The Avon Valley School and Performing Arts College

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About The Avon Valley School and Performing Arts College

Name The Avon Valley School and Performing Arts College
Ofsted Inspections
Headteacher Mr Blake Francis
Address Newbold Road, Newbold-on-Avon, Rugby, CV21 1EH
Phone Number 01788542355
Phase Secondary
Type Foundation school
Age Range 11-16
Religious Character None
Gender Mixed
Number of Pupils 1096
Local Authority Warwickshire
Highlights from Latest Inspection

What is it like to attend this school?

Avon Valley is an inclusive, warm and welcoming school. Pupils are very well cared for and pupils know this.

There are strong relationships between pupils and staff. Pupils embrace the school values of 'aspire, engage and achieve'. Pupils say they feel safe.

Pupils say that bullying does not happen often, but when it does, staff are quick to sort it out.

Pupils behave well. In lessons, they display positive attitudes to their learning.

Teachers have extremely high expectations of pupils and these are well understood and communicated through the 'The Avon Valley Way'. Leaders have placed a great emphasis on improving attendance, particularly after the... pandemic. Pupils attend well.

They move around the school site sensibly and are polite and friendly to visitors.

Pupils experience a wide range of opportunities outside of lessons. These activities broaden their horizons and encourage pupils to be confident and resilient.

For example, pupils take part in a wide range of sports and drama clubs. They are keen to contribute to their local community and fund raise through events such as 'letters against loneliness' and 'the gift of giving'. Parents and carers are particularly supportive of the school.

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

Leaders have thought carefully about what they want pupils to know, do and understand in key topics. Leaders have sequenced the curriculum effectively to achieve this.

Teachers use assessment strategies such as 'closing the gap' well to check that pupils have learned the important knowledge that they need.

Teachers use assessment information effectively to revisit learning that pupils may have forgotten and to pinpoint and address pupils' misconceptions.

Leaders are ambitious for pupils with special educational needs and/or disabilities (SEND). Their needs are identified swiftly and communicated clearly to staff.

Teachers have the information to help them meet the needs of these pupils. However, not all teachers use this information well. This means that some pupils with SEND do not get the support they need to access the curriculum.

As a result, some pupils with SEND do not always make the progress of which they are capable.

Leaders have prioritised reading. They have introduced initiatives such as 'drop everything and read'.

However, this is not always consistently embraced by all pupils. Leaders identify pupils who need support with their reading. Staff use a range of strategies to support these pupils.

This is beginning to help them become better readers. Leaders recognise that there is more work to do to help some pupils become fluent readers.The proportion of pupils at key stage 4 who choose subjects that make up the English Baccalaureate (EBacc) - the combination of academic subjects that help to keep pupils' options open for further study - is much lower than the government's ambition.

Leaders have plans in place to increase the numbers of pupils who will study the EBacc.

Pupils display very positive attitudes to their learning. Instances of low-level disruption are rare.

Teachers address any issues quickly. Leaders have set very high expectations for pupils' conduct. They have thought carefully about how they can teach pupils to behave well rather than simply issue sanctions.

Pupils care about their school and are proud to be members of it.

The school's efforts to develop pupils' wider development is a strength. Leaders have constructed an effective curriculum that teaches pupils about a range of important issues, such as healthy relationships, media portrayal and consent.

The school's inclusive nature means that pupils respect different cultures, beliefs and characteristics. Pupils experience a comprehensive careers programme. It gives pupils effective guidance on their next steps in education, apprenticeships or training.

Governors are very well informed and know the school's strengths and weaknesses. They hold leaders to account for the performance of pupils. They visit the school regularly to speak with leaders, check safeguarding records and talk to pupils.

Staff are proud to work at the Avon Valley School. They value the ways in which school leaders care about their well-being and workload.


The arrangements for safeguarding are effective.

Leaders have created a strong safeguarding culture. They have ensured that staff are clear about the dangers that pupils may face. This includes when pupils are online.

Staff are extremely knowledgeable about the local safeguarding risks. Adults report concerns about pupils in a timely manner and leaders follow up on these concerns appropriately.

Leaders work effectively with external partners.

They are tenacious in their efforts to ensure that pupils and their families get the help that they need. Pupils learn how to keep themselves safe. They are taught about issues such as violence and consent.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some teachers do not provide pupils with SEND with effective support in lessons. As a result, pupils with SEND do not achieve as well as they should. Leaders should ensure that staff are making the necessary adaptations to their lessons so that all pupils achieve the best possible outcomes.

• Some pupils do not see the importance or value in reading widely and often. As a result, despite leaders' efforts to prioritise reading, some pupils do not benefit from strategies to encourage reading. Leaders should ensure that there is a well-implemented strategy to promote a culture of reading across the school.

• There is a low take-up of pupils studying the combination of subjects that make up the EBacc at key stage 4. This means that too few pupils choose to study the range of academic subjects that make up the EBacc. Leaders should continue their efforts to ensure that the EBacc sits at the heart of the curriculum.

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