Sneyd Academy

What Ofsted said

From the inspection on 20 June 2023

Pupils enjoy their learning and spending time together in school. They speak with pride of the many varied opportunities and activities they take part in. Pupils embody leaders' ambitions to 'learn, achieve and believe' in all they do and say. Leaders make sure that most pupils, including those with special educational needs and/or disabilities (SEND), achieve well. However, for some pupils, teachers do not make their steps to success in learning manageable enough. Older pupils discuss fundamental British values with insight and understanding. They show respect and appreciate their own cultural heritage being valued in school. Extensive visits out, visitors in and taking on leadership roles help shape pupils' personal development. Leaders' recent improvements to the curriculum are helping to strengthen pupils' learning across subjects. Pupils are mature and respectful. They behave well. They converse about a range of topics in detail. This starts in the early years. Children shared their news about a visit to see a helicopter. Their excitement and enjoyment of taking turns to be a pilot was palpable. Year 6 pupils' knowledge of first aid, especially resuscitation, is impressive.

What the school should improve

• Pupils remember their recent learning but are unable to consistently draw on what they know and remember over time. Leaders should continue to embed the curriculum and develop further recall strategies. This is so that all pupils can make links across their learning to secure deeper understanding and ensure that they can remember and apply what they know consistently across all subjects.
• The learning intentions for pupils with SEND, including those with complex needs, are sometimes too broad. Pupils remain working on the same areas of learning for a longer than is necessary. Smaller steps are not put in place to help pupils with SEND be as successful as they could be. Leaders should ensure that staff develop the skills and knowledge to break down these broad aims into small, achievable steps that should pave the way for pupils' increased success.
• Leaders do not systematically check the impact of some of their work. This means that they are not always clear enough on what is working well or what needs reviewing and amending. Leaders should thoroughly review their actions and systems, so that they can check that what has been put in place is effective.

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