Blessed Carlo Acutis Catholic and Church of England Academy

Highlights from Latest Inspection

What is it like to attend this school?

The staff at Blessed Carlo Acutis Catholic and Church of England Academy want the best for pupils, families and the community. There is a strong sense of belonging and unity. Pupils are proud to belong to this vibrant school community where diversity is cherished.

The school is warm and welcoming, and pupils are well cared for by staff. As a result, pupils feel safe in school.

Pupils endeavour to uphold the school's values.

Recently, the school has considerably strengthened its approach to managing unacceptable conduct. Pupils behave well in lessons and around school. They value their friends and the positive relationships that they have with staff.

...Pupils are happy in school.

The school has increased the level of ambition that it has for pupils' achievement. It has made many positive changes to the quality of education that pupils receive.

However, it is too soon to see the full effects of these changes on how well pupils achieve. Some pupils do not achieve as well as they should. This is reflected in the most recent published outcomes.

Pupils benefit from the extensive personal development offer available to them. They have many opportunities to take part in an increasing number of extra-curricular activities. This includes sports clubs and residential visits.

Pupils are keen to take on leadership roles, such as acting as student chaplains, school council members and mentors for younger pupils.

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

Over the past two years, the school has seen significant changes in leadership. With support from the trust, positive steps have been taken to improve the curriculum.

These changes have been largely successful. However, some older pupils have not fully benefited from these curriculum improvements. Some of these pupils have gaps in their learning from weaknesses in the previous curriculum.

The curriculum is now well designed. This ensures that all pupils, including those with special educational needs and/or disabilities (SEND), can build their knowledge in clear, logical steps. More pupils are now studying the English Baccalaureate suite of subjects.

Teachers have been given the support needed to teach the curriculum effectively. They provide clear explanations and design lessons that help pupils to develop their knowledge well. The school has strengthened its processes for checking how well pupils have learned the curriculum.

Teachers identify and address most gaps in pupils' learning quickly. However, at times, teachers' checks do not fully uncover gaps in pupils' understanding or provide enough opportunities for pupils to progress when ready.

The school has robust systems in place for identifying pupils who require additional support, including pupils with SEND.

Staff know their pupils well and ensure that all can access the curriculum. The school quickly identifies pupils who need further help to read fluently. Pupils receive swift and effective support that helps them to read confidently.

The school has implemented a range of measures, such as the development of the school library, to promote a culture of reading for enjoyment.

The school has recently enhanced its approach to managing behaviour and for improving attendance. For instance, staff bring together information about pupils' behaviour, safeguarding, attendance and additional needs.

In the main, classrooms are calm and orderly. However, too many pupils, including some vulnerable pupils, do not attend school as regularly as they should. The school has suitable processes in place to address this low attendance.

These are beginning to take effect. Pupils' rates of attendance are improving.

Pupils confidently discuss topics from their personal, social, and health education lessons.

They demonstrate a good understanding of healthy relationships, staying safe, and British values, as well as other cultures and faiths. The school's personal development programme includes comprehensive careers guidance, offering tailored opportunities for pupils to make informed decisions about their future.

Leaders at all levels, including those responsible for governance, understand the priorities of the school.

The trust provides supportive challenge to ensure that the school takes effective action to further improve. Leaders are committed to enabling pupils to flourish.

Staff are proud to work at the school.

They share the school's resolve to improve the quality of education that it provides. Staff appreciate leaders' consideration of their workload while new initiatives are being introduced.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some older pupils have gaps in their knowledge from weaknesses in the previous curriculum. This hinders these pupils from learning all that they should in readiness for the next stage of their education. The school should ensure that teachers identify and remedy these gaps in pupils' knowledge swiftly.

• In some instances, teachers do not check on pupils' learning as effectively as they should. This sometimes leads to misconceptions not being addressed or pupils not moving onto new learning when they are ready. The school should ensure that teachers are equipped to systematically assess pupils' understanding, to help them to revisit or advance their learning as needed.

• A few pupils do not attend school as often as they should. This further exacerbates the gaps in these pupils' knowledge and prevents them from benefitting from all that the school has to offer. The school should endeavour to build on its recent successes and secure further improvements to these pupils' rates of attendance.