Sherwood Church Academy

Inspection of Samworth Church Academy Sherwood Hall Road, Mansfield, Nottinghamshire NG18 2DY

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Inspection dates: 30 November and 1 December 2022

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Good Leadership and management Requires improvement Sixth-form provision Good Previous inspection grade Requires improvement 30 November– and 1 December 2022

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What is it like to attend this school?

Leaders have a clear vision for pupils’ personal development during their time at Samworth Church Academy. They say they want them to have ‘70 or more fantastic years’ when they leave the school. Pupils learn skills that will help them in later life. An example is ‘Project Flavour’ where pupils learn how to cook and eat healthily. Pupils like the extra-curricular choices that are available, such as Tae-Kwando and creative writing.

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What is it like to attend this school?

Most pupils behave well in lessons and around the school. They are polite and hold positive views about their school. Pupils are tolerant of others and respect differences. However, a minority of pupils do not always behave as well as they should. Some pupils say that disruption to their lessons is too common. They say that teachers do not always manage behaviour consistently well.

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What is it like to attend this school?

Students in the sixth form are well prepared for their next steps. Leaders and teachers have high expectations of them. Students value the support they get in lessons and for their personal development.

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What is it like to attend this school?

The vast majority of pupils say that they feel safe at school. They know who they can talk to if they have concerns. Most pupils feel that bullying is not a problem. If it does happen, teachers deal with it well.

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better?

Leaders have planned an ambitious curriculum for pupils in all subjects. The curriculum plans are well thought out at all stages, including in the sixth form. Leaders have considered the knowledge that they want the pupils to learn.

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better?

In some lessons, teachers use questions to check pupils’ understanding well. This is not the case in all lessons and subjects. Not all teachers routinely check that pupils’ knowledge is secure. Misconceptions and gaps in learning are not reliably identified. Too many pupils do not remember the key knowledge as well as they should.

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better?

Teachers use ‘do it now’ tasks across different subjects. Sometimes teachers use these tasks well to check what pupils remember, and identify gaps in their knowledge. In other lessons, these tasks are not as effective. In those lessons, pupils do not attempt recall questions or look back at their notes to find the answers.

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better?

Most pupils with special educational needs and/or disabilities (SEND) access the same curriculum as other pupils, including in the sixth form. In most lessons, staff support pupils with SEND to produce work of the same quality as other pupils. In a minority of lessons, pupils with SEND do not get the support they need. 30 November– and 1 December 2022

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A small number of pupils attend their lessons at the school’s off-site unit, Heatherdene. The majority are pupils with SEND. Leaders have planned a curriculum for the pupils at Heatherdene. A significant minority of pupils who should attend Heatherdene do not attend frequently enough. Those who do attend do not always actively take part in their lessons.

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Pupils have opportunities to read in school. They usually do this enthusiastically. Staff identify pupils who need support with reading. They help pupils to choose suitable books to read. This helps these pupils to become better readers. Pupils recognise that improving their reading helps them to learn in other subjects.

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Most pupils behave well in lessons and show positive attitudes. In a minority of lessons, inspectors noted a small number of pupils disrupting learning or choosing not to take part in activities. Some pupils told inspectors that others’ behaviour can disrupt their lessons, particularly in key stage 3 classes. Not all teachers have high enough expectations of pupils’ behaviour. Of the pupils that were spoken with during the inspection, a large proportion feel that rules are not always applied fairly. Pupils respond positively when teachers follow the school’s policy to deal with disruption. Older pupils reported that behaviour was better in key stage 4.

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Pupils say that they often hear bad language in school. A small number of pupils do not behave well enough when moving around the school. Pupils and teachers say that truancy from lessons is common.

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Pupils benefit from a well-structured personal development programme. They say that they enjoy the opportunities the school gives them. Pupils learn about different careers. Students in the sixth form have high aspirations. They say that the school has prepared them well for their next steps.

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Too many disadvantaged pupils and pupils with SEND do not attend school frequently enough. These pupils miss too many lessons and do not achieve as well as they could.

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Those responsible for governance have provided effective support to develop the school’s curriculum planning. They are keen to support school leaders to bring about the necessary improvements related to curriculum implementation and attendance.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Safeguarding leaders know their pupils well. They work with external agencies to support the most vulnerable pupils. Staff understand their role in keeping children safe. There is an effective system for reporting concerns.

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Safeguarding

Pupils say that they feel safe at school. Leaders identify potential risks that the pupils may face and teach them how to be safe. For example, they teach pupils about knife crime and domestic violence. 30 November– and 1 December 2022

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(Information for the school and appropriate authority)

 Teachers do not routinely check pupils’ understanding or identify misconceptions. New learning does not always build on secure prior knowledge. Pupils cannot always remember what they have learned. Leaders should ensure that teachers check that learning matches pupils’ needs and builds on their prior knowledge.  Some staff do not have high enough expectations of pupils’ behaviour. Many pupils do not behave well in lessons and around the school. Sometimes, this goes unchallenged. Leaders should ensure that all staff apply the school’s behaviour policy consistently.  A sizeable minority of disadvantaged pupils and pupils with SEND do not attend school frequently enough. They miss too many lessons. Therefore, they do not learn as well as their peers. Leaders should develop strategies to ensure that all groups of pupils attend well.

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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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School details

Local authority Nottinghamshire County Council

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School details

Inspection number 10264632 Type of school Secondary comprehensive

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provision

Number of pupils on the school roll 1041

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sixth form

Appropriate authority The board of trustees

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sixth form

Date of previous inspection 9 and 10 November 2019, under section 5 of the Education Act 2005

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Information about this school

 The school is part of the Diocese of Southwell and Nottingham Multi-Academy Trust.  The school has a religious character. It is a Church of England school. The most recent section 48 inspection was in November 2019. The next section 48 inspection is due in November 2024.  The school uses three registered alternative providers and two unregistered alternative providers.  The school has a unit on another site, Heatherdene, that a small number of pupils attend.  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. 30 November– and 1 December 2022

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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 and have taken that into account in their evaluation of the school.  Inspectors met with the headteacher, other senior leaders, subject leaders and a range of staff.  Inspectors met with the chief executive officer of the multi-academy trust and another trustee who is also on the local governing body. They spoke to the vice- chair of the governing body by telephone.  Inspectors carried out deep dives in English, mathematics, science, art and geography. For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke with teachers, spoke to groups of pupils about their learning and looked at a sample of pupils’ work.  Inspectors also visited some other lessons.  Inspectors visited Heatherdene, the school’s off-site provision, to visit a lesson

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Information about this inspection

and talk to staff and pupils. An inspector also spoke with staff at other alternative providers by telephone.  Inspectors looked at documentation provided by the school, including behaviour logs, attendance reports, self-evaluation, improvement plans and minutes from governing body meetings.  Inspectors spoke to pupils across all year groups, including pupils with SEND. They also considered the views of the 68 pupils that completed Ofsted’s pupil survey.  Inspectors considered the responses of 89 parents and 60 members of staff through the Ofsted Parent View and staff surveys.  The lead inspector evaluated safeguarding arrangements by looking at the single central record and safeguarding logs in meetings with the designated safeguarding lead and other relevant staff.

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Inspection team

John Spragg, lead inspector His Majesty's Inspector

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Inspection team

Roxanne Fearns-Davies His Majesty's 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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