Grove Academy

Highlights from Latest Inspection

What is it like to attend this school?

Since September when the school began receiving additional support, things have been moving in the right direction. Leaders' ambition is helping to bring about improvements at the school. The teaching of reading is effective.

Mathematics and science have also been developed. However, there is further work to do to improve the curriculum and address gaps in pupils' knowledge.

Generally, the school is calm and orderly.

Most pupils behave well and say that they enjoy school and feel safe. However, there are times when learning is disrupted by poor behaviour. Over time, this has become less common.

When bullying happens, adults respond swiftly to any con...cerns that pupils have. However, sometimes bullying continues. Leaders know that they need to stop this.

The school is inclusive. Pupils who speak English as an additional language quickly develop their reading skills. Teachers focus on developing pupils' vocabulary and spoken English.

Parents and carers have mixed views about the school. In the main, they say good things. However, leaders are working hard to address the concerns of a small minority of parents.

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

The curriculum is well structured in English, mathematics and science. However, there is some variability in the quality and delivery of planning and teaching in a few subjects, including art and design and computing. In these subjects, teachers have not identified the key knowledge to be taught.

A range of assessment strategies are still being developed. Leadership is underdeveloped in many curriculum areas.

Reading is a priority across the school.

Staff adopt a systematic approach to the teaching of phonics for those who need it. Staff are skilled at teaching reading and pupils' books are well matched to their abilities. As a result, most pupils make good progress in reading.

However, some of the most able pupils are not sufficiently challenged to read longer, harder texts. Pupils in Year 6 do not have a secure knowledge of a range of authors. Teachers are addressing this successfully through their reading sessions with pupils.

Beyond the academic curriculum, leaders have made sure that the three school rules are central to everything. They want pupils to, 'be safe, be respectful and be ready to learn'. Leaders plan lots of opportunities for pupils to live by these rules.

Pupils learn from assemblies about fundamental British values and diversity. As a result, they have a good understanding of the differences that exist in society. Pupils benefit from attending a variety of clubs, including football and sewing.

Pupils are currently producing a drama performance of 'School of Rock' for parents.

Staff ensure that pupils with special educational needs and/or disabilities (SEND) are supported to access the same curriculum as other pupils. Staff are developing guidance that takes account of the mixed-age nurture classes.

Leaders focus on these pupils' social and behavioural needs. Staff provide pupils with the additional help that they need.

Leaders are working hard to address any incidents of low-level poor behaviour.

Attendance for some pupils is low. Some pupils are persistently absent from school. Leaders have identified ways to make sure that all pupils attend more regularly.

These strategies are beginning to have an impact.

The trust is supporting leaders well. Leaders know the school well and what the next steps are.

Some staff would like more support with managing behaviour and developing their subject leadership.

Governors and trustees fulfil their statutory responsibilities. The trust is providing effective challenge and support.

This is enabling leaders to make improvements.

Safeguarding

The arrangements for safeguarding are effective.

Leaders and governors make sure that safeguarding is a high priority.

Staff receive regular training on safeguarding. They are fully aware of their responsibilities. Leaders and staff are vigilant.

Safeguarding concerns are dealt with thoroughly. Leaders make sure that appropriate safeguarding checks are in place for adults working in the school.

The systems in place to identify any pupils or families that may be vulnerable or may need extra support are strong.

Records are detailed and show that concerns are followed up promptly. This helps to ensure that pupils get the support they need.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some subjects do not have leaders to develop these areas further.

Some plans are new. Currently, pupils do not know enough in the foundation subjects, such as art and design, and computing. Leaders are appointing curriculum leaders.

The changes they make need to ensure that pupils of all abilities acquire the knowledge and skills they need to achieve well. ? Attendance for some pupils is low. This limits the pupils' progress.

Leaders need to continue to work with parents and external agencies to address persistent absence. ? A few pupils disturb learning in lessons and there is some bullying. Leaders need to support staff in managing incidents more effectively, so that pupils' behaviour and attitudes continue to improve.