Chase Terrace Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Chase Terrace Academy learn how to respect 'the CTA way', living out the values of community, tenacity and aspiration. The school cares for its pupils. Pupils speak highly of the personal development lessons they have every morning.

These help them to develop the skills to be confident and successful as they move towards adulthood. Pupils feel safe. They have confidence in the staff to look after them.

The school is a positive and respectful place to learn. It works effectively with the community and the trust. Pupils typically concentrate well and do their best in lessons.

They are polite and courteous around the school site. The school has high ex...pectations for pupils. Pupils enjoy their learning.

As work continues to improve the quality of education, most pupils achieve well.

The school encourages pupils to take on responsibilities through a variety of leadership opportunities. Pupils benefit from this wider offer, which includes a variety of activities and trips.

These include macramé, samba club, Duke of Edinburgh Award and visits overseas. In addition, the school house system engages pupils in competition, for example in sports.

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

The school is aware that pupil outcomes need to improve.

It has embedded a carefully designed curriculum from Year 7 through to Year 13. This curriculum is ambitious. An increasing number of pupils are now studying the English Baccalaureate suite of qualifications.

In response to the sixth-form outcomes, the school has put in place a broader range of subjects, with increased guidance for students on subject choice. Sixth-form students now study courses which are better suited to their needs.

Teachers provide clear explanations when delivering new knowledge.

They select learning activities appropriately. However, the checks on pupils' and students' learning are inconsistent across the school. This means that gaps in their learning persist and pupils struggle with tasks that become more complex.

Some pupils find it hard to link their learning to their previous knowledge.

Pupils with special educational needs and/or disabilities (SEND) have their needs identified with precision. The school ensures that staff have detailed information on these needs to support pupils' learning.

Appropriate adaptations to learning are in place. This helps pupils learn the curriculum well.

Reading is prioritised.

Individual interventions support pupils who need help to develop their reading skills. The school has a large, welcoming library that is well used for lessons and social times. Pupils are encouraged to read widely and often.

Since the last inspection, the school has worked effectively to improve standards of pupil conduct. The core values of respect, community, tenacity and aspiration are embedded. The school works effectively with the community and the trust.

Together, they have changed the culture of the school. The school has high expectations of all pupils. It supports pupils in meeting these expectations.

Attendance is a priority for the school. With the support of the trust, the school has put clear, consistent procedures in place to ensure that this improves. The school now has oversight of any barriers related to attendance.

Despite this, too many pupils are not in school regularly enough, especially more vulnerable pupils. As a result, they miss valuable learning and personal development opportunities.

Personal development is prioritised at the start of every day.

This learning helps pupils gain the important skills needed for their future independence. Sixth-form students value this work in helping them to lead healthy lives and be prepared for their next steps. Careers provision is extensive.

Pupils in all year groups meet employers, colleges and higher education providers. Leaders are aspirational for pupils when guiding their next steps.

Those responsible for governance support the work of the school.

They hold the school to account diligently. Leaders have an accurate knowledge of strengths and priorities. They use this information to identify next steps for the professional development of staff.

However, in some aspects of the school's work, the impact of actions undertaken are not reviewed to understand if they have been successful or require further improvement.

Staff know that their well-being matters. They report positively on how the school engages with them to support with workload.

Staff enjoy working at the school. Increasing numbers of parents and carers speak positively about the improvements to the school and the school's engagement with them.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Too many pupils do not attend school regularly enough. This means that they develop gaps in their knowledge and miss important personal development opportunities. The school should accelerate its work with parents and external agencies so that pupil attendance improves.

• Systems to check on pupils' understanding are not consistent. Consequently, some pupils have misconceptions and gaps in their knowledge which are not addressed. The school should ensure that staff have the knowledge and skills to identify and address gaps in pupils' learning so that future lessons can build on what pupils know and help to secure their knowledge.

• The school does not have a consistent approach to identifying the impact of some actions it has undertaken. Therefore, it does not have an accurate understanding of where improvements have been successful or where further action is needed. The school should ensure it has the right systems in place to evaluate the impact of its work consistently and effectively so that next steps can be prioritised.

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