Arnold Hill Spencer Academy

Highlights from Latest Inspection

What is it like to attend this school?

Arnold Hill Spencer Academy has high expectations of what all pupils will achieve. It provides a challenging curriculum that is designed well to meet pupils' aspirations.

The school wants all pupils to 'be inspired and achieve together'.

Typically, pupils enjoy their learning and have positive attitudes towards school. The school has recently raised its expectations of pupils' conduct.

Most pupils now live up to these. They follow routines well and typically behave in lessons. Low-level disruption is not tolerated.

As a result, the school has a calm and purposeful atmosphere. Pupils are safe. Pupils feel confident that they have a trusted adult they ...can got to.

Pupils enjoy social times together and work collaboratively in lessons.

The school provides numerous opportunities for pupils to enjoy learning beyond the classroom. These include educational trips, including abroad and to places of interest, as well as opportunities to take part in sports clubs and competitions.

Students in the sixth form value the 'Astral' reward programme. Through these activities and opportunities, pupils develop the tools they need for life in modern Britain.

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

The school has implemented a curriculum that outlines the knowledge that pupils should learn in each subject.

Consideration has been given to the order in which pupils encounter new learning. Pupils build their knowledge and skills over time. This helps pupils to achieve well.

The curriculum supports pupils in reading widely. Weaker readers receive support to develop reading fluency so that they can access the full curriculum.

The curriculum is broad and ambitious for all.

Pupils in key stage 3 enjoy a wide range of subjects. At key stage 4, pupils choose from a well-considered offer of academic and vocational courses. The focus on cultural experiences beyond the classroom has had a positive impact on pupils' enthusiasm for languages, and as a result more pupils are accessing the English Baccalaureate qualification.

Pupils with special educational needs and/or disabilities (SEND) are well supported. Information about the needs of pupils with SEND is shared with teachers and used to ensure that learning in lessons is adapted appropriately.

Staff use their specialist subject knowledge to provide pupils with clear explanations.

In many areas, including in the sixth form, staff check pupils' understanding carefully. At times, however, learning moves on before pupils have grasped essential knowledge. When this happens, pupils struggle with new or more-complex learning.

The school's personal development offer prepares pupils for adulthood well. Pupils learn about important issues, such as healthy relationships and online safety. Pupils said that they value their personal, social and health education (PSHE) curriculum, as it is 'interesting and true to life'.

The school's careers programme helps pupils to make informed decisions about their next steps.

The school's curriculum offer in the sixth form allows for students to achieve exceptionally well. Teachers use their expert subject knowledge to work with eager and dedicated students.

Beyond the classroom, students take on opportunities to develop their leadership skills and interests. They embody the school's vision to 'be inspired and achieve together'. They are driven to achieve.

One student reflected the views of many by saying that they are 'proud to be the ambassadors of the school'.

The school has created a clear vision for behaviour. They use their records of tracking behaviour effectively, so that the school can support all pupils.

Pupils value being rewarded for choosing to do 'the right thing' and, as a result, most behave well. Attendance at the school is improving. However, the attendance of vulnerable pupils is not as strong as that of their peers.

The trust and the school are united in their commitment to the quality of education that pupils receive. They use professional development to make improvements to the delivery of the curriculum. Early career teachers are provided with the relevant training.

Staff feel valued for what they do. They report that leaders consider their workload and well-being. They feel that leaders have embedded a culture of positivity, ambition and care.

One member of staff summed up the views of many, by saying, 'We have been given a big hug, and we now feel valued for what we do.'

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• At times, assessment is not used effectively to check pupils' understanding.

This means that pupils' misconceptions or gaps in their knowledge are not addressed consistently well. This affects how well pupils build up knowledge over time. The school should ensure that assessment is used consistently well to identify and address gaps in pupils' knowledge and inform subsequent teaching.

• Pupils' attendance to the school is improving. However, vulnerable pupils' attendance is not as strong as the rest of their peers. The school must continue its ambitious plans to ensure that the attendance of vulnerable pupils improves.

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