Cowley Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils appreciate the significant improvements that have occurred since the school opened in 2022.

They value the care given by school and trust staff. Pupils have a strong sense of belonging to the school and the academy trust. The school lives daily its core key values of, 'aspire, challenge and achieve'.

Pupils are proud of their school. They feel safe. They know who to turn to if they have worries or concerns.

Pupils recognise the strength of the pastoral care and the support that is readily available.

The school sets high expectations of pupils and their learning. Pupils work diligently and learn well.

They take pride in their work and ...successes. Pupils cherish their 'aspire awards'. They conduct themselves well in lessons and during breaktimes.

Pupils gain from many personal development opportunities. They learn about healthy lifestyles, including physical and mental health. Pupils are taught the importance of diversity, equality and respect.

Most parents and carers recognise the improvements in the school. Typical comments from parents include, 'I have nothing but praise for Cowley. My child loves coming to school and is absolutely thriving.'



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

Leaders have improved the school significantly since it opened. They lead with a strong moral purpose. Leaders put pupils at the forefront of everything the school does.

Governors have focused on the right priorities. They support and appropriately challenge leaders. There is a relentless focus on continuous improvement.

The school's curriculum prepares pupils well for their next stages. The curriculum is ambitious and aspirational for all pupils. Pupils in key stage 4 have opportunities to study appropriate academic and vocational qualifications.

The proportion of pupils who access the English Baccalaureate is increasing each year. The school has developed ambitious subject curriculums that identify the knowledge and skills pupils need to learn and when. Pupils revisit and build learning over time.

For example, in history they deepen their understanding of concepts, including continuity and change, and chronology.

Teachers have strong subject knowledge. They check pupils' learning thoroughly.

Staff use assessment information to identify misunderstandings and address gaps in pupils' knowledge. They give guidance about what pupils need to improve. Pupils appreciate this and respond well.

The school's published outcomes for 2024 are not reflective of the curriculum that current pupils are learning. Pupils are enabled to know and remember more over time. Pupils learn well.

There have been many changes over the past two years to strengthen the provision for pupils with special educational needs and/or disabilities (SEND). Teachers use key information to adapt their teaching. They enable pupils with SEND to access the same learning as their peers.

On occasions, the information used to support pupils with SEND lacks precision. When this is the case, some of these pupils do not achieve as highly as they could

The school promotes pupils' love of reading. Pupils who are at an early stage of reading are supported to become confident and fluent readers.

Staff are trained to provide specific support, for example to deliver age-appropriate phonics.

The school sets high expectations of pupils' behaviour. These high expectations are consistently met.

Many parents, pupils and staff recognise a significant improvement in pupils' behaviour in recent years. Pupils' conduct is positive. There is a strong culture of respect.

The school provides many opportunities for pupils' personal development. The personal, social, health and economic education offer is carefully structured. Relationships and sex education is age appropriate.

The school promotes pupils' moral and social development well. However, the range of experiences and opportunities to enhance pupils' interests and talents are rather limited. The school's careers, advice and guidance provision is particularly strong.

Pupils are prepared well for their next steps.

Staff are very proud to be part of this school. The school is considerate of staff well-being and workload.

Staff appreciate training opportunities. They embrace and value the changes that have led to significant improvements in recent years.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school has not fully embedded its approach to identify and provide for all pupils with SEND. As a result, some of these pupils do not develop their knowledge, understanding and skills as well as they could. The school needs to ensure that its provision for pupils with SEND enables these pupils to achieve highly.

• Opportunities to develop pupils' interests and talents are not as wide ranging as needed. As a result, pupils' interests and talents are not nurtured as well as they could be. The school needs to ensure that pupils' interests and talents are nurtured and developed.