Djanogly Strelley Academy

Djanogly Strelley Academy

Address: Helston Drive, Strelley, Nottingham, Nottinghamshire, NG8 6JZ Unique reference number (URN): 140555

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Early years Strong standard

Children in the early years benefit from a language-rich, purposeful and inclusive learning environment. The curriculum is well structured and clearly sequenced. Leaders ensure that the curriculum is well taught. They make changes to improve provision as appropriate, for example when focusing on developing communication skills.

p.2

Early years Strong standard

Staff engage in high-quality interactions. Their expectations of the way that children communicate and use appropriate vocabulary are high. During a mathematics session, for example, the children presented their answers to number challenges in full sentences. The provision for 2-year-olds is equally as effective. Children repeat key vocabulary while taking part in the ‘scarf dance’.

p.2

Early years Strong standard

Leaders ensure that relationships with parents and carers are highly positive. Staff work quickly to get to know every child and their family well. Leaders and staff quickly and accurately identify children who face barriers to their learning and wellbeing, providing swift, effective support.

p.2

Early years Strong standard

Highly effective routines and expectations are established. As a result, children feel safe, behave well and make notable progress from their individual starting points.

p.2

Early years Strong standard

Early reading, writing and number skills are taught effectively. Staff check learning carefully so that children build their knowledge and develop their vocabulary. Children are well prepared for Year 1.

p.2

Inclusion Strong standard

Leaders are committed to meeting the needs of every pupil across all of the different vulnerable groups. Pupils’ individual needs are identified and assessed effectively. Leaders work with parents and carers and external agencies to reduce barriers to learning through highly effective provision. This includes an array of adaptations that enable pupils to access learning fully with their peers. As a result, pupils develop independence and have the skills and knowledge to excel. Parents are overwhelmingly positive about the support that their children receive.

p.2

Inclusion Strong standard

Pupils who find learning the hardest benefit from high quality, inclusive teaching. This is particularly evident with the work with the ‘acorns’ specialist provision and ‘ready, respectful, safe’ group, where effectively tailored programmes support pupils to build the skills and knowledge that they need to succeed.

p.2

Inclusion Strong standard

Leaders have high aspirations for pupils with additional needs. They work effectively with providers when pupils attend alternative provision. Leaders diligently monitor pupils’ progress and assess the impact of interventions and support strategies, including the impact of the pupil premium funding. This thoughtful, proactive approach ensures that pupils who face barriers to their learning and wellbeing are supported to achieve well. Staff benefit from a well-planned professional development programme. The training supports them to understand pupils’ needs better.

p.2

Leadership and governance Strong standard

Leaders have created a welcoming, purposeful and highly inclusive culture in the school. They have an astute understanding of the priorities for development to ensure the best possible outcomes and experiences for pupils. They take timely action to improve areas for development, for example in ensuring that they get to know children from the earliest opportunity with the development of the provision for 2-year-olds.

p.3

Leadership and governance Strong standard

Leaders’ decisions are in the best interests of pupils, particularly those who face additional barriers. Leaders want all pupils to succeed personally and academically. Leaders at all levels invest in supporting all pupils to achieve well. The new headteacher has brought direction and energy to the school. Staff and parents and carers are highly complimentary about the effectiveness of the leadership team.

p.3

Leadership and governance Strong standard

Leaders take thoughtful steps to support staff's workload and wellbeing. Leaders ensure that staff feel valued. Staff appreciate how leaders support them to develop as professionals.

p.3

Leadership and governance Strong standard

Governors carry out their statutory duties with diligence. They hold leaders to account and maintain a clear focus on pupils’ needs. They know the school very well and value the support from the trust.

p.3

Leadership and governance Strong standard

Leaders, including those responsible for governance, forge highly effective relationships beyond the school so that they can successfully engage with, and work in partnership with, parents and the local community. They share good practice with other schools, for example sharing the success of their ‘acorns’ provision. All parents who shared their views with inspectors expressed confidence in the school and appreciate the strong relationships staff build with their children.

p.3

Personal development and wellbeing Strong standard

The promotion of pupils' personal development and wellbeing is a strength of the school. Leaders have carefully considered the school's context when designing the well-sequenced personal, social, health, and economic education curriculum. Leaders ensure that pupils have the knowledge and skills for life beyond the primary school. They make sure that the relationships, sex and health education is accessible to all pupils. This includes keeping parents well informed of the content at an open coffee morning.

p.3

Personal development and wellbeing Strong standard

Pupils learn about the fundamental British values. They demonstrate a deep understanding of respect and tolerance, and of the different cultures and faiths that make up their community. They understand the importance of healthy relationships and how to keep themselves safe when using social media. They demonstrate resilience, independence and strong social skills when they work together.

p.3

Personal development and wellbeing Strong standard

Leaders want pupils to be ‘the best that they can be’ and this was evident during the ‘trumpet extravaganza’ where pupils had the chance to shine. Interest and talents are also nurtured in sports, for example with the creation of a sporting club for girls.

p.3

Expected standard

Pupils are proud of their leadership roles. They talk about the importance of helping the younger children. Safeguarding ambassadors help younger children if they are upset or have a worry. The sustainability team is keen to help to protect the planet.

p.4

Expected standard

High-quality pastoral support means that pupils have the necessary skills to develop the independence and confidence to work and learn with peers. The support impacts significantly on those who need it. Pupils are supported through responsive and planned interventions, including sensory support and opportunities to manage their emotions. Pupils with a range of needs receive consistently high-quality help that enables them to thrive.

p.4

Expected standard

Leaders meticulously track provision and adapt support when needed. They ensure that all pupils access the broad and enticing offer.

p.4

Achievement Expected standard

From often very low starting points, pupils generally make notable progress in their reading, writing and mathematics. However, this progress is not reflected in the outcomes in national tests. These outcomes, which are typically below national averages, are not reflective of the positive work undertaken by the school to ensure that all pupils achieve well.

p.4

Achievement Expected standard

Leaders rigorously monitor the progress of disadvantaged pupils and those with special educational needs and/or disabilities (SEND) to support them to achieve well. Disadvantaged pupils often achieve in line with national averages. They make notable progress from very low starting points. Pupils with SEND receive effective support to help them to achieve well. This includes those who attend the specialist provision.

p.4

Achievement Expected standard

Pupils achieve well across the wider curriculum. They recall their learning with confidence. This is particularly evident in art, where work produced is of a high quality.

p.4

Achievement Expected standard

Many pupils are prepared for the next stage in their education.

p.4

Attendance and behaviour Expected standard

Leaders have clear systems and processes in place to support pupils to attend well. Over time, pupils have not attended well but this is steadily improving. For some pupils, effective support for families has led to demonstrable improvements. Leaders work closely with families and provide support. The free breakfast club has had a significantly positive impact on attendance. Pupils enjoy the ‘attendance challenge’ and the celebrations when attendance improves. Attendance for pupils with special educational needs and/or disabilities and those who are disadvantaged is improving. However, some pupils are still absent from school too often and miss out on valuable learning time.

p.4

Attendance and behaviour Expected standard

Leaders have high expectations of behaviour. Staff, pupils, and parents and carers understand the expectations. Staff implement the school’s behaviour policy consistently. Consequently, pupils behave well and can learn without disruptions. Pupils who need support swiftly get the help that they need. Leaders ensure that staff receive appropriate training to meet the challenging needs of pupils. Pupils want to do well and show commitment to their learning. Pupils work and play well with others across year groups during social times. Pupils are confident that bullying is not tolerated in school. Leaders have created a culture where staff support and protect pupils.

p.4

Curriculum and teaching Expected standard

The school’s curriculum identifies what pupils will learn and when, including for those who are in mixed-year groups. The curriculum is sequenced and builds on what pupils have learned before. Leaders demonstrate a secure understanding of the quality of teaching across the school. They ensure that all lessons follow an agreed approach. This ensures consistency across all curriculum areas which pupils understand and appreciate. Pupils value the opportunities to revisit their learning.

p.5

Curriculum and teaching Expected standard

Leaders ensure that a focus on developing pupils' communication skills and vocabulary underpins the curriculum. This is evident across all year groups and curriculum areas. Leaders are embedding improvements in the teaching of reading, writing and mathematics. Learning is well sequenced and develops pupils' fluency, confidence and enjoyment. Teachers regularly check what pupils have learned. Any gaps in learning are identified and addressed quickly and effectively in these lessons. However, in some of the wider curriculum areas, for example in history, errors in pupils' understanding are on occasion not identified and corrected.

p.5

Curriculum and teaching Expected standard

Teachers have detailed subject knowledge. They give clear instructions and take the time to ensure that pupils understand what they are being asked to do. They adapt learning successfully so that all pupils are fully included in the learning process.

p.5

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

Pupils and their families are valued parts of the Djanogly Strelley Academy family. Pupils know that staff and leaders care about them. Pupils have a positive sense of belonging where they feel that they are safe and are an integral part of the school community.

p.5

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

Pupils say that everyone is welcome in their school and that it is 'okay to be different'. They say that ‘school is a great place to be’. As a result, many pupils attend well and attendance is continuing to improve. Pupils engage with a well-planned, ambitious curriculum. They enjoy their learning. They are keen to learn and make notable progress. Pupils, across all of the vulnerable groups, thrive in a culture that supports them to ‘be the best that they can be’.

p.5

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

Pupils are well known by staff. As a result, staff quickly identify barriers to learning and wellbeing for pupils and work together to reduce these barriers. Pupils in the ‘acorns’ specialist provision achieve well and get the bespoke support that they need.

p.5

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

Children in early years thrive. This begins when the youngest children, at the age of 2, start school. They settle quickly and rise to the high expectations. Pupils enjoy enrichment activities, including clubs, trips and wider opportunities. This offer is also extended to parents and carers, who benefit from coffee mornings and focused sessions to help them to support their children.

p.5

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

Pupils rise to the high expectations of their behaviour. They behave well, showing respect and care for one another. Bullying is rare, but when concerns arise, staff act swiftly to provide the right support.

p.6

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

The older pupils support the younger ones through their leadership roles, including safeguarding ambassadors and librarians. These roles help pupils to prepare to be a positive members of the community.

p.6

Next steps

Leaders should ensure that highly effective teaching is embedded across the school, including by ensuring that any errors pupils may make are swiftly resolved, so allowing pupils to develop secure knowledge and understanding that will allow them to achieve as highly as they can. Leaders should continue in their work to improve attendance to ensure that all pupils come to school as often as possible.

p.6

About this inspection

This school is part of Tapestry Learning Partnership, which means that other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Mark Mallender, and overseen by a board of trustees, chaired by Timothy Slade.

p.6

About this inspection

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

p.6

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.

p.6

About this inspection

Inspectors held meetings with the headteacher, senior and middle leaders, and trustees and governors, including the chairs of the trust and of the local governing body. They also spoke to a range of teaching and non-teaching staff and a wide range of pupils.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

The headteacher joined the school in January 2024.

p.6

About this inspection

The school makes use of alternative provision.

p.6

Team inspectors:

Shazia Lydon, Ofsted Inspector Tim Leah, Ofsted Inspector

p.7

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.

p.7

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.

p.7

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.

p.7

What does this mean?

National average: 300 Headteacher: Sarah O'Connell

p.7

What does this mean?

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

p.8

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.

p.8

What does this mean?

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

p.8

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.

p.8

What does this mean?

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

p.9

What does this mean?

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

p.9

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.

p.9

average

2022/23 (final) 54% 60% Close to average

p.9

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

Pupils reaching the expected standard in teacher-assessed writing

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

p.10

average

2023/24 (final) 67% 72% Close to average

p.10

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.10

average

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

p.10

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.

p.10

mathematics

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

p.11

average

2023/24 (final) 41% 46% Close to average

p.11

average

2022/23 (final) 49% 44% Close to average

p.11

Disadvantaged pupils reaching the expected standard in reading

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

p.11

average

2022/23 (final) 53% 60% Close to average

p.11

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

p.11

average

2023/24 (final) 69% 58% Close to average

p.11

national average

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

p.12

Disadvantaged pupils reaching the expected standard in mathematics

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

p.12

average

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

p.12

average

2022/23 (final) 62% 59% Close to average

p.12

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.

p.12

mathematics

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

p.12

Disadvantaged pupils reaching the expected standard in reading

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

p.13

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.

p.13

Disadvantaged pupils reaching the expected standard in mathematics

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

p.13

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.

p.14

Persistent absence

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

p.14

Exceptional

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

p.15

Strong standard

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

p.15

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.

p.15

Needs attention

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

p.15

Urgent improvement

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

p.15

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.

p.15

Urgent improvement

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.15

Urgent improvement

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.15

Urgent improvement

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

p.15

Urgent improvement

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

p.15