E-ACT Pathways Academy

Inspection of E-ACT Pathways Academy Raisen Hall Road, Sheffield, South Yorkshire S5 7NA

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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 Good

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The headteacher of this school is Elizabeth Long. This school is part of E-ACT, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Tom Campbell, and overseen by a board of trustees, chaired by Lord Jim Knight.

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What is it like to attend this school?

Pupils are proud to attend Pathways. They enjoy their lessons, work hard, and take pride in their work. Pupils look forward to weekly assemblies, where everyone comes together to celebrate their achievements.

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What is it like to attend this school?

Relationships between staff and pupils are warm and caring. Staff know the pupils and their families extremely well and take good care of them. Difference and diversity are celebrated here.

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What is it like to attend this school?

The school is determined that all pupils will achieve well. Since the last inspection, the school has experienced a period of turbulence, including significant changes to staffing. The school has brought about improvements to the curriculum and how well staff teach the curriculum. However, this is not yet reflected in the key stage 2 published results from national assessments.

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What is it like to attend this school?

A high proportion of pupils arrive throughout the year. The school takes time to get to know all pupils on their arrival. This means pupils receive the correct support to get off to a flying start.

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What is it like to attend this school?

Pupils are polite and respectful to each other and to staff. There are no disruptions to learning. Instances of poor behaviour are rare. Adults deal with these swiftly and effectively. Pupils are happy and safe.

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

The school ensures pupils learn to read well. Staff are skilled and teach phonics with enthusiasm. Pupils who need additional support receive it regularly and keep up with their peers. Older pupils enjoy the rich range of texts shared in lessons and look forward to spending time in the well-stocked library.

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

The school provides a broad and ambitious curriculum. It is carefully sequenced from the early years to Year 6. The school has identified the important knowledge pupils should learn and remember. Pupils regularly revisit this knowledge over time. This supports all pupils to progress well through the curriculum.

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

In most subjects, pupils achieve well. For example, in science, pupils can talk confidently about how to make electrical circuits. In these subjects, the curriculum is taught well. However, this is not the case in each subject across the curriculum. In a few subjects, the school has not ensured that subject leaders have the information they need to identify areas for development. When this is the case, staff do not consistently benefit from advice and guidance about how to improve their practice. Published outcomes are below the national average. The school has taken effective action to strengthen the curriculum. Therefore, the current standard of education is not reflected in the school’s published outcomes in 2024. Typically, teachers explain new learning clearly. Well-considered activities help pupils to secure their knowledge. Teachers often revisit prior learning. This helps pupils to make connections to new knowledge and remember what they have learned before. However,

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

on some occasions, teachers do not check pupils’ understanding carefully enough. This means that learning activities are not always adapted to correct misconceptions or to provide more demanding work.

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

The school has effective systems in place to identify pupils with special educational needs and/or disabilities (SEND). Those with high-level, complex needs receive bespoke, in- school support in the ‘Willows’ classroom. Pupils with SEND immerse themselves in all aspects of school life. They enjoy clubs and trips and take on leadership roles.

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

In the early years, the children have many opportunities to explore and learn both indoors and out. Adults are calm and nurturing. Children respond well to this. They quickly learn the routines and expectations that prepare them for the challenges of Year 1.

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

The school tracks pupils’ attendance diligently. Analysis is used to gain an understanding of the causes of any absence. Staff work closely with families to address barriers to attendance. As a result, attendance has improved since the previous inspection.

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

The curriculum for personal, social and health education teaches pupils how to keep themselves safe and healthy. Pupils learn how to look after their physical and mental health. Pupils benefit further from a range of enrichment opportunities. These include a variety of clubs that develop pupils’ sporting and wider talents, as well as memorable trips and visits.

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

The trust has an ambitious vision for the school. Trust leaders work closely with the school to share expertise and monitor and develop all aspects of practice. Leaders are mindful of staff workload, and staff feel supported by leaders.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 On some occasions, staff do not check pupils’ understanding carefully enough. As a result, learning activities are sometimes not adapted to correct misconceptions or to challenge pupils to think more deeply. This means that pupils do not consistently achieve as well as they might. The school needs to ensure that staff check pupils’ understanding accurately and adapt activities appropriately.  The school has not ensured that, in a few subjects, those responsible for subject leadership have a sufficiently clear understanding of the strengths and areas for development in their subject. As a result, staff do not consistently benefit from advice and guidance about how they could further improve their practice. The school should ensure that all subject leaders have the information they need and are able to identify areas for improvement and take action.

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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).

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School details

Website https://pathwaysacademy.e-act.org.uk

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School details

Dates of previous inspection 2 and 3 October 2019, under section 5 of the Education Act 2005

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Information about this school

 There have been four headteachers since the last inspection. The current headteacher took up post in September 2021.  The school is part of the multi academy trust E-ACT.  The school does not make use 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.  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 the headteacher and other school leaders.  Inspectors met with the CEO and other trust leaders.  The lead inspector met with the chair of the trust board.

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Information about this inspection

 The inspectors carried out deep dives in these subjects: early reading, mathematics, music, and history. For each deep dive, the inspector discussed the curriculum with subject leaders, 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 in some other subjects.  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 considered the responses to Ofsted Parent View, including the free-text responses. The inspectors also reviewed the responses to Ofsted’s online survey for staff. There were no responses to Ofsted’s online survey for pupils.

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Information about this inspection

 Inspectors spoke with parents at the start of the school day.

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Inspection team

Tracy Duffy, lead inspector His Majesty’s Inspector

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Inspection team

Jonathan Glazzard Ofsted Inspector 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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Inspection team

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Inspection team

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Inspection team

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Inspection team

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