Carlinghow Academy

What Ofsted said

From the inspection on 24 May 2022

All staff have high expectations of pupils at Carlinghow Academy. Pupils are happy and feel safe. They work purposefully in lessons and achieve well. At playtime, there is a variety of activities in which pupils can take part. These include playing cricket and climbing. Most parents and carers speak highly of the school and the changes that have been made. They say that their children are well supported. Pupils know that when they make good choices, they stay 'green' on their behaviour chart. They look forward to the rewards they achieve, such as attending the carnival. They believe that the rules in school are fair. Pupils are polite and respectful towards adults. They understand clearly what bullying is. If bullying happens, teachers resolve it promptly and with care. Pupils' learning extends beyond the school day. There are many after-school clubs, such as those for dodgeball, arts and crafts, football and cookery. Pupils enjoy trips to enhance their learning in the classroom. They recently visited Lotherton Hall and had a residential trip to Robinwood. Pupils learn about different faiths. They learn how different religions celebrate their beliefs and recently enjoyed taking part in their own Eid celebration. Pupils state that Carlinghow Academy is a 'multi-faith' school and inspectors saw this in action throughout the inspection. Teachers help pupils to show respect and to care for everyone in the same way. Pupils can explain how they are taught to stay safe in school and more widely in their local community. They know the school's internet rules. They learn how to keep safe when online and when using new technologies.

What the school should improve

• Pupils cannot always remember key knowledge in some subjects, such as geography. In these subjects, leaders have not accurately identified the key parts of learning that they want pupils to remember. Leaders must ensure that teachers know exactly what knowledge pupils need to have secured before they can access new learning.
• Teachers are unclear on exactly what pupils need to know and when. This means pupils do not always make effective links to build on what they already know. Subject leaders must develop and embed accurate assessment processes that ensure that prior learning is effectively built on and new learning is delivered consistently well across all classes.

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