The Flying Bull Academy

The Flying Bull Academy

Address: Flying Bull Lane, Buckland, Portsmouth, Hampshire, PO2 7BJ Unique reference number (URN): 140719

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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 Needs attention

In recent years, pupils have not achieved as well as they should by the time they leave the school. Weaknesses in the curriculum and teaching have resulted in pupils having gaps in important aspects of their knowledge and skills. The school’s recent results in national tests in Year 6 show pupils achieve well below the national average. This means that pupils have often left the school not ready for their next stage of learning.

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Achievement Needs attention

Leaders’ have begun to take effective action to bring about improvement. Leaders have focused on ensuring the youngest pupils develop the foundations they need for learning. On the whole, pupils achieve well in the phonics screening check results in Year 1, while outcomes have improved year on year in the Year 4 multiplication tables check. In lessons, the tasks pupils complete are becoming more accurate to their needs. However, the quality of work in books remains variable in different classes.

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Attendance and behaviour Needs attention

Despite the school's efforts, there are too many pupils who do not attend school enough. Leaders work proactively with families to ensure that they understand the importance of regular attendance. Tailored support benefits pupils who are disadvantaged and those who face other potential barriers to coming to school. However, attendance remains too low, and persistent absence for some groups is still high. This means too many pupils are missing out on vital learning.

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Attendance and behaviour Needs attention

In lessons, pupils’ behaviour is increasingly calm and purposeful. Clear processes, including reminders and reflection, support most pupils to engage with their learning. Relationships between staff and pupils are mutually respectful. Staff model the school values. Pupils say that bullying rarely happens and they are confident that adults will help them to resolve problems if they need it. Pupils show great kindness and consideration for each other.

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Attendance and behaviour Needs attention

Some pupils in both the main school and those in the specially resourced provision for pupils with special educational needs and/or disabilities need bespoke support to help manage their behaviour. On the occasions when pupils struggle to keep calm, staff know the best ways to address the issue and bring learning back on track.

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Curriculum and teaching Needs attention

While leaders are taking effective action to strengthen the curriculum and teaching, these changes are in their infancy and are not embedded. There is inconsistency in the quality of the delivery of the curriculum. Where teaching is more effective, staff encourage pupils to think hard, practise securely and explain their ideas. However, some staff's expectations of what pupils should achieve are unclear and lack ambition. As a result, staff do not always adapt teaching in lessons to meet pupils' needs well enough. Some activities are too easy for some pupils, whereas for others the activities are too hard. The school's new leadership uses its well-informed understanding of high-quality primary education effectively. Leaders' clear, thoughtful actions are resulting in the gradual improvement of the quality of teaching. For example, teachers typically deliver the school's phonics programme well. Many pupils become fluent and confident readers quickly. When

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Curriculum and teaching Needs attention

pupils need a bit longer to learn the basics of reading, additional focused support is given to them. A focus on early writing and mathematics is also having a positive impact, especially in younger year groups. Leaders ensure that pupils are taught the full breadth of the national curriculum. This is helping to develop pupils' knowledge of subject-specific vocabulary. However, leaders' actions have not yet had sufficient impact on pupils’ progress and attainment.

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Early years Needs attention

While leaders recognise the importance of high-quality education in the early years, there is more to do to improve the quality of teaching and adult interactions. Staff sometimes miss opportunities to maximise children's learning and language development. For example, children have too few chances to hear new words, understand them and use them in meaningful play.

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Early years Needs attention

All staff show great care for the children. A new, well-considered early years curriculum supports children to learn what they need to be ready for key stage 1. Leaders ensure that the children's transition into early years is welcoming and purposeful. Teachers sequence this learning into clear milestones to help children build knowledge and skills progressively. Children show enjoyment in their learning.

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Early years Needs attention

Throughout both the nursery and reception classes, children broadly focus on their learning and interact calmly with their peers. Staff help children to play and communicate kindly with their friends. Children become increasingly independent, both in self-care and managing their feelings. Staff develop effective relationships with parents and carers when children join in the nursery. This helps staff to know and care for pupils really well, and to ensure that children's basic needs are well attended to.

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Inclusion Needs attention

Leaders recognise that support for pupils with special educational needs and/or disabilities (SEND), disadvantage or vulnerability does not always meet their specific needs well enough. Leaders have strengthened the school’s processes to identify the needs of pupils who face barriers to their learning and wellbeing. However, there are still inconsistencies in how effectively staff reduce these barriers. In particular, too often, pupils with SEND struggle to access learning activities.

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Inclusion Needs attention

Leaders work collaboratively with other professionals, and with parents and carers, to ensure that they understand pupils’ needs. For example, they act on advice from specialists to ensure that the strategies and resources used to support pupils' behaviour are effective. As a result, teachers typically ensure that pupils with SEND have the necessary equipment and staff support to help them access the curriculum. This is best highlighted in the recent improvements to the school's specially resourced provision for pupils with SEND. Leaders have, working with external partners, notably improved the provision available for these vulnerable pupils. In the rare instance where alternative provision is needed to support specific pupils, this has a positive impact on meeting pupils' needs and improving their wellbeing. Leaders are using pupil premium funding effectively to support disadvantaged pupils' pastoral and academic

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Inclusion Needs attention

needs. The needs of pupils known or previously known to children's services are also well considered.

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Leadership and governance Needs attention

Since the last inspection, the trust has identified that leaders’ actions have not focused sufficiently well on ensuring that all pupils gain the essential knowledge and skills across the curriculum. Over time, the governing body has not provided sufficient challenge to leaders to maintain high standards.

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Leadership and governance Needs attention

As a result, the trust has instigated some significant changes over the last year. The local governing body has been recently replaced by an interim governing board made up of highly experienced, educational professionals determined to improve the school's provision. The trust has appointed a new headteacher who has galvanised the school's senior leadership team. This fresh, new team has quickly identified the school's strengths and areas they need to significantly improve. They take all decisions with the pupils' best interests at heart. Together leaders have assured that the school's statutory duties, such as safeguarding, are robustly in place.

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Leadership and governance Needs attention

All stakeholders, including parents, are keen to express the improvements the school has made in the past year. Staff are overwhelmingly positive about the direction that the school is heading in, and the support they are given to make these changes. They feel listened to and appreciate the recent training to help them better support pupils with additional needs. While much improving at a good pace, staff are fully aware that there is still work to do. They are determined to get it right for pupils.

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Personal development and wellbeing Needs attention

Leaders have recently made significant changes to the personal development and wellbeing programme. However, these changes are at an early stage so have not yet had the impact that leaders intend.

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Personal development and wellbeing Needs attention

Leaders have implemented a personal, social and health education (PSHE) curriculum that is coherent and appropriate. They monitor the effectiveness of this curriculum carefully. As a result, while there are some inconsistencies in some classes, the PSHE curriculum is typically having a positive impact on pupils' development. The PSHE curriculum is complemented well by the the school's highly purposeful pastoral work. This helps to support pupils to understand their emotions. This enables pupils to regulate themselves better and have much more purposeful school days.

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Personal development and wellbeing Needs attention

The school's current offer to pupils to enhance pupils' experiences beyond the classroom, such as clubs and trips, is limited. While there are some opportunities to develop pupil interests and talents, for example through additional sport or music opportunities, this needs further consideration. Leaders know that there is work to do in order to ensure that more pupils, particularly those from more disadvantaged backgrounds, can experience wider opportunities. Pupils are being supported to be responsible, respectful and active citizens in their school through pupil leadership opportunities, such as school councillors. Pupils embrace the wide range of backgrounds and cultures of their classmates. They are educated about how to protect themselves from risks and dangers online and in the community. Leaders ensure that pupils understand that discrimination is never acceptable. Should anything like that arise, leaders always treat it as an opportunity to educate pupils in a constructive,

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Personal development and wellbeing Needs attention

purposeful and impactful way. This prepares pupils well for life in modern Britain.

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

Pupils are benefiting from recent significant changes at the school. Leaders and governors are revitalising pupils' experiences. There is a genuine sense from pupils, staff and the trust that the school is restoring the standards that the community expects and its pupils deserve.

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

Pupils arrive each morning at The Flying Bull Academy ready to be welcomed warmly. This is consistent across the school, whether in Nursery, Year 6 or the specialist resource provision. Pastoral support plays an important role in helping pupils feel safe, cared for and ready to learn. Pupils who struggle to behave are given the support they need. Pupils know that if someone is unkind, they will get support from staff if they need it.

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

Pupils take their own school leadership roles seriously. They make sensible suggestions on how to improve the school environment, or what clubs could enhance the currently limited choice. Pupils are well-prepared for life in modern Britain. They develop an understanding of a range of faiths, cultures and different types of families. Pupils who have had difficult experiences at previous settings, particularly those in the specialist resource provision, find a genuine sense of belonging at this school. Most pupils attend school regularly. However, some pupils are absent too often, despite the school's efforts to encourage them in. This has a detrimental effect on these pupils' learning.

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

Pupils enjoy learning about the interesting topics that they study. Staff are getting better at meeting the needs of individual pupils. Leaders have recently developed the curriculum to ensure that pupils are now learning more key knowledge, skills and vocabulary. However, it is not delivered consistently well across all year groups and subjects. This affects pupils’ achievement in national tests at the end of Year 6, which is typically lower than the national average.

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Next steps

Governors and trustees must ensure that the clear systems that have now been established provide effective support and challenge to school leaders, so that the school continues to improve. Leaders should ensure that adaptations for pupils, including those with special educational needs and/or disabilities, are well-planned and consistently implemented, so that teaching and activities match pupils' needs, enabling pupils to build securely on what they know and can do. Leaders should ensure that high quality teaching is embedded across all year groups and subjects. Leaders should ensure that they embed the changes to how they manage attendance, so that attendance continues to improve. Leaders need to continue to develop the range of purposeful opportunities pupils can access to broaden pupils' experiences and enable them to develop their talents and interests.

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About this inspection

This school is part of the University of Chichester 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, Jennese Alozie, and overseen by a board of trustees, chaired by Chris Shelton.

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About this inspection

In February 2026, the trust disbanded the local governing board and instated an interim governing board.

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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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About this inspection

Inspectors spoke with the headteacher and other school leaders. They spoke with representatives from the trust, including the chair of trustees. Inspectors also spoke with the chair of the interim governing board, a representative of the virtual school, and a representative of Portsmouth Local Authority.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

All senior leaders are new to post since the last inspection, including the headteacher who started their full-time, permanent role in January 2026.

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About this inspection

The school runs nursery provision for 2-, 3- and 4-year old children.

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About this inspection

The school includes provision that offers short-term, tailored support for primary-aged children experiencing social, emotional, and mental health (SEMH) difficulties. The unit has a capacity of 32 pupils.

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About this inspection

The school currently uses one unregistered alternative provider.

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Team inspectors:

Justin Bartlett, Ofsted Inspector James Everett, Ofsted Inspector Matt Vernon, 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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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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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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average

2022/23 (final) 66% 73% Close to average

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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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average

2022/23 (final) 66% 71% Close to average

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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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average

2022/23 (final) 66% 73% Close to average

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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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average

2022/23 (final) 38% 44% Close to average

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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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average

2023/24 (final) 63% 62% Close to average

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average

2022/23 (final) 57% 60% Close to average

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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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average

2023/24 (final) 47% 58% Close to average

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average

2022/23 (final) 54% 58% Close to average

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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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average

2023/24 (final) 50% 59% Close to average

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average

2022/23 (final) 51% 59% Close to average

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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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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.

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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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Urgent improvement

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