Ark Evelyn Grace Academy

Highlights from Latest Inspection

What is it like to attend this school?

This is a welcoming and happy school.

The last two years have seen many improvements for pupils at Ark Evelyn Grace Academy. Staff care deeply that all pupils achieve, both academically and personally. The trust has supported the school to establish an inclusive and aspirational culture.

Most pupils enjoy the education and wider opportunities that the school provides.

The school community has recently re-set the school values. The 'culture compass' has been established which puts 'Community, Ambition, Integrity, Professionalism and Perseverance' at the heart of the school.

These values are also seen in the way staff and pupils treat each other.
<...br/>Historically, pupils have not achieved as well as they should have by the end of key stage 4, including in national assessments. Leaders have acted decisively to identify and address these failings.

This oversight has helped make positive changes to the curriculum.

Pupils value the way in which the school provides support for their emotional and physical welfare. For example, through counselling and mentoring.

Bullying is increasingly rare and gets dealt with effectively. The school demands good conduct from everyone, and most pupils behave well. Pupils behave better and attend more regularly than was previously the case.

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

The school has strengthened the quality of the curriculum and how effectively it is taught. The curriculum is broad and ambitious. However, because of previous weaknesses in the delivery of the school's curriculum, some older pupils have gaps in their subject knowledge and skills.

Leaders have identified and implemented consistent and effective strategies to deliver the curriculum more securely. The impact of these improvements is not yet seen in the published outcomes for the school.

The school is aspirational for what pupils can achieve.

It provides staff with targeted professional development. Teachers apply their expertise in lessons with increasing consistency and skill. For example, staff use their expert subject knowledge to explain new learning with great clarity.

The school recognises that there remains further work to do to ensure that some improvements to the curriculum, and how it is taught, are sustained so that all pupils achieve as well as they can.

The school's work to identify and support pupils with special educational needs and/or disabilities (SEND) is strong. Teachers make adaptations to learning for these pupils because of the precise information and guidance on their 'pupil passports.'

Some pupils need additional support with their reading when they join the school. The school identifies precisely what kind of additional help these pupils need to become confident, fluent readers.

The school's new behaviour systems ensure that the rules for behaviour and conduct are clear to pupils.

Pupils and staff recognise that behaviour in school has significantly improved. The school works closely with families of those pupils whose behaviour or attendance needs to improve. As a result, the school is a much calmer environment and lessons are rarely disrupted.

The school's increased expectations for behaviour have resulted in an increase in the number of pupils being suspended. These pupils miss important learning.

Pupils are taught a well-designed programme for personal, health and social education.

This includes through form time and workshop days. Pupils' understanding is further enhanced by visiting speakers and visits. Pupils learn about the importance of differences among people and how to treat one another with respect.

The school's careers advice and guidance programme aids pupils in making informed choices about their next steps in education, employment, and training.

Leaders are ambitious for the school and its pupils. Staff are positive about working at the school.

They report that workload is managed appropriately, and they are proud of the improvements that have been made over time. The trust has supported and led effective work to ensure consistency, especially around teaching, learning and behaviour. The school's work to support disadvantaged pupils is a significant strength.

This has ensured that disadvantage does not hold pupils back from participating fully in school life and aiming high.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Due to previous weaknesses in the implementation of the curriculum, some older pupils have gaps in their knowledge in some subjects.

The school needs to ensure that teachers have the expertise to assess accurately where pupils have gaps and implement the revised curriculum as effectively as possible. ? The number of pupils suspended from school has been too high. These pupils miss out on important learning.

Leaders should ensure that they continue to embed the behaviour systems so that suspensions continue to reduce