Kearsley Academy

Inspection of Kearsley Academy Springfield Road, Kearsley, Bolton, Lancashire BL4 8HY

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Previous inspection grade Requires improvement 16 and 17 March 2022

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What is it like to attend this school?

Pupils at Kearsley Academy benefit from regular praise and encouragement from their teachers. Pupils are supported to be confident and resilient learners when tackling unfamiliar tasks. They appreciate the help that they receive from their teachers to catch up quickly if they fall behind. Adults have high expectations of what pupils can and should achieve. Overall, pupils achieve well at this school. Pupils celebrate each other’s work on ‘Proud Thursdays’. During lessons, pupils take the initiative and applaud each other’s achievements. They told inspectors that this helps them to feel a sense of motivation. Pupils said that they have developed a can-do approach to learning. Pupils explained that they are happy and proud to attend this school. Pupils know there is always a member of staff that they can talk to if they have any concerns. They told inspectors that they feel safe at school. Pupils said that bullying is

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What is it like to attend this school?

not tolerated. If it does happen, it is dealt with effectively by staff. Teachers have high expectations of pupils’ behaviour. Pupils appreciate leaders’ systems to manage behaviour, which they said are fair. They explained that behaviour has improved in recent years. Pupils access a wide range of extra-curricular provision. Pupils benefit from a well- planned programme of careers education, information, advice and guidance.

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

Leaders, including governors and trustees, are ambitious for all pupils at Kearsley Academy. This includes pupils with special educational needs and/or disabilities (SEND). Leaders ensure that all pupils are given the opportunities that they need to succeed. Governors and trustees are adept at holding leaders to account for the quality of education that pupils receive.

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

The overarching curriculum that is in place for pupils has been appropriately designed. Leaders’ improvements to the curriculum ensure that pupils gain the breadth and depth of knowledge that they need across a range of subjects. The curriculum is commensurate with the national curriculum. Teachers and leaders share a strong understanding of the essential knowledge that sits within the curriculum. Teachers deliver the curriculum in a way that enables pupils to make links across and within different subjects.

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

Leaders have ensured that the curriculum is ambitious, with the English Baccalaureate (EBacc) suite of subjects at its heart. Leaders have ensured that all pupils have access to humanities subjects and to modern foreign languages. As a result, the number of pupils who study the EBacc subjects is steadily rising year-on-year. Across the school, teachers provide pupils with the appropriate knowledge and wider learning experiences that they need for their next steps in life. 16 and 17 March 2022

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In most lessons, teachers use their strong subject knowledge to check how well pupils have learned new knowledge and whether they can recall previously taught topics. When needed, teachers act to address any misunderstandings that pupils have in their learning. Teachers use leaders’ assessment systems well to address any gaps in pupils’ learning.

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Leaders are prioritising reading across the school. They successfully focus on improving pupils’ knowledge of vocabulary and their ability to read fluently, particularly in key stage 3. In this key stage, leaders have put in place effective strategies to encourage pupils to read for pleasure and as a leisure activity. However, in key stage 4, some pupils are not fluent and accurate readers. This hinders how well a minority of pupils access the curriculum. It hampers their learning.

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Leaders have effective procedures in place to identify and support pupils with SEND. They ensure that subject teachers have suitable information to adapt the delivery of the curriculum for these pupils. Where necessary, adults pursue additional help for pupils with SEND from a range of external agencies.

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Pupils benefit from a well-considered and carefully planned programme of personal development that is delivered through weekly ‘life’ lessons. Pupils learn in depth about a range of important topics such as respect and tolerance, relationships, different cultures and citizenship. Pupils in key stage 3 enjoy a range of extra-curricular clubs, including sports and drama.

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In most lessons and during social times, pupils behave well. Leaders have ensured that clear systems are in place to help teachers to manage behaviour. However, some staff do not apply these systems consistently. This means that there are just a few occasions when pupils’ learning is disrupted by the behaviour of their peers. However, leaders are well on their way to addressing this issue.

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Governors and trustees are committed to the school. They have a clear insight into what is required to move the school forward. Staff are appreciative of leaders’ actions to address workload and well-being.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders are knowledgeable about, and proactive in responding to, local safeguarding issues. Leaders share pertinent safeguarding information, relevant to the school and local area, regularly with staff. They ensure that staff training is kept up to date so that they can quickly identify any possible signs of harm. Staff know how to report any safeguarding concerns in a timely manner.

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Safeguarding

Leaders are proactive and work effectively with multi-agencies, including early help, to ensure that pupils and their parents and carers get the timely support and help that 16 and 17 March 2022

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they need. They work effectively with external partners to provide targeted support for young people and families linked to a range of issues such as mental health.

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(Information for the school and appropriate authority)

 In key stage 4, some pupils do not read with sufficient fluency and accuracy. This stops them from reading for pleasure or getting the most out of the curriculum. Leaders should ensure that they continue to develop the key stage 4 reading curriculum. This is so that all pupils read widely and have full access to the curriculum.

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How can I feed back my views?

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

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How can I feed back my views?

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

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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 .

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Further information

You can search for published performance information about the school.

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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. 16 and 17 March 2022

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School details

Inspection number 10216084 Type of school Secondary

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Executive Principal

Website www.ka.northerneducationtrust.org

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Executive Principal

Dates of previous inspection 26 and 27 February 2019, under section 5 of the Education Act 2005

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Information about this school

 The school is part of The Northern Education Trust.  The school makes use of three registered alternative providers for a very small number of pupils.  The school makes use of an unregistered provider for one pupil.  The school meets the requirements of the Baker Clause, which requires schools to provide pupils in Years 8 to 13 with information about approved technical education qualifications and apprenticeships.

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Information about this inspection

The inspectors carried out this inspection under section 5 of the Education Act 2005. 16 and 17 March 2022

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This was the first routine inspection that the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school.

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 Inspectors met with the principal, executive principal, senior executive principal, other senior leaders, subject leaders and a range of staff. The lead inspector spoke with two representatives of the governing body (the academy council), including the chair of the governing body, the deputy chair of the trust and the chief executive officer of the trust.  The lead inspector spoke on the telephone with a representative of the local authority.  As part of this inspection, inspectors carried out deep dives in English, science, history, geography 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 a range of year groups. Inspectors also observed and spoke with pupils at social times.  Inspectors reviewed a range of documentation, including that relating to safeguarding, leaders’ own evaluation of the school, external quality assurance

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reviews and attendance and behaviour records.  Inspectors checked on the school’s safeguarding arrangements, including the recruitment checks made on staff. Inspectors met with leaders, staff, pupils and governors to evaluate the effectiveness of safeguarding procedures in school. An inspector checked the arrangements for those pupils who attend alternative provision.

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Inspection team

Amanda Downing, lead inspector Her Majesty’s Inspector

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Inspection team

Mark Cocker Ofsted Inspector 16 and 17 March 2022

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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.

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