E-ACT Hareclive Academy

School report DRAFT - not for publication

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DRAFT - not for publication Inspection of a school judged outstanding for overall effectiveness before September 2024: Hareclive E-ACT Academy Moxham Drive, Hartcliffe, Bristol, Bristol BS13 0HP

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Outcome

Evidence gathered during this ungraded (section 8) inspection suggests that aspects of the school's work may not be as strong as at the time of the previous inspection. The school's next inspection will be a graded inspection.

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Outcome

The executive headteacher of this school is Fiona Chapman. This school is part of E-ACT 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), 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?

This is a nurturing and inclusive school that plays a central role in supporting its pupils and the wider community. Pupils are safe. They know that if they have any concerns they can speak to staff, such as the school’s safeguarding team, and receive the support they need. Most parents and carers are supportive of the school.

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What is it like to attend this school?

Leaders have high expectations for pupils’ education, including pupils with special educational needs and/or disabilities (SEND). However, outcomes for pupils are variable and some do not achieve as well as they should.

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What is it like to attend this school?

Pupils demonstrate kindness and respect towards others including those with different backgrounds and beliefs. They learn how to stay safe online and in the community. From the early years onwards, there is a strong emphasis on developing children’s physical health with initiatives such as daily teeth brushing.

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What is it like to attend this school?

Behaviour across the school is calm. Pupils build a sense of responsibility, such as through their leadership roles. This includes serving on the school council and contributing to the management of the creative environment of ‘Room 13’. 13 and 14 May 2025

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Pupils benefit from a broad range of after-school clubs, including dance, netball, and gardening. These opportunities help pupils to develop their skills and talents.

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

Since the previous inspection the school has faced a number of significant challenges, including leadership and staffing changes as well as extensive building work. Throughout this period the trust and staff have worked collaboratively to maintain a strong focus on the safety and well-being of pupils. The recent appointment of a new executive headteacher has brought welcomed stability combined with an ambitious vision for the future.

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

The school has high aspirations for its pupils. A broad and ambitious curriculum is in place. The school has also identified the key knowledge and vocabulary that pupils are expected to know and remember. This is carefully thought out from the Reception class through to Year 6. However, the effectiveness of the school’s implementation of its curriculum varies. As a result, the impact on pupils’ achievement does not match the school’s vision.

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

Learning to read is a clear priority and the school cultivates a positive reading culture. This begins in the early years where children are introduced to a wide range of high- quality texts. Staff support children’s understanding of stories in a structured and engaging way. Staff have strong subject knowledge about phonics and reading and maintain high expectations of pupils’ work. This means that most pupils learn to read and are ready to use these skills in the next stage of their education. Pupils at risk of falling behind in reading are swiftly identified and provided with personalised support. The phonics curriculum is having a demonstrable impact which is reflected positively in published outcomes.

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

In some subjects, the school does not ensure that staff have enough understanding of the curriculum and teaching. In addition, it does not make sure that staff check effectively what knowledge pupils know and remember. This means that some pupils develop gaps in their subject knowledge and do not achieve as well as they could.

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

Pupils with SEND benefit from warm and trusting relationships with staff. Their needs are identified promptly. However, the support they receive is not adapted precisely enough to help them to access the curriculum fully alongside their peers. As a result, some pupils with SEND do not achieve as well as they should.

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

The school’s aspirational culture has been central in helping improve the behaviour of pupils. The number of behavioural incidents has decreased significantly. Where low-level disruption occasionally occurs it rarely impacts the learning of others.

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

Pupils’ attendance is a priority. When rates of attendance drop the pastoral team provide effective and targeted support for pupils and their families. As a result, pupils’ attendance rates are improving over time. 13 and 14 May 2025

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The school provides pupils with a wide range of opportunities to support their personal development. Cultural visits, including to London and the Houses of Parliament help pupils to broaden their horizons and understand fundamental British values. Visits to a local university help to develop pupils’ aspirations for their futures.

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Staff are proud to work at the school. They feel well supported by the school and the trust for their workload and well-being. Trustees and trust leaders have an accurate view of the school’s strengths and areas for improvement. They provide effective support and challenge to ensure the school’s continued improvement.

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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, the school does not ensure that staff make effective checks of how well pupils have a secure curriculum knowledge. This affects the appropriateness of what staff teach pupils next. As a result, some pupils do not achieve well. The school should ensure that staff use assessment effectively to inform decisions on teaching of the curriculum, so that pupils develop the knowledge and skills that they need.  Sometimes, the school does not make sure that teaching of the curriculum is adapted effectively to the needs of pupils with SEND. As a result, some pupils with SEND do not progress well through the curriculum. The school should ensure that it enables pupils with SEND to learn subject curriculums and to achieve well.  In some subjects, the school does not make certain that staff have the subject and teaching knowledge they need to implement the curriculum effectively. This affects the

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(Information for the school and appropriate authority)

quality of pupils’ learning and their achievement. The school should ensure that staff have the expertise they need to support all pupils to achieve well.

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Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged outstanding for its overall effectiveness.

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Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a 13 and 14 May 2025

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school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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This is the first ungraded inspection since we judged the school to be outstanding for overall effectiveness in July 2019.

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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). 13 and 14 May 2025

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School details

Website www.harecliveacademy.e-act.org.uk

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School details

Dates of previous inspection 3 and 4 July 2019, under section 5 of the Education Act 2005

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Information about this school

 This school is part of E-ACT multi-academy trust.  A new executive headteacher took up post in January 2025.  The school does not currently make use of alternative provision.

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Information about this inspection

 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. The inspector discussed the impact of the pandemic with the school and took that into account in their evaluation of the school.  The inspector visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work. 13 and 14 May 2025

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 To evaluate the effectiveness of safeguarding, the inspector: 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 inspector met with the executive headteacher, members of the senior leadership team, members of the trust leadership team, the special educational needs coordinator, subject leaders and the chair of the trustees.  The inspector observed pupils’ behaviour in lessons and around the school site.  The inspector gathered parents’ views by considering the responses to Ofsted Parent View and by talking to parents. The inspectors also reviewed responses to Ofsted’s online staff and pupil surveys.

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Inspection team

James Gentile, lead inspector His Majesty's Inspector 13 and 14 May 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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