The New Forest Academy

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About The New Forest Academy

Name The New Forest Academy
Ofsted Inspections
Principal Mr Robert Forder
Address Long Lane, Holbury, Southampton, SO45 2PA
Phone Number 02380891192
Phase Academy
Type Academy sponsor led
Age Range 11-18
Religious Character None
Gender Mixed
Number of Pupils 573
Local Authority Hampshire
Highlights from Latest Inspection

What is it like to attend this school?

This is a small and friendly school with a vision to provide the best education for all pupils. Over the last few years, the school has established an inclusive and ambitious ethos.

This can be seen particularly in its work on the curriculum and pupils' behaviour.

The school has raised its ambitions for what pupils can achieve academically. It has refined its curriculum thinking, and this work is embedding well generally.

As a result, pupils take a broader range of subjects, and in most areas, pupils produce work of an increasingly high standard. This includes pupils with special educational needs and/or disabilities (SEND). Where appropriate, some pupils fol...low a personalised curriculum.

Staff carefully tailor this provision for each individual case.

Staff share high expectations for pupils' behaviour and consistently implement the school's routines and systems. Pupils' behaviour is excellent in lessons, and conduct in social time is orderly.

Pupils are polite and respectful. Kindness is one of the school's core values, and there were many examples of this during the inspection. Pupils feel safe and happy.

They are proud to attend a kind school.

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

Curriculum teams have strong subject knowledge. In most cases, they have clearly set out what pupils must know and be able to do at each point of their learning.

This includes linking knowledge to overarching ideas and concepts. Most teachers present new information in logical steps and check that pupils understand it before moving on. Teachers choose activities that allow pupils to apply their learning in different ways.

Pupils respond well to the helpful feedback that teachers provide. There are appropriate adjustments made for pupils with SEND. These are based on the detailed information the school provides about how best to support them.

There is also a common focus on developing all pupils' resilience. For example, pupils routinely use their notes to find answers for themselves before asking the teacher. Where the revised curriculum is fully in place, pupils can remember what they have learned.

All pupils, including those who are disadvantaged and those with SEND, apply it with increasing independence and accuracy. However, this is not yet the case in a few areas.

The school has a clear reading strategy.

Pupils who need additional help with reading are supported effectively. The school identifies gaps in reading knowledge and provides support accordingly. The tutor reading programme exposes all pupils to a wide range of texts.

The approaches used to explore texts in tutor periods are increasingly being used throughout the wider curriculum.

The school's strong pastoral system helps pupils to thrive as individuals. Pupils appreciate the range of extra-curricular activities on offer and enjoy mixing with others.

Pupils generally are confident about who they are, and they respect others who are different from themselves. The school's careers programme is well structured and prepares pupils effectively for future study and the world of work. The school makes effective use of links with local employers.

The personal development programme is carefully considered. Pupils learn how to keep healthy and avoid risky behaviours, including when online. They explore issues linked to equality and discuss different points of view.

The school ensures there are no barriers for any pupil to access careers and personal development activities, including pupils with SEND and those who are disadvantaged. However, the delivery of tutor sessions is not consistently effective. Consequently, some pupils' depth of understanding is not as secure as it could be.

The trust provides strong support, which enables the school to realise its mission to raise expectations. The trust's established systems ensure that there is effective support and challenge of leaders. Statutory duties, including those relating to safeguarding, are fulfilled effectively.

Workload is considered carefully by all, and steps have been taken to reduce unnecessary tasks. Staff enjoy working at the school, and they are very proud to work here.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few areas, the school's new curriculum is not as fully embedded as in others. This means that some pupils do not achieve as highly as they could. The school should continue to ensure that the curriculum is implemented consistently and in line with very best practice that already exists.

• The delivery of the school's personal development programme is not always as effective as it could be. Consequently, some pupils do not develop their understanding of personal, social, health and economic topics as well as they could. The school should ensure that all tutors have the knowledge they need to deliver this programme effectively to all pupils.

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