Fulwood Academy

Inspection of Fulwood Academy Black Bull Lane, Fulwood, Preston, Lancashire PR2 9YR

p.1

Inspection dates: 10 and 11 February, and 6 and 7 July

p.1

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Good Leadership and management Requires improvement Previous inspection grade Inadequate 10 and 11 February, and 6 and 7 July 2021

p.1

What is it like to attend this school?

Pupils are happy at Fulwood Academy. They value the support that they get from staff. The pupils with whom inspectors spoke were unanimous in the view that staff care about their well-being. Staff do not tolerate any form of unkind behaviour. Incidents of bullying are rare. When bullying does occur, pupils are confident that staff will deal with it quickly and effectively.

p.2

What is it like to attend this school?

Pupils’ behaviour has improved. This is because most teachers have increasingly high expectations of pupils’ behaviour. That said, occasional low-level disruption spoils the learning of some pupils. Pupils appreciate how visible and how approachable teachers are during social times. Pupils feel safe at school. They socialise well with their peers.

p.2

What is it like to attend this school?

Most pupils are polite and friendly. They are enthusiastic about the vast array of opportunities available to them through the personal development curriculum. For example, pupils said that they learn how to respect others’ cultures and beliefs.

p.2

What is it like to attend this school?

Pupils said that their teachers want them to achieve well. Most pupils concentrate on their learning. However, pupils do not benefit from a curriculum that is delivered consistently well. Some teachers do not ensure that pupils remember new learning as well as they should. Although there are recent signs of improvement, pupils have underachieved for many years by the time they leave key stage 4.

p.2

better?

Leaders have taken appropriate action to increase the breadth and ambition of the curriculum for all pupils. Across key stage 3, pupils study a broad range of subjects in line with the national curriculum. More pupils at key stage 4 are choosing subjects that make up the English Baccalaureate. This is because leaders and teachers are raising their expectations of what pupils can and should achieve.

p.2

better?

Leaders have ensured that the content of subject curriculums is increasingly demanding. Subject leaders have received appropriate training to enable them to plan their subject curriculums effectively. Subject leaders and teachers know what they want pupils to learn and the order in which they want pupils to learn it. As a result, pupils across the school, including those who are disadvantaged and those with special educational needs and/or disabilities (SEND), are making better progress through the curriculum than in the past. Added to this, leaders’ strategies to support pupils who are behind with their reading are beginning to take effect.

p.2

better?

However, although ambitiously planned, the curriculum is not delivered effectively across all subjects. This is because some subject leaders do not check that teachers are delivering the planned curriculum as leaders intend. In some subjects, teachers do not present subject matter in a way that helps pupils to know more and remember more. Additionally, some teachers do not use effective strategies to check 10 and 11 February, and 6 and 7 July 2021

p.2

3

that pupils remember the knowledge that they must learn. This means that pupils’ learning, although improving, is uneven across the curriculum.

p.3

3

The leadership of SEND is improving. The special educational needs coordinator (SENCo) provides all staff with the information that they need to make curriculum adaptations for pupils with SEND. However, some teachers do not use this information successfully. Therefore, pupils with SEND are making better progress in some subjects than others.

p.3

3

Most pupils regulate their own behaviour. Social spaces are generally calm. Many pupils said that they can learn in their classrooms. That said, some pupils feel that there is inconsistency in the way that staff challenge occasional inappropriate behaviour. This leads to disruption to learning in some lessons.

p.3

3

While leaders have implemented many strategies to improve attendance, some pupils who are disadvantaged and those with SEND do not attend as regularly as they should. This is affecting how well they progress through the curriculum, because they miss elements of their learning.

p.3

3

The personal development curriculum is raising pupils’ aspirations. For example, pupils said that their teachers help them to make links between the subjects that they are studying and possible future careers. Most pupils in Year 11 are no longer attending school. However, a group of pupils from Year 11 are currently completing work experience at school. This is to help them to prepare for the next stage of education, employment and training.

p.3

3

Trustees’ commitment to supporting leaders is palpable. Parents and carers appreciate leaders’ efforts to improve the culture of the school, including the quality of education. Most staff feel that leaders take their workload and well-being into account.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Leaders have ensured that all staff are well trained in the procedures for keeping pupils safe. Staff know pupils and their families well. They know how to spot the signs that a pupil is at risk. Leaders and staff make timely referrals to external agencies when necessary. This ensures that pupils and families get the help that they need.

p.3

Safeguarding

Pupils learn how to stay safe online and in the community through the personal development curriculum. For example, they have recently been learning about self- image. Pupils know that if they have concerns, any member of staff will be willing and able to support them. 10 and 11 February, and 6 and 7 July 2021

p.3

(Information for the school and appropriate authority)

 Leaders’ vision for the quality of education is not realised across all subject areas. This is because some subject leaders do not routinely check that teachers deliver the curriculum in a way that helps pupils to develop their knowledge and understanding. As a result, some pupils do not achieve as well as they should. Leaders should ensure that subject leaders are equipped to develop teachers’ practice and subject pedagogical knowledge, so that teachers are better able to deliver the curriculum effectively.  Some teachers do not know how much of the curriculum content that pupils remember. This is because some teachers do not routinely use assessment strategies to check whether pupils know more and remember more across a sequence of lessons. As a result, some pupils have missing knowledge. Leaders should ensure that assessment is used effectively across all subjects to help pupils to learn and embed important knowledge.

p.4

(Information for the school and appropriate authority)

 Teachers’ support for pupils with SEND is variable. This is because some teachers do not know how to use the information provided by the SENCo to make curriculum adaptations for pupils with SEND. Consequently, in some subjects, pupils with SEND underachieve. Leaders should ensure that all staff are trained to enable them to make successful curriculum adaptations for pupils with SEND.  Currently, not all staff enforce leaders’ expectations of how well pupils must behave. This means that, occasionally, relationships between staff and pupils are not as positive as they could be and there is occasional disruption to learning in lessons. Leaders should ensure that all staff are proactive in managing behaviour in the classroom.  The attendance rates of disadvantaged pupils and those with SEND is below that of their peers in school. This prevents these pupils from progressing through the curriculum as well as they should. Leaders should build on the strategies that

p.4

(Information for the school and appropriate authority)

they have put in place to improve the attendance of all pupils, particularly those who are disadvantaged and those with SEND.

p.4

How can I feed back my views?

or to find out what other parents and carers think. We use Ofsted Parent View information when deciding which schools to inspect, when to inspect them and as part of their inspection.

p.4

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

p.4

How can I feed back my views?

If you are the school and you are not happy with the inspection or the report, you can complain to Ofsted . 10 and 11 February, and 6 and 7 July 2021

p.4

Further information

You can search for published performance information about the school.

p.5

Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 10 and 11 February, and 6 and 7 July 2021

p.5

School details

Inspection number 10184638 Type of school Secondary

p.6

School details

Date of previous inspection 10 and 11 February 2021, under section 8 of the Education Act 2005

p.6

Information about this school

 Since the previous inspection, a new principal has been appointed.  The school uses alternative provision for a small number of pupils at Preston Vocational Centre, Larches High School, Creativity Works Preston and Hawthorn Education.

p.6

Information about this inspection

We carried out this inspection under section 8 of the Education Act 2005. We deemed the inspection a section 5 inspection under the same Act.

p.6

Information about this inspection

In accordance with section 13(4) of the Education Act 2005, Her Majesty’s Chief Inspector is of the opinion that the school no longer requires special measures.

p.6

Information about this inspection

 This was the first routine inspection the school received since the COVID-19 (coronavirus) pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school. 10 and 11 February, and 6 and 7 July 2021

p.6

7

 Inspectors met with the principal, the senior leadership team, middle leaders and a range of teaching and support staff. An inspector spoke with three trustees, including the chair of trustees, and two parent governors.  As part of this inspection, inspectors carried out deep dives in English, mathematics, history and art and design. Inspectors met with subject leaders, visited some lessons, looked at pupils’ work and spoke with pupils and teachers.  Inspectors met with groups of pupils from Year 7 to Year 10. Inspectors also observed breaktimes and lunchtimes.  Inspectors checked the school’s safeguarding procedures and the checks made on staff. Inspectors met with leaders, staff and pupils to evaluate the effectiveness of safeguarding in school. An inspector also checked the arrangements for pupils attending alternative provision.  Inspectors reviewed a range of documentation, including that relating to

p.7

7

safeguarding, the school development plans, self-evaluation documents, curriculum plans and behaviour and attendance records.  At the time of this inspection, Year 11 pupils were no longer attending school. A small number of Year 11 pupils were completing work experience on the school site.  Inspectors considered the 56 responses to Ofsted’s online questionnaire for staff. Inspectors also checked the views of the 158 parents in their responses to Ofsted’s online survey, Parent View. This included the 155 comments received via the free-text facility.

p.7

Inspection team

Rachel Goodwin, lead inspector Her Majesty’s Inspector

p.7

Inspection team

Christine Veitch Ofsted Inspector 10 and 11 February, and 6 and 7 July 2021

p.7

8

regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

p.8

8

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

8

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.8

8

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

8

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8