Olive AP Academy - Suffolk

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About Olive AP Academy - Suffolk

Name Olive AP Academy - Suffolk
Website http://apsuffolk.oliveacademies.org.uk
Ofsted Inspections
Ms Ellen Watson
Address Chilton Way, Stowmarket, IP14 1SZ
Phone Number 01449613931
Phase Academy
Type Academy alternative provision sponsor led
Age Range 7-16
Religious Character Does not apply
Gender Mixed
Number of Pupils 11
Local Authority Suffolk
Highlights from Latest Inspection

What is it like to attend this school?

Positive relationships based on trust are key to pupils' success. Adults take time to get to know them.

Pupils benefit from a calm and orderly environment, which helps them re-engage into education. They feel happy, safe and secure as a result.

Being 'Olive' is important for pupils.

It demonstrates how they reflect the school's values during their time at the provision. Pupils' confidence and self-belief. The 'Olive Way' represents the high expectations staff have of pupils.

Pupils feel valued and learn that they can be successful. They show this through their good attitudes to learning and the high-quality work they produce.

Pupils say that... behaviour in the school has improved.

They work happily alongside one another in lessons. Lunchtimes are sociable occasions. During the inspection, for example, pupils chatted together and participated in organised team games in the sports hall.

Pupils report that bullying is rare. They know who to talk to if they have any concerns. Pupils trust that adults will sort out any problems.

Pupils talk enthusiastically about their outdoor learning. They say it provides the opportunity to learn new skills. As a result, pupils are eager to explore different work-related experiences, such as carpentry and tourism.

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

Within a relatively short timescale, leaders have brought about rapid improvements in the quality of education. Working with trustees and the interim progress board, they have established a shared vision and purpose. This ensures that each pupil has a personalised pathway for their learning.

Pupils have often spent time out of education previously. Leaders are highly effective in identifying pupils' needs, including those pupils with special educational needs and/or disabilities (SEND). Individual plans build on pupils' starting points, prioritising social and emotional needs.

Consistent routines support pupils' behaviour effectively. Safe places in the school provide environments where pupils can go to help them to regulate their emotions. Consequently, pupils are better prepared to restart their learning.

Leaders' curriculum plans identify the essential knowledge pupils need to learn and remember. They focus on providing pupils with core skills in literacy and mathematics. Leaders' curriculum plans build pupils' knowledge in small steps.

They provide pupils with opportunities to learn through real-life experiences. In mathematics, for example, pupils selected and purchased the ingredients for their cooking activity. Older pupils achieve national qualifications, such as functional skills.

This ensures that they have the knowledge and skills needed for the next stage of their education.

Teachers make effective use of their secure subject knowledge in order to provide pupils with clear explanations. They check pupils' understanding as they work, often by recapping information.

Individual interventions address any misconceptions. Teachers' feedback comments relate to the school's values that promote the 'Olive way'. Pupils make good progress because of the consistent use of these approaches.

Leaders capture this information about what pupils know and can do through regular checks. However, they do not make full use of this information. They have not carried out an in-depth evaluation of the curriculum to help them to understand what pupils remember in the long term.

Leaders do not have a full understanding of the refinements they need to make to their curriculum plans to ensure that pupils remember all their learning over time.

Leaders have prioritised reading. The reading curriculum is carefully planned and implemented effectively by well-trained staff.

Every learning activity includes a reading task. Leaders select high-quality books that are ambitious and reflect a range of themes. Teachers ensure that they adapt texts to meet individual needs well.

For example, pupils acted roles in Macbeth by reading scripts adapted from the play. A regular delivery of books to each class motivates pupils to read frequently. Leaders have strengthened their approach to support older pupils in the early stages of reading.

A programme is in place to provide these pupils with the phonics knowledge they need to read successfully.

Leaders promote pupils' personal development effectively. The curriculum for personal, social and health education (PSHE) is well-planned.

Pupils have opportunities to discuss a range of issues set in real-life contexts. Pupils take part in weekly outdoor activities working alongside external organisations. This helps to develop pupils' sense of responsibility.

Pupils receive helpful careers advice. Experiences and visits teach pupils about the world of work and prepare them well for their next stages of education.

Staff welcome the collaborative approach promoted by leaders.

They are consulted before leaders make key decisions about the school. This helps to ensure that their workload is manageable. Morale is high.


The arrangements for safeguarding are effective.

Leaders understand the importance of safeguarding work across the school. Safeguarding permeates through every aspect of school life.

Discussions about pupils' welfare are regular and central to the support the school offers to meet their needs. Staff receive comprehensive training and updates through briefings and bulletins. Staff report any concern, no matter how minor it may seem.

Leaders follow up concerns promptly. They pursue all issues tenaciously in order to help pupils and families get the support they need. Leaders work together with other agencies, using a range of expertise, to ensure that pupils are kept safe.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have not made effective use of all the information they collate to fully evaluate the impact of their planned curriculum. This means that they do not have a strategic overview of how well plans are working and what pupils remember across subjects over time. Leaders should ensure that they complete detailed evaluations of the effectiveness of all subjects so that they know precisely what is working well and what needs to improve.

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