Bowling Green Academy

What Ofsted said

From the inspection on 27 June 2023

Pupils at Bowling Green are totally committed to their learning and to helping each other. Pupils are mature and polite. They treat each other with respect. If pupils are struggling in a lesson, then other pupils will encourage them and make sure that they do not give up. Pupils develop excellent vocabulary, not just to talk about what they know but also how they feel. Pupils use words like 'disgruntled' or 'confident' from a young age. In lessons, pupils are fully focused on their work. They do not stray for a moment from what they should be doing. Expectations of pupils' behaviour are high. Pupils know that some pupils need a little more help with their behaviour and understand and support them to behave. Leaders' work to improve the behaviour of all pupils is highly effective. Attendance is high and leaders support those who need to improve it. Children in the early years get the precise teaching and support that they need, whatever their starting points. They rapidly pick up important knowledge and skills such as writing their name or how to wait for their turn. Pupils through school continue to improve their knowledge and can talk about what they know using expert vocabulary. Parents and carers appreciate the culture of high expectations in the school. Leaders inform parents about how well their child is doing and what is happening in school. There is a real sense of community helped by events such as coffee afternoons. Pupils' knowledge of the school values and virtues is truly exceptional. Not only can they name the school values or fundamental British values but can talk about how they use them too. Pupils know, understand and celebrate differences in society. They have an incredibly mature and deep knowledge of areas such as individual rights and understand that families can look different.

What the school should improve

• In some foundation subjects, teachers sometimes give work to pupils that is not precise enough in securing the knowledge and skills set out in the curriculum devised by leaders. Pupils do not produce the high-quality work or make the small steps towards the outcomes that leaders expect in these cases. Leaders should continue to train teachers so that they have the curriculum and pedagogical understanding that they need in these subjects to precisely match work to the components needed to achieve the curricular goals.

Read the full Ofsted report (opens in a new tab)