Bosworth Academy

Inspection of Bosworth Academy Leicester Lane, Desford, Leicester, Leicestershire LE9 9JL

p.1

Inspection dates: 14 and 15 November 2023

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Sixth-form provision Good Previous inspection grade Outstanding

p.1

Overall effectiveness Good

The headteacher of this school is Simon Brown. This school is part of LiFE Multi- Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Chris Parkinson, and overseen by a board of trustees, chaired by Liz Warren. 14 and 15 November 2023

p.1

What is it like to attend this school?

The school has high expectations of what pupils can achieve. Pupils are encouraged to ‘be better than you thought you could be’. There is strong focus on helping pupils develop the ‘6 Cs’ of character, citizenship, collaboration, communication, creativity and critical thinking. Pupils explore these ‘6 Cs’ during tutor time, in lessons and across the wider curriculum. They understand how these aspects prepare them well for future challenges.

p.2

What is it like to attend this school?

Pupils feel safe in school and are well supported. They know who they can talk to if they have any concerns. Pupils say that bullying is rare. Most pupils think that the school deals with any bullying issues well. Most parents agree. The school is calm and orderly. Pupils usually behave well in lessons and during unstructured times. Pupils are punctual to lessons and most attend school well. There are positive and mutually respectful relationships between staff and pupils.

p.2

What is it like to attend this school?

There are plenty of opportunities for pupils to contribute to school life and develop their leadership skills. Older pupils mentor their younger peers. Sixth-form students help pupils in key stage 3 improve their reading. Some pupils value being a member of the student council. Others promote diversity as ‘Stephen Lawrence diversity ambassadors’. Pupils also enjoy being sporty or creative, for example, by taking part in Bosworth Productions, playing football or basketball and contributing to ‘live lounge’ sessions.

p.2

better?

There is an ambitious and well-planned curriculum in place for all pupils, including pupils with special educational needs and/or disabilities (SEND). The range of subjects that pupils learn reduces in Year 9 when they begin to study their key stage 4 courses. However, the English Baccalaureate is at the heart of the school’s curriculum. This means that most pupils continue to study a modern foreign language.

p.2

better?

Most teachers use their strong subject knowledge to deliver the curriculum effectively. However, leaders do not always have a precise understanding of how well staff use the school’s agreed practices to deliver the curriculum. This means that sometimes inconsistencies are not always addressed.

p.2

better?

Teachers know what pupils should learn and when. This helps pupils to build on previous knowledge. As a result, most pupils including pupils with SEND, achieve well. Most teachers explain new content clearly. They carefully explain learning activities to pupils. On occasions, this is not done well. This means that sometimes, some pupils are unsure of what to do and do not always complete their work. 14 and 15 November 2023

p.2

3

Most teachers use effective questions to develop and extend pupils’ learning. Sometimes, some teachers do not always check pupils’ understanding carefully enough. This means that sometimes gaps in learning or misconceptions are not addressed. As a result, some pupils do not learn as well as they could.

p.3

3

Teachers get clear information about how to meet the needs of pupils with SEND. Most teachers use this information well. This means that pupils with SEND can access the same curriculum as their peers. Most pupils with SEND achieve well.

p.3

3

The school has prioritised reading. There is a detailed programme in place to develop pupils’ love of reading. Pupils who need extra help to read fluently get the support they need to catch up with their peers.

p.3

3

Students in the sixth form experience an ambitious curriculum across a broad range of subjects. Sixth-form teachers use their expert subject knowledge to deliver the curriculum effectively. Students benefit from high quality support and guidance. This helps students to progress through the curriculum and achieve well. They are well prepared for their next steps. Many students move on to suitable education or training placements, or employment.

p.3

3

The school has high expectations of pupils’ behaviour. Pupils understand how they should behave and demonstrate this in lessons. Low-level disruption in lessons is rare. When there is some off-task behaviour in some lessons, teachers do not always address this. This means that a few pupils do not always engage well with their learning.

p.3

3

The programme to support pupils’ personal development and to develop their character is well planned. Pupils know to treat others who may be different from them with respect. The school’s work on anti-racism supports this well. Pupils value learning about different religions and cultures. They know how to keep themselves safe online. They learn about healthy lifestyles and the importance of consent. However, some pupils do not have a secure understanding of fundamental British values. This means that some pupils are not as well prepared for life in modern Britain as they could be.

p.3

3

Staff are very proud to work at the school. They feel well supported and access a wide range of opportunities to support their professional development. Those responsible for governance fulfil their statutory responsibilities and hold leaders closely to account.

p.3

Safeguarding

The arrangements for safeguarding are effective. 14 and 15 November 2023

p.3

(Information for the school and appropriate authority)

 Some teachers do not always check pupils’ understanding well enough. This means that gaps in learning and misconceptions are not always addressed. As a result, some pupils do not learn as well as they could. The school should ensure that all teachers systematically check pupils’ understanding so that the learning can be adapted to ensure that pupils secure the knowledge they need.  Some pupils do not have a secure understanding of fundamental British values. This means that they are not as well prepared for life in modern Britain as they could be. The school should ensure that all pupils have opportunities to develop their understanding of fundamental British values.  The school does not have a precise understanding of how well staff are implementing agreed practices to deliver the curriculum. This means that a few elements of curriculum implementation are inconsistent. The school should ensure that quality assurance procedures give an accurate view of how well staff

p.4

(Information for the school and appropriate authority)

are implementing the curriculum so that any inconsistencies can be addressed.

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' is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 14 and 15 November 2023

p.4

provision

Number of pupils on the school roll 1623

p.5

sixth form

Date of previous inspection 14 and 15 June 2022 under section 8 of the Education Act 2005

p.5

Information about this school

 The school is part of the LiFE Multi-Academy Trust.  The school uses two registered and nine unregistered alternative providers.  The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships. 14 and 15 November 2023

p.5

Information about this inspection

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

p.6

Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors carried out deep dives in these subjects: mathematics, geography, modern foreign languages, physical education (PE) and science. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors also discussed the curriculum and visited lessons in some other subjects.  Inspectors visited tutor time sessions.  To evaluate the effectiveness of safeguarding, inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive

p.6

Information about this inspection

culture around safeguarding that puts pupils’ interests first.  Inspectors met with groups of pupils from a range of year groups, including pupils with SEND.  Inspectors considered the responses to Ofsted Parent View, including the free- text responses. Inspectors also considered the responses to Ofsted’s staff and pupil questionnaires.  An inspector held telephone conversations with the representatives of the alternative providers used by the school.  The lead inspector met with trustees and members of the local governing body, including the chair of trustees, the chief executive officer of the multi-academy trust and the chair of the local governing body.  Inspectors met with the headteacher, the two deputy headteachers, and the assistant headteachers.  The lead inspector met with the director and deputy director of school improvement from the trust.

p.6

Inspection team

Paul Halcro, lead inspector His Majesty’s Inspector

p.6

Inspection team

Jenny Brown Ofsted Inspector 14 and 15 November 2023

p.6

7

Jules Gordon Ofsted Inspector 14 and 15 November 2023

p.7

8

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.8

8

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.8

8

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.8

8

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

p.8

8

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

p.8