Co-op Academy Smithies Moor

What Ofsted said

From the inspection on 23 April 2024

Co-op Academy Smithies Moor has undergone a period of significant change. Pupils explained to inspectors that these changes have helped to make their school a happy place to be. Pupils achieve well, particularly at the end of key stage 2. The school and multi-academy trust (the trust) are proud to share how they have developed strong links with their local area. These links are supporting the school on their journey to becoming an 'integral part of their local community'. Trustees and the academy governing committee are working closely with the school to embed high expectations for all pupils. Most parents and carers recognise that the school is on an improving journey. More recently, behaviour has improved across the school. However, there are still regular incidences of poor behaviour. Pupils say that this happens more frequently at playtime and lunchtime. Pupils know who to speak to if they are concerned. They are confident that trusted adults will keep them safe. Pupils explained that bullying does not happen often, but if it does, staff help them to resolve any worries they may have. The school has a clear focus on promoting good attendance and punctuality. Attendance is slowly beginning to improve. However, the proportion of pupils who are persistently absent remains a concern. Pupils in upper key stage 2 and pupils with special educational needs and/or disabilities (SEND) are more highly represented in this group, with approximately one in three pupils persistently absent from school.

What the school should improve

• Implementation of the school's curriculum is inconsistent. Some staff do not adapt learning to meet pupils' varied starting points. Prior knowledge is not routinely revisited to address misconceptions or gaps in what pupils know and remember, particularly in early years and key stage 1. Consequently, pupils struggle to recall significant aspects of their learning or cannot build on what they have learned previously. The school must ensure that children and pupils in the early years and key stage 1 build on more recent improvements, similar to those at key stage 2, by regularly revisiting what they know. Furthermore, the school should adapt pupils' learning, ensuring that activities match pupils' different starting points.
• Throughout the school, some pupils, including pupils with SEND, struggle to moderate their behaviour. Leaders should ensure that the school's behaviour policy is effective and implemented consistently well so that pupils understand the school's high expectations and receive targeted support to help them to manage their behaviour appropriately.

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