Summerhill Academy

Summerhill Academy

Address: Plummers Hill, St George, Bristol, BS5 7JU Unique reference number (URN): 138658

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Pupils achieve very well across the whole curriculum. Published outcomes reflect this. They are consistently above the national average in reading, writing and mathematics. Pupils’ work reflects their deep knowledge across a wide range of subjects. Pupils apply subject- specific vocabulary accurately. Pupils' work across the curriculum shows clear development in depth, organisation and independence. For example, pupils produce extended pieces of writing that reflect growing stamina and control.

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Achievement Strong standard

Staff identify any misconceptions or gaps in learning quickly, through careful assessment. They ensure pupils receive the support they need to catch up quickly. Consequently, pupils build confidently on previous learning. For example, pupils use their geographical knowledge to compare the climates of England and Peru. Pupils with barriers to their learning, including those with special educational needs and/or disabilities, make rapid progress from their starting points. Support is carefully matched to their needs. All pupils are very well prepared for their next steps.

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Attendance and behaviour Strong standard

Attendance is continually improving because of leaders’ tenacious and systematic work. Leaders sensibly communicate their expectations regularly to pupils, parents and carers. They track pupils' attendance closely, analyse patterns carefully and act quickly when concerns arise. They work closely with parents to provide personalised support for pupils to develop positive attendance habits. These approaches build trust and help pupils attend well. The school's focus on attendance has led to more pupils attending school regularly.

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Attendance and behaviour Strong standard

Behaviour across the school is exemplary. Leaders' high expectations ensure that pupils consistently follow the school's behaviour rules. Pupils value the rewards they receive for their positive conduct and learning. They are consistently courteous and thoughtful. In lessons, pupils listen attentively and make meaningful contributions to discussions. They are highly motivated in their learning. Throughout the school day, including social times, pupils engage warmly with one another. Staff rarely need to remind pupils about behaviour because high expectations are established. Staff make appropriate adjustments for pupils with special educational needs and/or disabilities. Unacceptable behaviour, such as bullying and discrimination, is very rare. Leaders ensure that when incidents do occur, they are reviewed and immediately acted on. This ensures that pupils feel safe, supported and well cared for.

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Curriculum and teaching Strong standard

Leaders have designed an ambitious, broad, knowledge-rich curriculum. Leaders ensure that pupils secure the foundations of reading, writing and mathematics from the start. Oracy is systematically integrated across the curriculum to promote pupils’ communication and learning. Leaders have engendered a love of reading. Pupils value the visits they make to the school library. They immerse themselves in high-quality texts. Reading is taught systematically and with consistency. The books pupils are asked to read match their reading knowledge precisely. Consequently, pupils gain the skills they need to read fluently and with understanding.

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Curriculum and teaching Strong standard

Pupils consolidate and remember essential knowledge through frequent opportunities to recap previous learning. Pupils benefit from opportunities to apply their writing across wider subject areas. Any pupils who fall behind are supported to catch up quickly. Pupils with special educational needs and/or disabilities, and those with other barriers to their learning, benefit from timely support.

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Curriculum and teaching Strong standard

Staff benefit from high-quality professional development. They astutely adapt learning to meet pupils' needs. Teaching strategies are grounded in research. Teachers make highly effective choices about the content and sequencing of the curriculum. Subject leaders are very knowledgeable. They assess and review their areas of leadership skilfully. Consequently, they ensure the curriculum continues to develop and meet pupils’ needs.

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Inclusion Strong standard

Inclusion is central to every aspect of leaders’ work. Leaders waste no time in identifying and assessing pupils’ needs, including those who are disadvantaged and those who have special educational needs and/or disabilities (SEND). They pinpoint the most effective strategies to reduce and remove barriers to pupils’ success. Staff receive highly effective training and guidance. Consequently, they have the expertise needed to support pupils skilfully. Staff ensure that provision supports pupils' wider needs from the moment they arrive in school. For example, ‘base camp’ provides a bridge between home and school for those pupils who need additional support. This helps them feel emotionally safe and ready to learn.

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Inclusion Strong standard

Leaders review the impact of their actions carefully. They make further skilful adaptations to provision as needed. Staff provide targeted, individualised support and practical adaptations for pupils who need it. Consequently, pupils make rapid progress from their starting points. Leaders work closely with parents and carers. They actively seek specialist advice, working effectively with external partners, where necessary. This rigorous approach provides pupils with excellent foundations for learning.

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Inclusion Strong standard

Leaders ensure that vocabulary development and oracy are a priority. Consequently, pupils, including those with SEND and those with English as an additional language, have well- developed communication skills. Leaders use pupil premium funding effectively. They ensure that disadvantaged pupils receive bespoke support and enrichment opportunities. This supports pupils to achieve highly.

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Leadership and governance Strong standard

Leaders' effective practise has ensured that they realise their ambitious vision for all pupils to thrive. They make highly effective decisions in the best interests of pupils. Leaders take a deliberate and well-structured approach to school improvement. As a result of this highly effective leadership, pupils achieve very well and are exceptionally well prepared for the next stage of their education. Leaders prioritise staff wellbeing and workload appropriately. They establish exceptionally clear systems, routines and expectations. Staff benefit from high-quality professional development. This an integral aspect of the school’s collaborative and outward-facing culture. Consequently, pupils receive very high-quality teaching across the curriculum. Staff feel highly valued and supported.

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Leadership and governance Strong standard

The trust is highly knowledgeable about the context of the school, school priorities and strengths. It carries its out statutory duties effectively. The trust and the academy council provide highly effective support and challenge. Together, they assure themselves of the impact of all aspects of the school’s work. Consequently, the trust forms an accurate picture of the school’s progress. The trust holds leaders to account for the support and provision for special educational needs and/or disabilities and those who are disadvantaged.

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Leadership and governance Strong standard

Leaders build highly positive relationships across the school community. They know pupils and their families well. Parents are overwhelmingly positive about the school. They appreciate the high-quality education their children receive.

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Personal development and wellbeing Strong standard

The school places its personal development and wellbeing offer at the heart of its work. This offer is meticulously designed to reflect the context of the school community. Pupils say they feel happy, safe and supported. Leaders make explicit links between academic and wider success. They equip pupils with the skills and knowledge they need to be confident learners and respectful members of society. Pupils develop an impressive depth of understanding about British values. Pupils understand and appreciate different cultures, beliefs and backgrounds. They celebrate diversity within the school community and beyond. Consequently, they are very well prepared for life in modern Britain.

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Personal development and wellbeing Strong standard

Pupils have tangible experiences to contribute to wider society. For example, the equality, diversity and inclusion group works closely with Oxford university. Together, they research the impact of education over time. Pastoral support is another significant strength of the school. Pupils’ social and emotional needs are well met, as a result. ‘Basecamp’ and outdoor learning opportunities both support pupils' emotional development. Consequently, pupils’ attendance, wellbeing and levels of anxiety show clear improvement.

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Personal development and wellbeing Strong standard

Pupils benefit from meaningful opportunities to develop their sense of responsibility. For example, the pupil council work with the community to raise awareness of the dangers of speeding. Pupils know about how to keep themselves healthy both mentally and physically. They know the benefits of exercise and a healthy diet. Older pupils diligently run a healthy tuck shop for pupils across the school. Pupils have a mature understanding of relationships and consent. They know how to stay safe online and offline.

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Personal development and wellbeing Strong standard

Pupils access extra-curricular clubs linked to learning, the arts, sports and music. Leaders track attendance at these clubs precisely to assure themselves of equity of access. Consequently, pupils consistently benefit from a rich range of activities which develop their interests.

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What it's like to be a pupil at this school

Pupils thrive at Summerhill Academy. They show an obvious enjoyment in their learning. Pupils relish opportunities to share their knowledge with others. They are articulate and confident communicators. Warm and respectful relationships between staff and pupils permeate the school. Consequently, pupils develop a deep sense of belonging. They are proud to be ‘Summerhill Citizens’. Pupils know that their opinions matter.

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What it's like to be a pupil at this school

Staff have a thorough and precise understanding of pupils' individual needs. This includes pupils with special educational needs and/or disabilities and those who are disadvantaged. As a result, all pupils learn extremely well. They are fully prepared and confident for the next stages in learning.

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What it's like to be a pupil at this school

Pupils behave impeccably. They are polite and considerate. The atmosphere in classrooms is purposeful and focussed. Pupils attend regularly. Some pupils join at different points of the school year. Whenever they join, each new pupil is welcomed warmly and gets the help they need to settle in swiftly. New pupils adjust well to this. They quickly learn the school's behaviour routines that help everyone learn well. Pupils live by the values of the school. They show determination and perseverance in their learning. They collaborate highly effectively together to learn from each other.

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What it's like to be a pupil at this school

Pupils feel safe in school. They enjoy opportunities to socialise. Bulling is not tolerated. Pupils have the skills they need to resolve any friendship issues. Nevertheless, they know staff will help them if they have any worries. Pupils benefit from an extensive enrichment programme. They make trips to places of interest. For example, pupils visit Hampton Court Palace to deepen their knowledge of history. They take part in a wide range of carefully curated clubs and opportunities which develop their talents and interests. Pupils engage enthusiastically in activities, including drumming, football and cheerleading.

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Next steps

Leaders should continue to implement their attendance strategy so that more pupils attend well, including those who remain persistently absent.

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About this inspection

This school is part of the Cabot Learning Federation, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Sir Steve Taylor, and overseen by a board of trustees, chaired by Professor Yvonne Beach .

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty's Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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Team inspectors:

Catherine Beeks, Ofsted Inspector Steve Smith, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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360

Inspectors spoke with the principal and other members of the leadership team, as well as the CEO, the trust director of performance, and a representative group of trustees. They also spoke with a representative of the chair of the academy council, other academy councillors, members of staff, parents, carers and pupils.

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360

The inspectors confirmed the following information about the school:

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360

The school does not currently use alternative provision.

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360

Principal: Chris Barratt Close to average

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2024/25 (3 term) 5.9% 5.2% Close to average

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national average

2023/24 (3 term) 6.1% 5.5% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2023/24 (3 term) 15.7% 14.6% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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