Venerable Bede Church of England Academy

What Ofsted said

From the inspection on 21 January 2025

This school has undergone considerable positive change of late. Several leaders are new to their posts. Serious concerns about pupils' behaviour, attitudes to learning and attendance are being successfully addressed. Some pupils now attend school more regularly and have an increasingly positive approach to their studies. However, much work is still required to ensure that pupils receive an acceptable quality of education. The school is ambitious for everyone who attends to share its vision to 'Soar to the heights together'. Staff are proud to work at the school and share good relationships with pupils. Significant staff absence in the past has impacted negatively on the school's journey of improvement. Pupils are now taught by specialist staff who know them well. Most pupils have an adult they would ask for help. Bullying has reduced at the school. Pupils mostly conduct themselves in an orderly way. The school places an emphasis on making careful choices and respecting others. Pupils are taught about other faiths, how British society functions and the importance of staying healthy. However, some of these important messages are not well understood by pupils. There are many enrichment opportunities on offer. Some pupils make good use of these to develop their talents and interests.

What the school should improve

• The school's curriculum has not been well implemented over time. This is, in part, due to high levels of staff absence. However, it is also due to some staff not checking what pupils know and can do before setting new learning. As a result, pupils do not have a secure understanding of what they have been taught. The school should ensure that they identify the strategies that are most effective for securing pupils' knowledge and that these are implemented consistently across the school.
• Pupils do not have a secure understanding of important subject-specific vocabulary and terminology. Staff do not focus on this important information in some lessons. Some pupils cannot read, write and communicate as well as they should be able to. The school should ensure that staff emphasise important vocabulary and guide pupils to use it confidently in their written and verbal responses.
• Over time, pupils, including those who are disadvantaged, have not gained the skills and knowledge they require to succeed in external tests and assessments. Therefore, pupils are not well prepared for their next steps in education, employment or training. The school should ensure they have effective systems to assess gaps in pupils' knowledge and skills and implement precise support, intervention and teaching strategies that will most benefit pupils' outcomes.
• Some pupils do not attend school regularly enough or meet the school's high expectations for conduct. This is because the positive ethos and culture created by the school is not embedded among a significant minority of pupils. The school should ensure that the importance of regular attendance and a positive attitude to learning are continually emphasised and that areas of concern are continually addressed.
• Pupils do not have a secure understanding of the school's personal, social and health education curriculum. In particular, knowledge of parliamentary democracy, a wide range of world faiths and the protected characteristics are not embedded among pupils. This limits how well prepared they are to live in, and contribute to, modern British society.

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