Sycamore Academy

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About Sycamore Academy

Name Sycamore Academy
Ofsted Inspections
Head Teacher Mr Paul Worley
Address Abbotsford Drive, St Ann’s, Nottingham, NG3 4QP
Phone Number 01159155804
Phase Academy
Type Academy converter
Age Range 2-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 484
Local Authority Nottingham
Highlights from Latest Inspection


Sycamore Academy continues to be a good school.

The headteacher of this school is Paul Worley. This school is part of L.


Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Diana Owen, and overseen by a board of trustees, chaired by Andy Buck.

What is it like to attend this school?

Pupils enjoy coming to this welcoming and inclusive school.

They appreciate their caring teachers, who are always ready to help them. They feel listened to and safe because staff are quick to help them to resolve any problems.

Pupils are enthusiastic learners and to do their best.

They explain that 'you need to be responsible to be in our school family'. If they find this difficult, they get extra help. Pupils say that bullying is rare.

They relish receiving golden tickets for showing 'SHINE' attitudes, such as 'everyone works together'. Pupils are proud to be part of the citizen group, and to take on responsibilities such as school councillors and lunchtime servers.

The school is aspirational for all its pupils.

They study a wide range of interesting topics and books that enthuse them to learn new and ambitious vocabulary. Pupils take being a global citizen seriously and celebrate the diverse cultures within their community. They have many valuable experiences, including music and sports, as well as going on residential visits, including overseas.

Pupils' talents and interests are nurtured.

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

The school is ambitious for every child to receive the best possible education. There have been many staff changes during the past year.

The school has worked alongside the trust to ensure that it continues to improve. This has included timely support to boost the capacity of the dedicated staff team.

The school has made many recent changes to its systems and procedures.

This has included refining some curriculum plans. Staff have the expertise to deliver and make checks on the curriculum. In most subjects, the curriculum is well taught.

Staff revisit important learning with pupils so that they can recall what they have learned and build on it successfully. However, in a small number of subjects, the curriculum is not consistently well delivered and pupils do not learn as much of the subject curriculum as leaders intend.

Reading is a priority at Sycamore Academy.

There is a rigorous and consistent approach to teaching pupils to read. They begin to learn to read as soon as they join in the Reception year. Children in the Nursery develop important listening and sound discrimination skills.

Carefully selected books are used as part of the curriculum. The school ensures that pupils become confident readers who can study texts in detail. Adults read regularly with and to pupils.

Pupils enjoy using the rich array of books across the school. This helps them to develop a love of reading.

The school has refined the mathematics curriculum.

Leaders have provided staff with useful training in this refined approach. Pupils are supported to systematically explain and deepen their learning. They have helpful opportunities to broaden their understanding of reasoning and problem-solving.

The school ensures that pupils learn increasingly sophisticated vocabulary across all subjects. As a result, pupils' confidence to explain their understanding increases as they move through the school.

Pupils with special educational needs and/or disabilities (SEND) are fully included in the life of the school.

The well-considered pastoral provision supports these pupils to be ready to learn. The school has improved how it makes checks on the gaps in knowledge that pupils with SEND may have. However, staff do not reliably provide the right support and adaptations to the curriculum that these pupils may need.

Sometimes, pupils with SEND do not develop their independence and fluency as quickly as they could.

Children get off to a strong start in the early years. This is because the school makes strong links with children and their families.

Children enjoy the engaging activities and clear routines. This prepares them well in readiness for Year 1 and beyond.

The school has a calm and purposeful environment.

Learning is rarely disrupted. Pupils' attitudes to their learning are positive. Most attend regularly.

Where this is not the case, the school takes robust steps to improve attendance.

The school prioritises pupils' well-being. Pupils learn about different beliefs and family structures.

They have an age-appropriate understanding of relationships and of respect. They are being well prepared for life in modern Britain.

Parents appreciate the approachable school staff.

The vast majority feel confident that their children are safe and happy.

Staff are proud to work at Sycamore Academy. They say that they feel fairly treated as part of this supportive team.

Staff appreciate that leaders have been mindful of their well-being, particularly during many recent changes.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, the school's curriculum is not as well implemented as it is in others.

Pupils' learning in these subjects is not as secure as it could be. The school should ensure that teachers receive the support they need to deliver the curriculum fully across all subjects so that all pupils, including in the early years, achieve as well as they can. ? Some pupils with SEND do not learn their curriculum with increasing fluency and independence.

This does not help them to make as much progress as they could. The school should ensure that staff provide precise support and adaptions so they become increasingly fluent and independent learners.


When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be good in November 2014.

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