Bournemouth Park Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Bournemouth Park Academy are polite, courteous and respectful. They demonstrate this through their relationships with each other and the adults in school. Pupils say that school is a happy place to be.

Pupils feel safe. They know who to go to if they are upset or worried about something.

Pupils live up to the school's high expectations.

They learn a broad and balanced curriculum, which includes opportunities to develop their vocabulary. Pupils show positive attitudes to learning. They are generally attentive in lessons and contribute ideas.

This helps them to achieve well. Pupils are prepared well for the next stage of their learning.
<...br/>Pupils use the three behaviour rules of 'be ready, be safe, be respectful'.

These support pupils to behave well in lessons and during social times. The small number of pupils who find managing their behaviour more challenging are supported by effective strategies that help them.

The school helps pupils to understand the diverse world they live in.

They learn about discrimination and why fundamental British values are important. Pupils know how to keep safe in the community and online. They experience a range of clubs and visits, which they enjoy.

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

The school has constructed an ambitious, clear and well-sequenced curriculum for all subjects. It has identified the precise knowledge pupils need to learn from the early years to Year 6.

Teachers' subject knowledge is secure.

In almost all subjects, teachers present information in clear and concise ways. Pupils have opportunities to revisit prior learning and learn important words. Pupils' work is appropriate to their age and stage of learning.

In some subjects, teachers do not always check pupils' knowledge regularly. This means pupils do not always remember the key knowledge the school intends them to learn.

The school has prioritised reading.

Consistent, high-quality phonics teaching across the school means pupils quickly learn to read. The school regularly checks what pupils know and remember. It uses this information to plan effective reading interventions.

Consequently, most pupils can keep up and catch up with their phonics learning. However, some pupils at the early stages of reading do not always have the opportunities they need to re-read words and sentences to develop fluency.

The school is an inclusive environment for all pupils to learn.

Appropriate adaptations are made to learning and provision. For example, the creation of the nurture space meets the needs of individual pupils when required. Such adaptations mean that pupils with special educational needs and/or disabilities (SEND) can access learning alongside their peers.

Pupils with SEND are well supported by school staff so that they make strong progress through the curriculum.Children in the early years get off to a good start. They develop secure early English and mathematical knowledge and skills.

There are a range of well-considered learning opportunities on offer. Children use these opportunities to explore, practise and develop their learning. Most adults engage well with the children.

Children are well prepared for Year 1.

Attendance is a priority. The movement of pupils in and out of the school is high, which means there is an impact on attendance.

The school has robust systems in place to track pupils' attendance and support families where attendance is a concern. Consequently, attendance is improving.

The school has prioritised establishing meaningful relationships with pupils.

Pupils have a calm, caring and purposeful environment in which to learn. Most pupils follow the school rules. There are systems in place to track, analyse and address behaviour incidents.

This has helped these incidences reduce over time.

Pupils attend a range of clubs and trips that enrich the curriculum. Pupils can take on roles of responsibility such as school councillors, roles in classes and Year 6 prefects.

Pupils learn about healthy relationships. They take part in a variety of themed activities that help them understand the wider world such as charity events, careers week and mental health and first-aid week.

The school and the trust regularly reflect and evaluate the work of the school.

This has enabled effective action and rapid improvements to take place in the school. Governors, trustees and the CEO are integral parts of this process. They check on any improvements being made.

This supports leaders and holds them to account.

Staff in the school are very happy. They feel well supported with their well-being and workload.

They appreciate the ongoing training and support that enables them to develop their teaching and expertise.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some pupils at the early stages of reading do not have the opportunities they need to re-read words and sentences when reading with an adult.

This means these pupils do not become fluent readers as quickly as they could. The school should ensure that all staff have the knowledge and expertise to support early readers, so they increase the opportunities for pupils to become fluent and confident readers. ? In a few subjects, teachers do not consistently check that pupils learn and remember the important knowledge the school intends them to know.

This leads to some pupils developing gaps in their learning. The school should ensure that staff check pupils' knowledge and understanding effectively in all subjects. This should be done in a way that does not add to teachers' workload.