Redgate Primary Academy

Redgate Primary Academy

Address: Somersall Street, Mansfield, Nottinghamshire, NG19 6EL Unique reference number (URN): 144024

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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

The curriculum and wider opportunities help pupils to achieve well both academically and personally. Leaders and staff ensure that pupils are extremely well prepared for future learning and life beyond Redgate Primary Academy. Staff have high expectations. They are aspirational for all pupils. Where appropriate, pupils are supported to participate in external assessments. For example, some pupils undertook the phonics screening test during the week of the inspection.

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Achievement Strong standard

Pupils in each pathway make substantial progress from their starting points. The quality of their work improves over time. Pupils develop essential knowledge and skills across a broad and appropriately adapted curriculum. They are helped to improve their language and communication skills. A strong reading culture is embedded across the school. Mathematics and writing are also promoted throughout the curriculum. Pupils progress from mark making to writing full sentences during their time at the school.

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Achievement Strong standard

The 'Redgate aims' of communication, independence, making good choices and being curious help to prepare pupils for the next stage of their education. Year 6 pupils are supported to move on successfully to various appropriate secondary school destinations.

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Attendance and behaviour Strong standard

Leaders and staff consistently promote the importance of high attendance. They work with pupils, families and external agencies to tackle barriers to regular attendance. Staff understand their role in reducing absence. Leaders analyse attendance information closely, at whole-school level and for different pupil groups. Most pupils are rarely absent, and others have improved their attendance over time. Overall attendance is now better than it was before the pandemic.

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Attendance and behaviour Strong standard

Leaders have established a positive culture that is conducive to learning throughout the school. Pupils enjoy attending the school and learn how to manage their emotions. Staff use a range of strategies to help pupils behave appropriately. Clear routines and positive relationships enable pupils to control their behaviour. Leaders and staff have high expectations of pupils' behaviour. Staff have the necessary expertise, support and confidence to adapt behaviour policies and practices to maintain these standards. They use timely and well-chosen interventions to support pupils who need additional help to sustain the school's expectations and support positive attitudes to learning. This is an inclusive school. No form of discrimination, harassment, abuse or violence is tolerated. Bullying is rare, and pupils are confident that staff would deal quickly and effectively with any unkindness that may occur.

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Curriculum and teaching Strong standard

Leaders have an accurate and informed understanding of the quality of the curriculum and teaching across the school. They have ensured that staff have, or gain, the expertise that they need to teach the appropriately adapted curriculum very well. Leaders ensure that high- quality teaching is supplemented by targeted and personalised support.

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Curriculum and teaching Strong standard

After the previous inspection, leaders made astute decisions about how the curriculum should evolve. It is now well planned and sequenced, and there is clarity about what pupils should know in each area. Each of the 4 pathways are ambitious and taught well. Staff make highly effective choices about what to teach and when and how to teach it. They use assessment extremely effectively to check pupils' understanding and adapt their teaching as required. Staff remove barriers to learning for pupils so that all can learn equally well.

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Curriculum and teaching Strong standard

Pupils receive highly effective teaching to secure important foundational knowledge and skills across the curriculum. Communication is at the heart of the curriculum. Pupils with a range of starting points are helped to enjoy reading through a variety of carefully tailored activities. Staff read to pupils and promote the joy of reading through various means. Many pupils enjoy exploring books. Some are taught to read through a structured phonics programme, and others are helped to deepen their understanding of what they have read. Pupils enjoy reading to themselves and listening to stories by accessing the school's e- library.

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Inclusion Strong standard

Leaders and staff know their pupils as individuals. They skilfully and quickly identify, assess and meet the needs of all pupils who attend Redgate Primary Academy. Leaders and staff reduce barriers to pupils' learning and wellbeing through very well-informed adaptations. Staff monitor pupils' progress through the curriculum and towards the outcomes stated in their education, health and care plans closely. They are adept in adjusting the support that they provide to continually meet pupils' needs. As a result, pupils achieve positive outcomes.

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Inclusion Strong standard

Staff are well trained to meet the needs of pupils with special educational needs and/or disabilities. They work sensitively and very effectively with pupils, other staff, families and external professionals to 'create brighter tomorrows' for all pupils. Pupils with different needs and starting points access a carefully adapted curriculum that enhances their communication skills. Staff are highly proficient in supporting pupils through their relevant curriculum pathways so that they develop their reading, writing and mathematical knowledge appropriately.

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Inclusion Strong standard

Leaders ensure that their strategy for the use of additional funding to support disadvantaged pupils is implemented well and monitored effectively. Staff use their relationships with the pupils and the training that they have received to help disadvantaged pupils to thrive. The pupil premium funding has a positive impact on disadvantaged pupils' outcomes. Children known, or previously known, to social care are supported well to succeed in school and beyond.

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Leadership and governance Strong standard

Leaders have a detailed and insightful knowledge of the school. They use this understanding to take action to continue to develop the provision that they offer so that it is consistently high quality throughout the school. Leaders enhance pupils' experiences and remove barriers to their learning and wellbeing. They make decisions in the best interests of the pupils.

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Leadership and governance Strong standard

Leaders have established a highly effective culture of professional learning in which staff take responsibility for improving their expertise. Staff are supported to develop and refine their practice. Leaders promote staff's wellbeing and are considerate of their workload. Staff feel involved in decision-making and the strategic direction of the school. Leaders have embedded a culture of high expectations and professionalism throughout the school. Staff work well as a team to ensure that all pupils have a positive experience at the school.

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Leadership and governance Strong standard

Leaders, and those responsible for governance, develop constructive relationships with families, other schools, external professionals and the wider community. They draw upon these relationships to help pupils achieve, belong and thrive. Trustees and governors use their knowledge and expertise to provide consistent support and challenge to leaders. They fulfil their statutory duties and ensure that resources, including additional funding, are used to help pupils to succeed. They hold leaders to account appropriately for the school's provision for disadvantaged pupils. Those responsible for governance make sure that the vision and ethos of the school are clearly defined and reflect the school's context.

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Personal development and wellbeing Strong standard

The programme for personal development is extensive and an entitlement for every pupil. It is carefully tailored to the school's context and pupils' needs and aspirations. The school supports all pupils to participate fully in enrichment opportunities by encouraging them to go on trips and by including activities at playtimes and during the school day.

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Personal development and wellbeing Strong standard

Pupils are supported to reflect on their beliefs and experiences. They learn to respect other people's values and understand right and wrong. They are encouraged to make good choices. Pupils develop their communication and cooperation skills. Staff consistently promote respect and independence as positive characteristics. Pupils experience a wide range of cultural and creative opportunities. Activities, experiences and trips are specifically designed to broaden pupils' horizons and enhance their spiritual, moral, social and cultural development. These include through music, art, drama, sport, community experiences and visits linked to the curriculum such as to different places of worship.

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Personal development and wellbeing Strong standard

Leaders have prioritised health education, and activities in each pathway develop pupils' understanding of mental health and managing their emotions. Pupils also follow a carefully adapted relationships and health education programme. They learn about different types of relationships and receive appropriate sex education. Pupils are taught to stay safe in school, at home and in the wider community. Pupils and families are made aware of online and offline risks to their wellbeing.

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Personal development and wellbeing Strong standard

Pupils and staff enjoy positive and productive relationships. Pupils feel valued and respected as part of the school community. Staff have a deep understanding of all their pupils and provide high-quality additional pastoral support as required. The impact of the personal development programme is clear in the positive outcomes and experiences of all pupils, including disadvantaged pupils. Pupils are well prepared for life beyond the school.

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

Pupils enjoy attending this highly inclusive school. They feel happy and safe and describe staff as 'helpful', 'kind' and 'funny'. Pupils readily communicate with staff if they have any concerns over anything. They are not worried about bullying in the school, and they are confident that staff would deal quickly and effectively with any unkindness that may occur. Pupils try to behave as well as possible and know that staff help them to do this. Most pupils conduct themselves very well, and others have significantly improved their behaviour since starting at the school. Staff are very skilled at helping pupils to manage their behaviour. Most pupils have high attendance, and others have been helped to significantly reduce their absence. Attendance continues to improve as pupils want to be in school to learn.

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

Pupils access the curriculum through 4 carefully tailored pathways. Learning is precisely adapted to meet their needs. They enjoy a range of subjects and understand how communication, reading and mathematics will help them in the future. Staff are skilled in helping pupils to secure the foundational knowledge that they will need for subsequent learning and adult life. Pupils make substantial progress from their starting points, and they achieve well, both academically and personally. They are very well prepared for their next steps.

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

Pupils access a range of enrichment activities that develop their talents and interests and broaden their experiences. They enjoy going on trips and taking part in a variety of activities during the school day. Pupils are encouraged to cooperate with other people and to develop their independence. Pupils learn how to stay safe in school, at home and in the local community. They learn about both online and offline risks to their wellbeing.

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Next steps

Leaders, staff and those responsible for governance should sustain the effectiveness of their work in all areas and maintain their focus on securing the continued development of the school's high-quality provision to achieve a transformational impact for all pupils.

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About this inspection

The school is part of Diverse Academies Trust, which means that other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), David Cotton, and overseen by a board of trustees, chaired by David Schwarz.

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About this inspection

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

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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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School capacity

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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School capacity

Inspectors spoke with the executive principal, the principal, the vice principal and the assistant principal. They also spoke with the chair of trustees, the CEO, the chief education officer, the chair and vice chair of the local governing body, other staff and pupils.

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School capacity

Every pupil who attends this school has an education, health and care plan. The school caters for pupils with autism, speech, language and communication needs, specific learning difficulties, visual impairment, moderate learning difficulties and severe learning difficulties.

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School capacity

The school does not make use of any alternative provision.

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School capacity

The school has undergone changes to leadership since the last inspection. A new executive principal, principal and vice principal now lead the school.

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School capacity

Executive principal: Lucy Spacey: Principal: Claire Gouthwaite

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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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What does this mean?

The type of Special Educational Needs provision provided at the school (if applicable).

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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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Persistent absence

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

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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. 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

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

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