Mulberry Park Educate Together Primary Academy

Inspection of Mulberry Park Educate Together Primary Academy Mulberry Way, Combe Down, Bath BA2 5BU

p.1

Inspection dates: 30 November and 1 December 2022

p.1

Overall effectiveness Good

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

p.1

Overall effectiveness Good

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

p.1

What is it like to attend this school?

Pupils, staff and parents are proud of Mulberry Park Educate Together Primary Academy. The ‘Learn Together’ curriculum underpins the values of this fully inclusive school. Pupils understand the importance of equality and respect. They talk about the impact of inequality and the need to ‘stand up for something that you believe in’.

p.2

What is it like to attend this school?

Staff have high expectations of all pupils. The personal development of pupils reflects this. Relationships are strong because staff know the pupils well. Pupils are positive about the support they receive from adults in the school. They value the time staff take to talk through incidents so that any issues are resolved quickly.

p.2

What is it like to attend this school?

Pupils say that bullying is rare. They trust adults to help them if they have any worries or concerns. Parents value the nurturing approach that leaders provide. Pupils from all ages play well together during social times. There are many different activities for pupils to choose from. This means that lunchtimes are harmonious and enjoyable.

p.2

What is it like to attend this school?

Pupils are democratically voted into positions of leadership in the school. They enjoy representing their class in the school council and eco-council.

p.2

better?

Leaders and staff are ambitious for what pupils can achieve. As Mulberry Park is a new and growing school, leaders ensure that pupils and staff who join the school understand this ambition. Leaders have created an ethos of teamwork in the school. Staff appreciate the support that leaders give them. Leaders promote staff well- being and provide effective staff training.

p.2

better?

From the moment children start school, there is a strong emphasis on developing their language and communication skills. Stories are an integral part of each day in Reception Year. This supports children’s vocabulary development well. Leaders have recently introduced a new phonics programme. Daily phonics ensures that pupils learn to read sounds and build words well. Teachers check that pupils are keeping up with where they need to be. Pupils at risk of falling behind get help to catch up. However, some pupils who struggle to read do not always have books that match the sounds they know. This hinders their ability to read fluently.

p.2

better?

Leaders have designed an ambitious curriculum that builds on knowledge from the Reception Year. In some subjects, leaders have analysed gaps in pupils’ knowledge from the COVID-19 pandemic. As a result of this, staff adapt learning for pupils. In mathematics, there is a systematic and effective approach to implementing the curriculum. Leaders prioritise retrieval practice. This means that pupils can use what they already know in different contexts. For example, pupils use their knowledge of number to add two, two-digit numbers using the column method. Pupils with special 30 November and 1 December 2022

p.2

3

educational needs and/or disabilities (SEND) are well supported. Teachers ensure that pupils use a range of resources to help them to learn well.

p.3

3

Leaders have identified the important knowledge that they want pupils to know in the core subjects. However, this is not the case in some wider curriculum subjects. This means that pupils struggle to recall what they have previously learned. For example, in history, pupils cannot confidently draw on their knowledge of chronology to explain the time period for their current topic on ancient Egypt.

p.3

3

Pupils with SEND, and other pupils with additional needs, are fully included in school life. Adults who support the pupils know their individual needs well. Adjustments to learning are made so that pupils with SEND work well alongside their peers. Their specific targets are carefully considered so that pupils achieve success. Staff benefit from the training they receive. In particular, they are able to support pupils who find it difficult to regulate their behaviour and emotions effectively.

p.3

3

Leaders promote pupils’ personal development well. One parent commented, ‘The ethical curriculum has increased my children’s awareness about the wider world.’ Pupils enjoy talking about topical issues, including the impact of climate change. They understand the importance of keeping healthy. They say that the daily mile and mindfulness activities support them with this.

p.3

3

Trustees and local governors have an accurate view of the school’s strengths and priorities for improvement. They provide appropriate support and challenge to school leaders.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is a strong culture of safeguarding. Leaders ensure that staff are well trained to support them to understand their responsibilities to keep pupils safe. Leaders work closely with external agencies and families to ensure that pupils receive the right support they need. Leaders ensure that recruitment checks are carried out rigorously.

p.3

Safeguarding

Pupils learn how to keep safe as part of the curriculum. They understand the importance of permission and consent. Pupils understand how to stay safe online through the ‘Education for a connected world’ curriculum.

p.3

(Information for the school and appropriate authority)

 In some subjects across the wider curriculum, the key knowledge that pupils need to learn has not been identified. As a result, pupils have gaps in their subject- 30 November and 1 December 2022

p.3

4

specific knowledge. Leaders need to ensure that the important knowledge pupils need to learn is clearly identified so that they know and remember more.  Some pupils who struggle to read do not have books that match the sounds they know. This hinders their ability to read fluently. Leaders need to ensure that the books pupils read precisely match the sounds they know so they can read with confidence and fluency.

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

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. 30 November and 1 December 2022

p.4

School details

Local authority Bath and North East Somerset Council

p.5

School details

Date of previous inspection Not previously inspected

p.5

Information about this school

 Mulberry Park Educate Together Academy is a new school which opened in September 2018.  The school is part of the Educate Together Academy Trust, a multi-academy trust of five primary schools.  The school currently has one class for Reception Year, Year 1 and Year 2, and two classes for mixed Years 3 and 4. It will gradually build up to Year 6.  The school does not use any alternative provision.

p.5

Information about this inspection

The inspectors carried out this graded 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. The inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school. 30 November and 1 December 2022

p.5

6

 Inspectors met with the headteacher, senior leaders, the chief executive officer of the trust, the director of education and members of the local governing body.  Inspectors carried out deep dives in these subjects: early reading, mathematics and history. For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke to pupils about their learning and looked at samples of work.  An inspector also spoke to leaders about the curriculum in some other subjects, including computing and geography.  The lead inspector listened to pupils in Years 1, 2 and 3 read.  The lead inspector reviewed the school’s safeguarding documentation, including safeguarding checks carried out on staff working at the school. The lead inspector considered how well the designated safeguarding leads act on concerns about pupils’ welfare and safety.  Inspectors considered responses to the online survey, Ofsted Parent View,

p.6

6

including free-text comments and responses to the staff survey.

p.6

Inspection team

Wendy D’Arcy, lead inspector His Majesty’s Inspector

p.6

Inspection team

Julie Fox Ofsted Inspector 30 November and 1 December 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