The Boulevard Academy

Inspection of The Boulevard Academy Massey Close, Kingston upon Hull HU3 3QT

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 Requires improvement 21 and 22 June 2022

p.1

What is it like to attend this school?

Since the last inspection, leaders have made improvements and raised ambitions for pupils. This includes improving pupil attendance and offering a wider range of subjects. However, pupils’ experiences at The Boulevard Academy are mixed. A minority of pupils do not respond appropriately to the school’s behaviour policy. Other pupils, however, value the rewards system and behave well in lessons. There is an equal focus on personal development as well as academic success.

p.2

What is it like to attend this school?

Staff are supportive and approachable. Pupils feel that they will be listened to if they have concerns. Pupils receive important messages about bullying and intolerant language. Most pupils feel the school is an inclusive place where differences are accepted. Pupils have opportunities to gain a range of life experiences. These include visits to the local university, a careers fair held at the school and talks from local business owners.

p.2

What is it like to attend this school?

School leaders are committed to providing a high-quality education for all. They have thought carefully about how to support pupils who speak English as an additional language. They have developed a personalised curriculum to help these pupils achieve their best. This curriculum helps pupils who speak English as an additional language develop a sense of belonging to the school community.

p.2

What is it like to attend this school?

Pupils feel safe at school. They have access to a number of services that support their mental and physical well-being.

p.2

better?

Pupils study a curriculum which has been carefully planned in some subject areas. For example, in history and modern foreign languages, teachers focus precisely on what knowledge and skills pupils must develop at each stage of their learning. Pupils’ understanding in these subjects is strong. However, in other curriculum areas, there is a greater focus on skills. This means pupils do not have a detailed understanding of the important knowledge required in these subjects.

p.2

better?

A consistent approach to assessment is not in place across the school. Staff in some subjects do not use assessment well enough to identify gaps in pupils’ knowledge and understanding. As a result, pupils sometimes struggle to know how to improve their work.

p.2

better?

Pupils with special educational needs and/or disabilities (SEND) access the same curriculum as their peers. These pupils feel well supported in lessons. However, leaders with responsibility for pupils with SEND have not provided consistent training to staff in all subjects. Teachers do not use the pupil information available to them consistently. They do not make adjustments that will help pupils with SEND do well in lessons. 21 and 22 June 2022

p.2

3

Leaders know the pupils who require support with their reading. Recently, leaders have started to use a wider range of strategies to support these pupils. It is early days in this regard. The effects of more recent reading interventions cannot be seen.

p.3

3

Pupils’ behaviour in and out of lessons varies. While pupils generally know what is expected of them, some staff do not apply the behaviour policy consistently. Several staff who responded to the inspection questionnaire highlighted that, in their opinion, leaders could do more to support them to manage pupils’ behaviour. Leaders keep records of behaviour incidents, including the use of inappropriate and racist language. However, leaders do not use these records to clearly identify patterns of poor behaviour. This means that leaders cannot take action to reduce such incidents over time.

p.3

3

Pupils develop an understanding of how to play an active role in society. They take part in the school council, raise money for charity and participate in a wide range of extra-curricular activities. Pupils are prepared for life in modern Britain. They learn about tolerance and diversity. Enrichment days provide the opportunity for pupils to learn about important topics, such as mental health.

p.3

3

A well-planned careers curriculum is in place for all pupils. Pupils receive unbiased careers advice. Pupils with SEND receive additional support when moving on to post- 16 education, employment or training. Pupils in Year 10 undertake work experience to prepare them for the world of work.

p.3

3

Staff benefit from attending and participation in carefully selected professional development training, for example linked to safeguarding. However, staff require more training to deliver changes to the curriculum and assessment. Many of the changes leaders have implemented are new. Some of these changes have not had the impact leaders desire. Trustees challenge leaders to ensure that the right actions are being taken over time. However, some staff feel that regular policy changes happen without considering their workload.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Leaders responsible for safeguarding implement appropriate strategies to minimise the risk of harm to pupils. They make sure pupils understand how to stay safe. This includes educating pupils about risks online and in the wider community. Staff understand their role in safeguarding within the school. They are clear about how to report a concern they may have regarding a pupil.

p.3

Safeguarding

Leaders follow up on safeguarding concerns about pupils quickly and involve parents and external agencies to support their work. A dedicated well-being team in school ensures vulnerable pupils get the additional support needed. Additional staff are being trained to increase the school’s safeguarding capacity. 21 and 22 June 2022

p.3

(Information for the school and appropriate authority)

 In some subjects, leaders have not carefully considered the knowledge they want pupils to learn over time. This means teachers cannot effectively adapt their teaching so that all pupils reach clear end points in their learning. Leaders must ensure that curriculum plans clearly set out the knowledge, as well as the skills, they expect pupils to demonstrate at each stage of their learning.  Teachers do not use assessment consistently to identify precisely what pupils do and do not know. As a result, in some subjects, pupils have gaps in their knowledge and understanding. Leaders must ensure new assessment processes are implemented effectively so that staff are able to identify gaps in pupils’ understanding and plan future learning to address these.  Leaders do not carefully track or analyse patterns of inappropriate and racist language. As a result, they are not able to monitor the small number of pupils

p.4

(Information for the school and appropriate authority)

who persistently fail to meet behaviour expectations and intervene appropriately. Leaders must develop effective processes that allow them to identify pupils causing concern and take strong action to reduce the number of incidents occurring over time.

p.4

How can I feed back my views?

or to 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.

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 .

p.4

Further information

You can search for published performance information about the school.

p.4

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. 21 and 22 June 2022

p.4

School details

Local authority Kingston upon Hull City Council

p.5

School details

Inspection number 10229100 Type of school Secondary comprehensive

p.5

School details

Date of previous inspection 23 January 2020, under section 8 of the Education Act 2005

p.5

Information about this school

 The school uses five registered alternative providers.

p.5

Information about this inspection

The inspectors carried out this inspection under section 5 of the Education Act 2005.

p.5

Information about this inspection

 This was the first routine inspection 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.  Inspectors carried out deep dives in the following subjects: English, history, science and modern foreign languages. For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors met with trustees, the principal and senior leaders. They spoke to teaching and support staff. 21 and 22 June 2022

p.5

6

 Inspectors also spoke to leaders responsible for SEND provision and literacy across the school. They spoke to leaders about provision for pupils who speak English as an additional language and the assessment process across the school.  Inspectors spoke with those staff responsible for safeguarding, checked records and procedures for keeping young people safe, as well as speaking to staff and pupils. One inspector checked the single central record to ensure all adults on site were subject to appropriate safeguarding checks.  Inspectors considered responses to Parent View, Ofsted’s online questionnaire, including any free-text responses. Inspectors also considered responses to the staff survey.  An inspector spoke to leaders at the alternative provision. They gathered information about the curriculum and wider personal development pupils receive. They asked about communication with school and safeguarding arrangements.

p.6

Inspection team

John Linkins, lead inspector Her Majesty’s Inspector

p.6

Inspection team

Matthew Vellensworth Her Majesty’s Inspector 21 and 22 June 2022

p.6

7

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.7

7

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.7

7

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.7

7

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

p.7

7

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

p.7