Three Rivers Academy

Inspection of Three Rivers Academy Bell Farm Way, Walton-on-Thames, Surrey KT12 5EJ

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Inspection dates: 15 and 16 October 2024

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

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The headteacher of this school is Barbara Mayaire. This school is part of The Howard Partnership Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Louise Lee, and overseen by a board of trustees, chaired by Ian Wilson. 15 and 16 October 2024

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What is it like to attend this school?

Pupils are happy and safe. The school has faced several challenges since the previous inspection, including the COVID-19 pandemic, but has maintained its resolute focus to progress. Pupils and staff are rightly proud of the improvements made but know there is still more to do. The school’s high aspirations for pupils’ behaviour and achievement are known widely. The school’s values are evident in all classrooms. Everyone is encouraged to work together, be respectful and be aspirational. Pupils rise to meet these expectations regularly. Sixth-form students are excellent role models for younger pupils.

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What is it like to attend this school?

The school prioritises pupils’ wider personal development. Personal, social and health education (PSHE), delivered expertly through ‘Aware’ lessons, teaches pupils vital knowledge and skills to prepare them for life in modern Britain. Student councillors are proud to contribute to the development of the school. Pupils aspire to take on positions of leadership. Many engage in the myriad of opportunities to develop their skills and talents. For example, pupils can take part in a wide range of sporting activities, engage in politics, develop vital debating skills or enjoy the popular film club. Sixth-form students enjoy leading activities for younger pupils, honing critical skills such as taking responsibility and time management.

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What does the school do well and what does it need to do better?

The school is ambitious for all pupils to achieve well, including disadvantaged pupils. Since the previous inspection, the school has focused on curriculum development and strengthening teaching. As a result, pupils’ achievement is improving in most subjects, particularly in the sixth form. The school accurately identifies the needs of pupils with special educational needs and/or disabilities (SEND), including those in the specially resourced provision for pupils with SEND. Staff use this information to adapt learning to meet their needs. The school rightly recognises that there are still some aspects that could improve further. For example, the school has successfully improved attendance overall, but too many disadvantaged pupils, including pupils with SEND, are still absent from school too often. This means that they miss vital learning and risk falling further behind.

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What does the school do well and what does it need to do better?

Expert staff deliver the broad and balanced curriculum. Reading is a focus for all. Pupils who have fallen behind with reading receive expert support to catch up. A growing number of pupils gain qualifications in the English Baccalaureate. The sixth form curriculum is particularly broad, with an appropriate range of academic and vocational subjects available. Skilled teaching ensures that students who re-take examinations in Year 12 gain relevant qualifications in English and mathematics rapidly. In most subjects, carefully designed activities help pupils acquire knowledge that builds over time, for example, in mathematics, art and modern foreign languages. Some aspects of teaching require sharpening, particularly at key stage 3. For example, in most subjects, teachers’ checks on pupils’ learning are stronger in key stages 4 and 5 than in Years 7, 8 and 9. As a result, some pupils do not learn the curriculum as well as they could in key stage 3.

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Pupils’ behaviour and attitudes are positive. Most staff apply the behaviour management system consistently. As a result, the school is calm and orderly. Occasionally, staff do not maintain pupils’ full engagement in learning. As a result, some pupils lose valuable learning time or do not achieve as well as they could. Punctuality to lessons is improving. The school provides extensive support for pupils’ well-being, including through the ‘Thrive’ programme. Strong professional relationships exist between staff and pupils. This helps pupils flourish despite the challenges they may face.

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The school provides numerous opportunities for pupils to engage in activities that build character. These include serving as prefects, head students, Year 7 leaders, school council members and participating in the ‘Trailblazer’ leadership programme. Everyone receives detailed careers information, education, advice and guidance to help plan their next steps. The school prioritises tailored support for those who need it. Sixth-form students take part in regular activities to raise their aspirations, including regular engagement opportunities with employers and universities. Pupils learn about the importance of maintaining their own mental and physical health as part of the tutor programme. ‘Aware’ lessons equip pupils with vital knowledge about how to keep themselves safe, including online. They learn vital age-appropriate sex and relationships education.

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The school is determined to continue to improve further. Trustees and the local governing body have an accurate understanding of the school’s strengths and where further improvement is still required. The trust provides valuable support and vital challenge to the school. No-one is complacent. The school prioritises professional development opportunities for staff and considers the workload of staff thoughtfully. As a result, staff feel valued highly.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In some subjects in key stage 3, not all teachers ensure that pupils learn and remember crucial information as well as they could. This means that for some pupils, particularly disadvantaged pupils, gaps or misconceptions are not addressed effectively. The school must ensure that all teachers are trained to identify and address missing or insecure knowledge, skills and understanding so that all pupils achieve their best possible outcomes.  Too many disadvantaged pupils, including pupils with SEND, still miss too much school. As a result, these pupils lose out on vital learning and risk falling further behind. The school must continue its efforts to rapidly improve these pupils’ attendance. 15 and 16 October 2024

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How can I feed back my views?

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' 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). 15 and 16 October 2024

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provision

Number of pupils on the school roll 1208

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form

Date of previous inspection 14 and 15 May 2019

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Information about this school

 The school is part of The Howard Partnership Trust.  The current headteacher took up their post in April 2021.  The school uses 5 registered and 10 unregistered providers of alternative provision.  The school has a specially resourced provision for pupils with special educational needs and/or disabilities, which provides support for 17 pupils with autism.  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.

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The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024, will not be given an overall effectiveness grade.

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 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspections are a point-in-time evaluation about the quality of a school's education provision.  Inspectors carried out deep dives in these subjects: English, mathematics, history, modern foreign languages, physical education and art. 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 held meetings with senior leaders of the school, members of staff and some pupils. The lead inspector held a meeting with the chair of the Trust and the chief executive officer.  Inspectors visited lessons in other subjects and considered the school’s work to support

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disadvantaged pupils.  Inspectors spoke with groups of pupils and observed their behaviour at break and lunchtime.  To evaluate the effectiveness of safeguarding, the 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 culture around safeguarding that puts pupils’ interests first.  The inspectors took account of a range of other information, including the school’s development plan, school policies and minutes from meetings of the governing body.  The inspectors considered the responses to the online survey for parents, Ofsted Parent View questionnaire, and the free-text comments. They also took account of the responses to the confidential online staff and pupil surveys and gathered the views of both staff and pupils throughout the inspection.

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Inspection team

Linda Culling, lead inspector His Majesty's Inspector

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Inspection team

Mark Marande Ofsted Inspector 15 and 16 October 2024

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Helen Middleton Ofsted Inspector 15 and 16 October 2024

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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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