Croft Academy

Inspection of Croft Academy Croft Street, Walsall, West Midlands WS2 8JE

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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 Early years provision Good Previous inspection grade Requires improvement

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The principal of this school is Samantha Crisp. This school is part of The Elliot Foundation Academies 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), Hugh Greenway, and overseen by a board of trustees, chaired by Tim Coulson. 15 and 16 October 2024

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What is it like to attend this school?

Pupils feel proud to be members of Croft Academy. They show respectful behaviour and are responsible for making their school a nice place to attend. Kind and caring relationships are commonplace. Pupils know that if they have worries or concerns, trusted adults will be there to help them.

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What is it like to attend this school?

Pupils achieve well because the school has high expectations for all to be successful. They are increasingly able to read, write and solve mathematical problems independently. Pupils talk excitedly about the new things they learn and are eager to demonstrate their understanding. Pupils with special educational needs and/or disabilities (SEND) are well supported and enjoy the same opportunities that all others receive.

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What is it like to attend this school?

Classrooms are calm places in which to learn. Pupils listen attentively to staff and show positive attitudes to their learning. Children in the early years are well supported to understand new routines. They concentrate for long periods and form caring relationships with each other and key adults. Pupils welcome visitors to their school, displaying good manners and kindness.

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What is it like to attend this school?

Pupils enjoy opportunities to be young leaders. Some become Croft Voice representatives. They are responsible for listening to the views of others and raising issues with school leaders. Pupils love residential visits. A recent trip to London provided some with their first visit to the capital, which many found exciting.

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

A new leadership team, supported by a dedicated team of staff, has improved all aspects of this school’s provision. In partnership with the trust, the team has successfully developed the school’s curriculum. Staff receive high-quality training and use it to improve how they teach and what pupils learn. Staff display a ‘can-do’ attitude, determined to do their best for the pupils they serve.

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

Many subjects now include learning that builds on what pupils know and can do. In most subjects, pupils can explain how prior knowledge supports them with their current learning. However, in a few subjects, the school has only recently made changes to the curriculum. This means that the new knowledge and skills it intends pupils to learn are not yet improving what pupils know and can do.

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

Pupils develop a love of reading. They enjoy it most when adults read stories to them. The school library is full of books from different periods and cultures. They include characters and storylines that pupils can relate to. Pupils read books that are well matched to their reading level. Those who fall behind with reading are supported to keep up with their peers.

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

Pupils with SEND receive high-quality help. Those with the most complex needs have personalised programmes designed to support their emotional and learning needs. The school works effectively with outside agencies and parents to develop strategies to 15 and 16 October 2024

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support pupils’ learning. Learning is adapted to enable pupils with SEND to make progress.

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Children in the early years learn to read from their first days in school. They share stories, new rhymes and songs and develop an understanding of the world around them. Children at the early stages of developing their communication are supported to use symbols to show their feelings. They show an increasing readiness to learn. Children learn to sit correctly when writing and develop strength and balance when playing outdoors. Children make the most of the vibrant learning environment. They engage in activities for increasing periods as they develop their communication and language skills.

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The school successfully checks pupils’ understanding of their learning. Staff are clear about the important knowledge they want pupils to know and ask effective questions to confirm their understanding. When pupils struggle, the school intervenes to help them catch up with their peers.

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Pupils understand that healthy relationships require everybody to show understanding and respect. They learn that everybody is unique and that differences are to be celebrated. Pupils visit places of worship and know the importance of being tolerant towards those who may have different beliefs from their own. Pupils understand what bullying is and feel confident that if it happens, they will get the support they need to resolve it.

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The school’s provision for pupils’ personal development is not yet fully effective. Some pupils’ understanding of issues such as internet safety or healthy lifestyles is not enabling them to apply what they learn at school to their wider lives.

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The school provides a wide range of clubs to develop pupils’ talents and interests. Joining a rock band or the school choir, or attending one of many sports clubs, are just a few of the things that pupils enjoy doing. All pupils enjoy celebration assemblies on Friday. Many like congratulating others for good attendance or demonstrating the school values of being resourceful, resilient and remarkable.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 The school has only recently made changes to the curriculum in a few subjects. This means that the new knowledge and skills it intends pupils to learn is not yet improving what pupils know and can do. The school should continue to ensure that all curriculum subjects are delivered as intended and that this supports pupils to know, remember and do more. 15 and 16 October 2024

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 The school’s provision for pupils’ personal development is not as successful as it could be. Some pupils’ understanding of issues such as internet safety or healthy lifestyles is not enabling them to apply what they learn at school to their wider lives. The school should ensure that its provision for pupils’ wider development is of a high quality and that pupils are as well prepared as possible for their future lives.

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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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School details

Dates of previous inspection 26 and 27 April 2022, under section 5 of the Education Act 2005

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Information about this school

 This school does not use alternative provision.  This school is part of The Elliot Foundation Academies Trust. There are 32 other schools in the trust.  The school has part-time provision for two-year-olds.  There is a new leadership team since the last inspection.

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Information about this inspection

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. 15 and 16 October 2024

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 Inspections are a point-in-time evaluation 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 met with a range of leaders, including those responsible for the curriculum, teaching and learning, behaviour, attendance, personal development and safeguarding.  Inspectors carried out deep dives in these subjects: early reading, mathematics, history and art and design. For each deep dive, the inspector 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. The lead inspector also heard a selection of pupils read.  Inspectors also considered the curriculum in other subjects.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single

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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 lead inspector spoke with the senior regional director and a regional director within the trust.  The lead inspector spoke with the CEO, the chair of trustees and an additional trustee.  Inspectors considered the survey responses to Ofsted Parent View and the free-text comments from parents.  Inspectors also evaluated the responses to the staff and pupil surveys.

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Inspection team

Tony Bradshaw, lead inspector His Majesty’s Inspector

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Inspection team

Sam Cosgrove 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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