Braunton Academy

Highlights from Latest Inspection

Outcome

Braunton Academy has taken effective action to maintain the standards identified at the previous inspection.

The principal of this school is Fay Bowler. This school is a standalone academy, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Fay Bowler, and overseen by a board of trustees, chaired by Julie Fry MBE.

What is it like to attend this school?

Pupils value the community at Braunton Academy. They feel safe, nurtured and valued. The school has high expectations for pupils' academic, social, emotional and physical development.

Pupils aspire to achieve well. They have positive a...ttitudes to learning. In lessons and around the school, pupils behave well.

They demonstrate kindness and empathy towards each other.

Pupils relish the breadth of sporting opportunities that the school offers, such as athletics, golf and football. A large proportion of pupils participate in extra-curricular sports clubs and events.

Pupils are enthused by the opportunities provided by the performing arts events in the school. This enables many pupils to develop confidence and skill in public speaking. For instance, through the development of drama skills, pupils were enabled to voice their views about the school's homework policy and effect change.

Through the curriculum, pupils develop an informed understanding of citizenship and their roles in the world around them. For example, pupils in the eco-club gathered the views of their peers about a potential offshore wind farm in the area. Pupils experience the process of democracy through voting for the school council representatives.

They develop leadership skills and inform the development of the school.

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

Leaders' vision for the continued development of the quality of education is shared by staff. They work hard to ensure that pupils study a well-designed curriculum, enabling pupils to build progressively on their prior knowledge.

Teachers have strong subject knowledge. Routinely, pupils review what they know before they move on to more complex concepts. For example, pupils revise their knowledge of deforestation and desertification in geography in preparation for more complex study.

Pupils are supported to discuss their ideas about the topics they are studying to deepen their thinking.

Staff identify the learning needs of pupils with special educational needs and/or disabilities (SEND) well. Despite some turbulence in the staffing for pupils with SEND, the school has now established clear and effective procedures to ensure that pupils' needs are met in most areas of the curriculum.

However, in some areas, staff do not adapt the teaching of the curriculum to enable pupils with SEND to learn successfully. In some areas, staff do not check that pupils fully understand the topic they are studying before progressing to more complex knowledge.

Reading is prioritised across the curriculum.

The school checks pupils' reading skills routinely to identify those who may struggle with decoding or comprehension. Pupils' reading needs are identified with precision, and support is put in place. Reading for enjoyment is a key feature of the curriculum.

Pupils enjoy reading a breadth of texts. Weekly, older pupils read a part of the class novel to younger pupils. The school immerses all pupils in the study of Shakespeare's plays.

Pupils told the inspector how much they enjoyed reading and performing 'Romeo and Juliet'.

The personal, social and health education programme prepares pupils well for life beyond school. Pupils learn about the importance of consent and healthy relationships.

The school supports pupils to develop an impressive understanding of other cultures and ways of life. For example, some pupils raise funds to visit Uganda as part of a charity project. Pupils' knowledge about the subjects they study is enriched through a breadth of trips and visitors.

For instance, pupils experience professional drama productions with the National Theatre. They visit London to enhance their understanding of their cultural and political heritage. Pupils receive strong careers guidance, which informs them about further education, apprenticeships and employment opportunities.

Pupils attend school well. Through strong relationships with staff, pupils are supported to manage their behaviour well. In lessons and around the school, pupils learn in a calm, harmonious environment.

Consequently, the proportion of suspensions is decreasing.

Governance is very strong. Through forensic scrutiny of the work of the school, trustees pose effective challenge and support in equal measure.

Trustees' work aligns with the improvement priorities of the school. Staff are positive about the ways in which leaders support their workload and promote their well-being.

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 curriculum areas, staff do not adapt the ways they teach the curriculum to address the learning needs of pupils with SEND. As a result, some pupils with SEND do not learn well in these areas. The trust must ensure that staff adapt their teaching approaches so that pupils with SEND learn with confidence and success.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024, graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be good for overall effectiveness in June 2016.