Avon Valley Academy

Inspection of Avon Valley Academy Recreation Road, Durrington, Salisbury, Wiltshire SP4 8HH

p.1

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Previous inspection grade Requires improvement

p.1

The headteacher of this school is Shelley Tuke. This school is part of Acorn Education 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), Sara Edwards, and overseen by a board of trustees, chaired by David Middleton. 1 and 2 July 2025

p.1

What is it like to attend this school?

The school creates a strong sense of belonging for all pupils. Many pupils join and leave the school throughout the school year. Pupils and their families value the warm welcome.

p.2

What is it like to attend this school?

After a period of change, the school is enjoying stability. Pupils and staff positively recognise the changes, which are well implemented. The school has high expectations for pupils. The day begins with a line up, which supports pupils to be ready for their learning. In lessons, quiet classrooms and planned discussion times help pupils to focus on their learning. Pupils progress well through the curriculum.

p.2

What is it like to attend this school?

If pupils have a concern, they are well supported by staff. Provisions such as the ‘thrive room’ help pupils if they need it. A minority of older pupils sometimes use derogatory language or share inappropriate opinions. The school takes strong action to tackle this. It is not tolerated. The school is an inclusive and welcoming school.

p.2

What is it like to attend this school?

The school is proud of the enrichment it plans for all pupils. Pupils explore their interests through shows, sports and a wide range of visits and speakers to the school. The school parliament takes an active role in contributing to the decisions the school takes, and pupils take pride in this.

p.2

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

The school has designed a carefully sequenced and ambitious curriculum. The school ensures the ‘important’ knowledge and skills are frequently revisited. This helps pupils, including those joining with gaps in their learning, to progress well.

p.2

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

Teachers model the learning for pupils. They help pupils to understand and practise their learning. In some parts of the curriculum, some strategies to check how well pupils have learned are not as well implemented. This means, sometimes, pupils do not recall their learning as well as they could. The school is working together to deepen these areas of expertise.

p.2

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

The school checks accurately how well pupils can read. It ensures that pupils learn what they need to know to be able to read confidently and fluently. Pupils have lots of practise to develop their reading skills. Through the tutor reading programme, pupils share and read a wide range of carefully selected texts.

p.2

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

The school is adept at identifying the needs of pupils with special educational needs and/or disabilities (SEND). It carefully reviews the strategies to help pupils. Teachers mostly use this information to provide adaptations to pupils’ learning. However, sometimes, although teachers circulate and check how well pupils are doing, the specific strategies are not then used and enacted well. When this happens, pupils with SEND do not have the adaptations to help them move on in a timely way.

p.2

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

A considerable number of pupils who speak English as an additional language have joined the school over the last 18 months. The school supports their learning well with class 1 and 2 July 2025

p.2

3

translation tools and tutors who are adept in communicating and supporting the pupils. This helps pupils to progress well.

p.3

3

Over time, too many pupils have not attended school well. The school has put in robust strategies to help those pupils and their families. As a result, attendance has improved with significantly fewer pupils persistently absent and more pupils attending more frequently. However, there is still more to do to ensure that most pupils come to school regularly and do not miss their learning.

p.3

3

The school has embedded clear systems and expectations that maintain a calm and orderly environment. This has led to a rapid decrease in suspensions. Different provisions support pupils who need it. Pupils continue to learn the curriculum well as a result.

p.3

3

The school makes sure the personal development of pupils is thoughtfully mapped out. It makes sure pupils have experiences that introduce them to the world beyond their school. Pupils learn about how to keep themselves safe and to be ready for their adult lives in a considered way. A broad careers programme helps pupils to be aspirational in their decision-making.

p.3

3

Leaders have a clear vision for the school and its ongoing improvement, which is well monitored. Staff appreciate the networking and professional development that support them. The school values its relationship with parents, carers and the community. Parents describe the school as open and welcoming.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 In some parts of the curriculum, adaptations to learning that support pupils are not enacted in a timely way. When this happens, some pupils achieve less well. The school needs to make sure that staff have the knowledge and skills to support pupils effectively with their learning and those strategies are well embedded across the curriculum.  The school’s work to secure regular attendance has not reached some pupils who miss too much time in school. This means those pupils miss out on valuable learning and social opportunities. The school has put robust strategies and actions in place to improve the attendance of all pupils and needs to persist in its work to help those pupils to attend school regularly and punctually. 1 and 2 July 2025

p.3

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.

p.4

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

p.4

Further information

You can search for published performance information about the school.

p.4

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). 1 and 2 July 2025

p.4

School details

Date of previous inspection 6 June 2024, under section 8 of the Education Act 2005

p.5

Information about this school

 The school is part of the Acorn Education Trust. The school joined the trust in July 2022.  There is high mobility within the school population, with a high number of in-year admissions and leavers during the school year.  In 2024, about 80 pupils from Afghanistan joined the school who were temporarily located at the local Ministry of Defence base as part of the ARAP (Afghan Relocations and Assistance Policy) programme. Approximately 40 pupils continue to attend the school.  The school is located near a large military base. Approximately 40% of pupils who attend are from service families.  The headteacher commenced in post in September 2024.  The school uses one registered and five unregistered alternative provisions. 1 and 2 July 2025

p.5

6

 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.

p.6

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. Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade.

p.6

Information about this inspection

 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 carried out deep dives in the following subjects: English, mathematics, science, geography and physical education. For each deep dive, inspectors met with leaders, visited a sample of lessons, spoke with teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  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.  The lead inspector met with the CEO, the deputy CEO and the chair of trustees.

p.6

Information about this inspection

 Inspectors held discussions with the headteacher, trust leaders, members of the senior leadership team, the special educational needs coordinator, subject leaders and teachers.  To understand the work of the school to support pupils joining who were part of the ARAP programme, the lead inspector met with a representative from the local authority and a tutor/translator who had worked with the first groups of pupils arriving at the school.  Inspectors reviewed a wide range of documentation, including the school improvement plan, self-evaluation documents, minutes of governance, and audits and records of behaviour and attendance.  Inspectors met and spoke with many pupils to talk about school life. They spent time with pupils at breaktimes, observed the start of the school day and visited tutor times and assembly.  Inspectors considered the responses to the online survey, Ofsted Parent View, including

p.6

Inspection team

Rachel Hesketh, lead inspector His Majesty’s Inspector

p.7

Inspection team

Chris Walker Ofsted Inspector 1 and 2 July 2025

p.7

8

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.

p.8

8

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

8

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.8

8

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

8

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8