E-ACT Badock's Wood Academy

Inspection of Badocks Wood E-ACT Academy Doncaster Road, Southmead, Bristol BS10 5PU

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Inspection dates: 30 November and 1 December 2022

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good

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Overall effectiveness Good

Previous inspection grade Not previously inspected under section 5 of the Education Act 2005 30 November and 1 December 2022

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What is it like to attend this school?

Pupils receive a warm welcome at Badocks Wood Primary School. Pupils are well cared for and they feel happy and safe at school.

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What is it like to attend this school?

There are strong relationships between pupils and staff. Pupils say behaviour has improved since the new headteacher arrived. Bullying is rare and staff deal quickly with reported concerns.

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What is it like to attend this school?

Pupils enjoy a wide variety of extra-curricular clubs, such as construction, football, chess club and sports activities with a professional rugby club. The clubs are well attended. Pupils participate in a range of activities during breaktime. They enjoy the daily key stage 2 football match with staff.

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What is it like to attend this school?

Pupils are proud to take on leadership roles such as house captains and associate governors. Pupils promote the school values of ‘be safe, be kind and try your hardest’. The head pupils act as role models for younger pupils.

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What is it like to attend this school?

Leaders welcome parents to the school. For example, parents attend shared reading sessions with younger children and celebration assemblies. Parents appreciate the communication they receive from leaders and are positive about the recent changes at the school.

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better?

Leaders have developed a broad and ambitious curriculum. The majority of subjects are well planned and sequenced. Leaders have identified the knowledge they want pupils to learn. As a result, pupils remember more of their learning and know what they need to do next to improve.

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better?

Leaders have high expectations for pupils. Pupils learn how different subjects can lead to a range of career opportunities. For example, they learn about the role of scientists in science lessons. In the early years, the curriculum prepares children well for the next stage of their learning. Children begin early reading and mathematics as soon as they start school. Leaders in the early years help children to speak and communicate well. They ensure children hear a wealth of rich vocabulary.

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better?

Subject leaders adapt and develop the curriculum to meet pupils’ needs. In almost all subjects, pupils gain the knowledge they should. Leaders assess the impact of the curriculum closely. They check the progress pupils are making and quickly identify gaps in knowledge. This means when necessary, leaders provide support so that pupils catch up in a timely way. Pupils who join the school throughout the year are well supported. Teachers quickly identify what newcomers know and can do and fill any gaps in pupils’ knowledge. 30 November and 1 December 2022

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Pupils learn to read through a well-planned phonics reading programme. This starts in the nursery when children begin to learn the sounds letters make. Teachers check pupils’ progress and provide keep-up sessions when pupils need them.

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Leaders have high expectations of pupils and there is a culture of respect. Pupils learn routines and expectations from the early years. Pupils are positive about their learning. In lessons, they are calm and concentrate well. Pupils with complex needs are well supported. Staff help them to manage their behaviour and get ready for their learning.

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Leaders have developed a well-structured curriculum for pupils’ personal development. Pupils learn about relationships and how to look after their health. Pupils understand fundamental British values. They learn about different cultures and religions. However, pupils are keen to learn more about diversity and celebrate it more fully. Leaders provide a range of opportunities to enhance pupils’ learning. For example, pupils enjoy visits from authors and ‘hands-on’ science workshops.

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Pupils with special educational needs and/or disabilities receive well-planned help. Leaders make sure pupils get appropriate support when they need it. In early years, teachers identify early on those children who may need more help to learn well. Teachers then intervene quickly.

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Following a period of change to school leadership, the school community has stabilised. Leaders have worked hard to build trust and strengthen relationships with parents and the local community. Many parents acknowledge this. Ambassadors from the local community support the school. A community hub within the school provides helpful training and support for families.

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Staff are proud of the school. Leaders are mindful of staff workload. Leaders receive strong governance and accountability from the trust.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is a strong culture of safeguarding. The safeguarding team are highly skilled. They support a range of complex needs. Staff know the pupils well. They are vigilant and report any concerns quickly.

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Safeguarding

Leaders take effective action. They work with external agencies to ensure vulnerable pupils and their families get the support they need. Leaders respond to local safeguarding concerns. They carry out appropriate employment checks on adults who work with pupils.

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Safeguarding

Leaders focus on pupils’ mental well-being. The ‘thrive’ room provides support and guidance for pupils. Pupils learn how to keep safe, including when online. 30 November and 1 December 2022

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(Information for the school and appropriate authority)

 A minority of subjects in the wider curriculum are not sufficiently well planned and sequenced. As a result, pupils do not build a deep understanding of essential subject content. Leaders should ensure important subject knowledge is clearly identified and well sequenced so that pupils learn equally well across the curriculum.

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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.

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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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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. 30 November and 1 December 2022

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roll

Date of previous inspection Not previously inspected

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Information about this school

 Badcocks Wood E-ACT Academy converted to become an academy school in September 2018. When its predecessor school, Badocks Wood Primary School, was last inspected by Ofsted, it was judged to be inadequate overall.  The school is part of E-ACT. This is a national multi-academy trust of primary and secondary schools.  The headteacher joined the school in September 2021.  There is a breakfast club and an after-school club for pupils who attend the school.  The school uses one unregistered alternative provision.

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Information about this inspection

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

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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 30 November and 1 December 2022

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and have taken that into account in their evaluation of the school.  Inspectors met with the headteacher, trustees, the chief executive officer, ambassadors and the special educational needs coordinator.  Inspectors carried out deep dives in these subjects: early reading, mathematics, physical education and science. 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’ works.  The lead inspector listened to pupils in Years 1, 2 and 3 read to an adult.  The lead inspector considered key school documentation, including the school development plan, school evaluation and minutes of governors’ meetings.  The lead inspector met with the designated safeguarding lead and reviewed the school’s safeguarding documentation.  An inspector spoke to parents as they dropped their children off at school.

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 Inspectors considered responses to the online survey, Ofsted Parent View, and the views of staff and pupils.

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Inspection team

Rachel Hesketh, lead inspector His Majesty’s Inspector

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Inspection team

David New Ofsted Inspector 30 November and 1 December 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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