Foxfields Academy

Inspection of Foxfields Academy Hospital Lane, Blaby, Leicestershire LE8 4FE

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Inspection dates: 17 and 18 January 2023

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Outstanding Leadership and management Good

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Overall effectiveness Good

Previous inspection grade Not previously inspected under section 5 of the Education Act 2005 17 and 18 January 2023

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What is it like to attend this school?

Pupils of all ages thrive at Foxfields Academy. The school caters very well for pupils’ academic and social and emotional needs. Pupils who may have had negative experiences in the past receive well-planned support to overcome their difficulties. Staff are skilled in helping pupils who sometimes struggle to manage their behaviour and emotions. When incidents occur, staff follow clear routines to reduce any negative impact on pupils’ learning.

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What is it like to attend this school?

Pupils enjoy collecting points for good behaviour, attitudes and achievements. They are proud of the rewards they earn. They agree that this system motivates them to do well at school.

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What is it like to attend this school?

Pupils say that the staff ‘help us to do our best all the time’. Pupils understand the school’s core values of trust, honesty and respect. They agree that these values are important. Pupils say that they feel safe at school. They know that bullying is unacceptable. Pupils say that staff take bullying seriously and deal with any instances quickly and fairly.

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What is it like to attend this school?

Leaders and staff provide a wide range of activities to foster pupils’ talents and interests. For example, there are regular opportunities for taking part in outdoor activities. Clubs such as football, animal care and art are offered every week.

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better?

Since the school opened, leaders have worked with determination to establish a broad and balanced curriculum across all subjects, from Years 1 to 11. They have faced considerable challenges, due to the pandemic. However, the curriculum now sets out the key knowledge and skills that pupils will develop, in almost all subjects. Leaders have carefully considered what pupils need to know, and when, as they journey through the school. In a small number of subjects, leaders have not yet finalised the curriculum. However, there is a plan to complete this work over the coming year.

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better?

The core subjects of English, mathematics and science are strong. For example, in mathematics, teachers have good subject knowledge. They check and correct pupils’ mistakes quickly. In lessons, pupils successfully apply what they already know when learning new concepts. The work in pupils’ science books shows that lessons flow in a logical sequence. This helps pupils to know and remember more in science.

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better?

Leaders prioritise reading. Staff assess pupils’ reading ability as soon as they join the school. Staff ensure that pupils receive support to catch up quickly. Pupils of all ages read from books that match the sounds they know. They are developing as keen, confident readers.

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better?

Leaders provide an exceptionally wide range of activities and therapies to support pupils’ social, emotional and mental health needs. The personal, social and health 17 and 18 January 2023

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education (PSHE) curriculum is very strong. It is highly relevant to pupils’ needs. In lessons, pupils discuss and debate current topics knowledgeably and with enthusiasm. They are well prepared for life in modern Britain. The relationships and sex education curriculum is equally strong. Pupils learn about the importance of healthy relationships and consent.

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Leaders and staff support pupils’ broader development exceptionally well. There is a relentless focus on equipping pupils for their next steps beyond the school. Pupils can follow increasingly ambitious pathways into qualifications, employment or further education.

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Almost all pupils travel some distance to school. This reduced contact with parents and carers means it is harder to create a positive home–school partnership. This can also affect some pupils’ progress and attendance. Leaders recognise the need to strengthen their links with parents and carers.

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All pupils at the school have special educational needs and/or disabilities. Leaders and staff ensure that they adapt the curriculum to reflect each pupil’s needs and targets. Small steps of progress are celebrated regularly, in classes and in assemblies. As with attendance, leaders wish to find ways to involve parents and carers more meaningfully in supporting their children’s education.

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Staff praise the support they receive from leaders for their workload and well-being. Those responsible for governance agree that well-trained and happy staff are the ‘bedrock’ of the school.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders have instilled a strong culture of safeguarding. They ensure that all staff receive thorough training. Leaders and staff know the pupils, and their needs, very well. Staff know that they must report any concerns straightaway. Safeguarding records are thorough, showing leaders’ prompt actions and responses to concerns. There are strong partnerships with a range of external agencies.

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Safeguarding

Pupils learn how to keep themselves safe. They know about the dangers of online bullying and harmful sexual behaviour. Pupils learn to have regard for personal boundaries, and treat everyone with respect. 17 and 18 January 2023

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(Information for the school and appropriate authority)

 In a small number of foundation subjects, leaders are still in the process of mapping out the curriculum beyond key stage 3. Resources and qualification routes are not finalised in some subjects, as well as some other details of curriculum refinement. Leaders should ensure that the curriculum is fully planned and sequenced in all subjects, so that pupils in all year groups know and remember more over time.  Fewer than half of pupils have consistently good attendance. This is due to a range of reasons, some of which are outside of the school’s control. However, where home–school links are weak, attendance is adversely affected. Not all parents attend the review meetings for their children’s education, health and care plans (EHC plans). Due to the pandemic, some parents have never visited the school. Leaders should ensure that pupils who are regularly absent receive the support they need to improve their attendance, including through the school’s

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(Information for the school and appropriate authority)

development of effective and purposeful engagement with parents and carers.

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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. 17 and 18 January 2023

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School details

Date of previous inspection Not previously inspected

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Information about this school

 The school opened in October 2020. It caters for pupils with social, emotional and mental health needs. All pupils at the school have an EHC plan. Currently, pupils who attend the school range from Year 2 to Year 10. The vast majority of pupils are boys.  The headteacher and two other senior leaders took up their posts in August 2022.  The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 7 to 13 with information and engagement about approved technical education qualifications and apprenticeships.  The school does not use any alternative provision. 17 and 18 January 2023

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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. The 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 and other senior and curriculum leaders.  The lead inspector met with the chair of the local governing board and the chair and chief executive officer of the Community Inclusive Trust.  Inspectors carried out deep dives in these subjects: reading, mathematics, geography and PSHE. For each deep dive, inspectors met with subject leaders to discuss the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. The lead inspector observed some pupils read to a familiar adult.  Inspectors also discussed the curriculum, reviewed curriculum planning and looked at samples of pupils’ work in some other subjects.

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Information about this inspection

 Inspectors observed pupils’ behaviour in lessons and at other times around school.  Inspectors evaluated the effectiveness of safeguarding by reviewing the school’s record of pre-employment checks and holding discussions with leaders, staff and pupils.

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Inspection team

Christine Watkins, lead inspector His Majesty’s Inspector

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Inspection team

Sue Wood Ofsted Inspector 17 and 18 January 2023

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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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