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Hodgson Academy is a calm and orderly learning community where pupils are happy and polite. Pupils value the positive relationships that staff have forged with them.
They said that this helps them to feel safe.
Pupils respond well to leaders' and teachers' high expectations of their behaviour and achievement. In most lessons, pupils demonstrate strong attitudes towards their learning, and they enjoy studying a broad range of subjects.
Most pupils achieve well.
Around school, pupils show acts of kindness towards each other through the 'Hodgson hello'. Pupils told inspectors that this is a school where everyone is valued for who they are.
They... aspire to take on the many leadership and school ambassador roles available to them. Pupils wear their achievement badges with pride. Leaders, staff and pupils ensure that bullying is not tolerated.
Staff deal with any incidents of bullying effectively.
Pupils enjoy taking part in a vast range of extra-curricular activities to enhance their wider development. These activities include sports, music, coding, The Duke of Edinburgh's Award, the biannual chess tournament and the animal club.
Pupils also learn about how to care for their physical and mental health.
Pupils develop an awareness of local and global issues, which helps to broaden and deepen their understanding of the world. They contribute positively to their local community, for example through charity events to support the homeless and the elderly.
What does the school do well and what does it need to do better?
Leaders, including governors, have high aspirations for the achievement of all pupils at Hodgson Academy.
Leaders are continually developing and refining their curriculum to ensure that it is ambitious for all pupils. As a result, most pupils, including those with special educational needs and/or disabilities (SEND), achieve well.
At key stage 4, almost all pupils follow the suite of subjects that make up the English Baccalaureate.
In most subjects, leaders have thought carefully about the detailed knowledge that pupils should learn and in which order this knowledge should be taught. These subject curriculums are well organised.
Teachers provide frequent opportunities for pupils to revisit their learning. Added to this, teachers identify and address gaps in pupils' learning swiftly. This helps pupils to remember, practise and build on what they already know.
In a small number of subjects, leaders' curriculum thinking is less well developed. In these subjects, teachers are not as clear about the knowledge that pupils should learn. This means that some pupils do not deepen their knowledge as effectively as they should.
Leaders have ensured that teachers are supported well to further develop their strong subject knowledge. Mostly, teachers select appropriate activities that help pupils to learn the curriculum well. Where the curriculum is less well developed, there are occasions when teachers do not support pupils to address the gaps in their knowledge quickly enough.
This sometimes slows pupils' learning.
Leaders quickly and accurately identify the needs of pupils with SEND. They ensure that teachers receive detailed information about the needs of these pupils.
Teachers use this information skilfully to support pupils with SEND during lessons.
Leaders prioritise reading across the school. They take prompt action to identify pupils who find reading more difficult.
Leaders support these pupils well to ensure that they can fully access the curriculum. Teachers instil a love of reading in pupils. Leaders and teachers help pupils to develop their wider communication skills and subject-specific vocabulary.
Pupils conduct themselves well in lessons and around school. Disruption to learning is rare.
Leaders care deeply about preparing pupils for life in modern Britain.
They ensure that all pupils have access to a rich and vibrant personal development programme that is frequently refined in response to local and world events. Pupils celebrate diversity. They learn about the importance of equality and tolerance.
Leaders ensure that these key themes are woven powerfully through other areas of the curriculum.
Pupils access an extensive and well-designed programme of careers education, information, advice and guidance. They benefit from strong links with a broad range of employers.
Leaders ensure that all pupils make informed decisions about their futures.
Staff are proud to work at the school. They appreciate the thought that leaders give to their well-being and workload.
Governors know the school well and provide effective support and challenge to leaders.
The arrangements for safeguarding are effective.
Staff understand the risks that pupils may face in the community.
Leaders ensure that all pupils are taught about how to keep themselves and others safe. Pupils are taught how to stay safe online and how to develop healthy relationships.
Staff and governors access regular safeguarding training.
Staff know how to report any concerns that they may have about pupils' safety and welfare. Leaders engage well with external agencies to ensure that pupils and their families get the timely support that they need.
Pupils are confident that there is an adult in school with whom they can speak if they are worried.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• In a small number of subjects, teachers are not clear enough about some of the key knowledge that they should deliver. This prevents pupils from gaining the depth of knowledge that they could. Leaders should finalise their curriculum thinking in these remaining few subjects so that all pupils, including disadvantaged pupils, can achieve as highly as they should.
• In the small number of subjects where the curriculum is still in development, there are times when teachers do not address pupils' misconceptions quickly enough. Occasionally, this leads to gaps in pupils' knowledge and slows their progress through the curriculum. Leaders should ensure that teachers support all pupils to address gaps in their knowledge.