal and character development exceptionally well.

Pupils' service to the wider community is commendable. For instance, the choir sings at an elderly care home, and the dance group performs at a national event. Assemblies on beach awareness reinforce water safety.

Pupils learn about important issues, such as gender inequality and racism. Visits from female construction workers and the Royal Navy introduce pupils to future career possibilities. Building zip wires and trying new activities on residential visits develop pupils' resilience and teamwork.

A strong team spirit exists. Staff are positive about working at the school. Teachers appreciate how leaders help to manage their workload when introducing new initiatives to improve learning.

Trustees and the local academy board understand the school's priorities. They offer effective support and challenge to improve the quality of education for pupils.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school does not prioritise the teaching of early transcription, including letter formation, with sufficient rigour. This hinders the quality of pupils' early writing skills. The trust should ensure that the school revisits its approach to handwriting and gives greater focus to letter formation and pencil grip so that pupils gain the necessary knowledge to become proficient writers.

• Occasionally, the school does not use its awareness of pupils' knowledge gaps and misconceptions to inform future learning. When this happens, some errors go unnoticed and persist in pupils' work. The trust should ensure that the school uses appropriate checks to help pupils build and recall their knowledge securely in all subjects.

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