Arena Academy

Highlights from Latest Inspection

What is it like to attend this school?

Since the previous inspection, the school has significantly improved.

It has high expectations of achievement for pupils, including those with special educational needs and/or disabilities (SEND). This is not yet shown in recent outcomes for national tests. However, improvements to the curriculum show stronger impact on what current pupils know and remember.

Pupils recognise the improvements that have taken place.

Pupils are polite, considerate and respectful. They are familiar with the school's values of collaboration, opportunity, respect and excellence.

Relationships between pupils and staff are warm. Pupils say they feel safe at school.

...Attendance to school is now much better.

Behaviour has also improved significantly. Suspensions have reduced considerably. Pupils respond to the school's high expectations and learn to make positive choices in their conduct.

As a result, they behave well in lessons and conduct themselves in an orderly and calm manner around school. In lessons, pupils are attentive and focus on their learning.

Pupils are very proud of the school's diverse community.

They appreciate the efforts to make a curriculum that reflects their heritage and background. The family feel of the school is strong. Pupils feel that staff listen to their needs and look to make changes as appropriate.

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

Trustees, trust leaders, the school and governors work closely together to focus on the priorities for school improvement. They have established an ambitious and inclusive vision for the school. They are rigorous in monitoring the impact of their actions.

Therefore, they have a clear understanding of what needs to improve and how that can be achieved. Consequently, significant improvements have been made across the whole school.

The school has planned an ambitious and carefully sequenced curriculum.

The curriculum has appropriate breadth and depth to build pupils' wider knowledge and understanding. In key stage 4, pupils can choose from a range of subjects that match their career aspirations. Pupils with SEND learn the same curriculum.

Teachers are given high-quality information about the individual needs of these pupils. They plan adaptations effectively to support pupils' learning.

Teachers are well trained and have strong subject knowledge.

They use this to provide pupils with clear explanations and relevant activities so that they can learn effectively. In some lessons, staff carefully check pupils' understanding. They address misconceptions quickly and challenge pupils to think deeply.

However, this practice is inconsistent. As a result, at times, some pupils do not fully understand what they are learning.

On the whole, pupils produce high-quality work.

This includes pieces of extended writing across their subjects. Pupils' outcomes are now beginning to improve, particularly for disadvantaged pupils and those with SEND.The school prioritises reading.

It systematically identifies pupils who have fallen behind. Staff provide specialist and targeted support so that these pupils catch up. The school also promotes a love of reading.

All pupils have frequent opportunities to read in lessons as well as in dedicated time in form groups.

A small number of pupils access some of their education at alternative provisions. Pupils benefit from this due to the targeted support they get.

Pupils have access to a well-designed personal development and careers programme. This prepares them well for life in modern Britain. They understand risk and how to stay safe, including when they are online.

Pupils have an age-appropriate understanding of healthy relationships and consent. The academy provides many opportunities to nurture pupils' talents and interests. Pupils appreciate the clubs and trips the school offers.

Some pupils are also very proud to hold leadership roles. The careers curriculum prepares pupils for their future choices when they leave the school. Pupils learn about the pathways open to them post-16.

Staff understand their role in keeping pupils safe and know what actions to take if they have any concerns. Leaders consider the workload and well-being of staff when making decisions. Most parents and carers recognise that the school has improved.

They are very positive about how the school now supports their children.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some lessons, assessment is not used effectively to gain a clear picture of what pupils know and understand.

Where this is the case, teachers are not able to address misconceptions or gaps in knowledge. This means that, for some pupils, their progress through the curriculum is restricted. The school should ensure that current strategies are embedded to gain consistency in lessons so that pupils are able to build strong knowledge and understanding.

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