The Flitch Green Academy

What Ofsted said

From the inspection on 8 October 2024

Pupils enjoy coming to school. They say that staff welcome them with kindness every day. Pupils feel well supported as they develop academically and personally. They appreciate opportunities to contribute and improve aspects of the school. They can help as librarians, members of the school parliament and eco-warriors. Older pupils are being well prepared to take their next steps to secondary school. Teachers challenge them to work more independently and to develop greater resilience. Pupils are safe at school. They understand the importance of respecting other people. Pupils recognise the difference between falling out with a friend and bullying. They report that bullying is a rarity. Pupils have complete confidence that teachers will deal with any incidents quickly. Poor behaviour seldom interrupts learning. From the early years, pupils learn to follow routines. Typically, pupils engage well with their work. Staff have high expectations of everyone's achievement and behaviour. These expectations are increasingly realised. Parents and carers are pleased with the community feel of the school. The school is working effectively in order to develop pupils' character. They know, for example, how to be a 'cracking citizen'. This promotes pupils' kindness, politeness and responsibility.

What the school should improve

• Teachers are developing their subject knowledge and getting used to delivering new curriculum content. This means that they are only just beginning to identify where there are gaps in pupils' knowledge and understanding of important subject content. The school should ensure that they continue to develop staff subject knowledge and expertise so that they can implement the new curriculum with confidence.
• Some pupils have not yet secured the knowledge they need to become confident writers. This becomes a barrier and prevents them from achieving highly. The school should ensure that the writing curriculum includes the foundational knowledge that pupils need to become fluent writers.
• Work on whole-school absence is not yet having a significant impact. This means that a proportion of pupils are regularly missing out on vital education. The school should continue to develop its processes to address patterns of poor attendance and formalise support where needed to increase overall rates of attendance.

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