Jewell Academy Bournemouth

Inspection of Jewell Academy Bournemouth Jewell Road, Townsend, Bournemouth BH8 0LT

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Inspection dates: 25 and 26 February 2025

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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 Outstanding

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The headteacher of this school is Alexandra Waddington. This school is part of Aspirations 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), Stephen Kenning, and overseen by a board of trustees, chaired by James Pomeroy.

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Until November 2020, the school was exempt from routine inspection because it was judged as outstanding for overall effectiveness at its previous inspection under section 5 of the Education Act 2005. The school has not been inspected under section 5 of the Act since June 2015. Since September 2024, schools have not been awarded an overall effectiveness grade. 25 and 26 February 2025

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What is it like to attend this school?

This school sits at the heart of its diverse community. Staff warmly welcome pupils and their families at the school gate each morning and help families with any issues they have. This helps pupils to be ready to learn. A significant number of pupils arrive from other countries. Many speak English as an additional language. The school’s nurturing and caring ethos helps them to settle quickly.

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What is it like to attend this school?

The school is fiercely ambitious for its pupils. Staff do not make excuses for pupils’ starting points or their backgrounds. They expect pupils to work hard. Pupils rise to this and achieve well. They enjoy school and rightly see it as a safe, happy place.

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What is it like to attend this school?

Pupils’ conduct in lessons and around the school is of a very high standard. Lessons have a calm and purposeful feel. Pupils are polite and courteous towards each other and visitors. Low level disruption is rare.

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What is it like to attend this school?

The school’s personal development programme is a strength of the school. It provides pupils with a strong sense of life beyond their locality. Through the ‘Jewell Promise’, pupils experience a wide range of activities they may not otherwise do. The school’s ‘careers days’ promotes an aspirational culture for its pupils.

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

The school has an ambitious curriculum. Its design means pupils learn new knowledge in a logical order. The school is unrelenting in its aim to remove barriers for pupils so that they learn well. It ensures that pupils with special educational needs and/or disabilities learn the same curriculum as their peers. This is because it identifies pupils’ needs early and gives them the support they need swiftly.

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

Staff receive regular training to help improve their teaching. This helps them to implement the intended curriculum effectively. Pupils benefit from teachers’ clear modelling of new learning. Effective questioning helps pupils make links with what they already know and remember. For example, in the early years, teachers draw upon children’s knowledge of number to spot patterns.

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

Teachers make checks on pupils’ learning regularly. This helps them to identify what pupils know and remember. However, in some subjects, teachers do not use this information well enough to provide pupils with work matched to what they can do. For example, in writing, some younger pupils are asked to undertake complex writing tasks without mastering the basic writing skills first. Consequently, pupils struggle with some tasks that they do not have the skills and knowledge to complete.

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

Reading is a central focus from the moment children arrive in the pre-school. They learn a range of nursery rhymes. This helps to prepare them for reading more formally. A love of reading is promoted through assemblies and through the school library. Teachers typically teach the letters and their sounds well and they quickly spot pupils who need extra help. Consequently, most pupils learn the phonics code well. However, a few pupils who have 25 and 26 February 2025

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fallen behind, read books that are not well matched to the sounds they know. As a result, they are unable to read unknown words. This hinders them in becoming fluent, confident readers.

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The school runs an extensive range of clubs. This allows pupils to explore new interests. The school provides support for disadvantaged pupils to attend. As a result, there is opportunity for all. The school places a strong emphasis on developing pupils’ leadership skills. For example, pupils adopt a wide range of roles such as school councillors and anti- bullying ambassadors. Pupils benefit from a range of trips which helps to deepen their knowledge of the curriculum. Through cultural celebrations, the school promotes other faiths and cultures. As a result, pupils are well prepared for life in modern Britain.

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In the early years, staff ensure children learn routines from the very start. This ensures that children adapt to school life quickly. Staff promote kindness and respect for each other and their environment. Older pupils also display the same positive attitudes to learning.

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The school ensures that attendance is a high priority. It ensures that any patterns in absence are analysed carefully. However, while the school has robust systems in place to address absence, some are too early to show impact. Persistent absence for disadvantaged pupils remains high. Consequently, these pupils miss out on important learning opportunities.

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The trust helps to support the school and provides challenge as necessary. It checks the school’s suspension rates. This ensures that the school’s uses suspensions appropriately.

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Parents and carers rightly appreciate the school’s open and welcoming nature. They feel comfortable in raising any concerns with the school. Staff resolve these promptly. The school checks that staff workload is manageable. This contributes towards the high morale of the committed staff team.

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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, teachers do not use assessment information well enough to provide pupils with work that considers what they can already do. As a result, some pupils undertake tasks that are too easy or too difficult, and this limits what they learn. The school should ensure that teachers provide pupils with work which enables them to consolidate their learning, so that they deepen their knowledge securely.  A small number of pupils who have fallen behind in their reading, do not read books closely matched to the sounds they know. This means that they struggle to read new 25 and 26 February 2025

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and unfamiliar words independently. The school should ensure that pupils who have fallen behind, read books that match the sounds they know in order to become fluent, confident readers.

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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). 25 and 26 February 2025

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School details

Local authority Bournemouth, Christchurch & Poole

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School details

Dates of previous inspection 24 and 25 June 2015, under section 5 of the Education Act 2005

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Information about this school

 The school is part of Aspirations Academies Trust.  The principal took up her post in 2020.  Since the last inspection, the school has opened a pre-school. It admits children from three years old.  The school uses two registered providers of alternative provision.

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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. 25 and 26 February 2025

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 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  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.  Inspectors met with the principal, groups of staff, groups of pupils, the chair of the trust, the chair of the regional board and the National Director of Education and Standards.  Inspectors carried out deep dives in these subjects: early reading, mathematics, computing and geography. 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, spoke to pupils and looked at samples of work in some other subjects.

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 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 culture around safeguarding that puts pupils’ interests first.  Inspectors observed pupils’ behaviour in lessons and around the school site.  An inspector spoke to parents at the start of the school day. Inspectors also considered the responses to Ofsted Parent View, the staff survey and the pupil survey.

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Inspection team

Jason Edge, lead inspector His Majesty’s Inspector

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Inspection team

Jo Hicks Ofsted Inspector 25 and 26 February 2025

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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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