The academy is improving because teachers’ expectations of pupils in all year groups are rising. Many pupils and parents agree that the school is better than in the past. Pupils feel safe and well supported. Pupils and staff get along well together and there is a friendly feeling to the school. Bullying does not happen very often. Pupils say they trust staff to deal with it if it does. School leaders want pupils across the school to achieve as well as they can. However, this is dependent on which teachers pupils get. Some teachers are more skilled and ambitious for their pupils than others. Not all teachers have the subjectspecific knowledge they need to help pupils understand the world around them. Mostly, lessons are calm and orderly. Pupils say that behaviour is better, but there are still occasions when learning is disrupted. Pupils value the enrichment programme where they can try new things such as learning Chinese or doing street art. Pupils on the ‘elite’ sports programme appreciate the opportunities they have to develop into high-level athletes. One parent said: ‘My child’s confidence has grown and both his academic and sports progress shows.’ What does the school do well and what does it need to do better? The principal is determined and ambitious for the school. The trust, governors and staff support her vision. Staff are proud to work at the school. They feel listened to and well supported. Some key leaders are very new in their roles. They have not yet had the time to make a positive difference to the quality of teaching. Pupils in Years 7, 8 and 9 study a broad range of subjects. Leaders have not provided some subjects, such as music and design technology, with enough time on the timetable. Teachers in these subjects lack the subject-specific expertise to develop pupils’ knowledge and understanding. Leaders know this and have plans in place to make it better. Leaders have thought carefully about the important knowledge that pupils should learn. They have drawn up detailed plans about what to teach and in which order to teach it. Many teachers in subjects such as English, geography, science and physical education ensure that pupils learn more and remember more. However, not all teachers across the school are skilled enough in doing this. Sometimes this leads to pupils losing focus and switching off in lessons. As a result, some pupils are not achieving as well as they could, particularly those who have special educational needs and/or disabilities (SEND). Staff are keen to encourage pupils to read more. New strategies are in place such as older pupils (‘heroes’) working with younger ones to develop their reading skills. Although it is early days, pupils are developing better reading habits. Inspection report: John Madejski Academy 7–8 January 2020 2 Leaders have worked hard and been successful in raising attendance across the school. There is more to do to make sure boys, disadvantaged pupils and those who have SEND come to school more regularly. LIFEE lessons (literate, informed, financially savvy, emotionally intelligent, enterprising young people) and the tutor programme include topics about the wider world and adult life. For example, during the inspection, Year 10 pupils were discussing mental health issues and Year 7 shared their ideas about climate change. Some tutors’ skills and knowledge are stronger than those of others. As a result, pupils’ learning in these areas varies too much. Leaders work hard to provide pupils with chances to broaden their horizons, raise their aspirations and learn new skills. For example, there are strong links with local engineering companies, so pupils learn about careers in that field. The newly formed combined cadet force is helping participants to develop leadership and organisational skills. Sixth-form students achieve well, and standards are rising. Many who retake GCSE subjects are successful. Students enjoy their studies, attend regularly and work very well together. There is a wide range of courses on offer, with the majority choosing the ‘elite’ sports programmes. Students on these courses are particularly well supported. All students receive valuable advice and guidance about their next steps. They are successful in gaining places at universities or being offered apprenticeships or employment. Currently, students do not have sufficient opportunities to experience the world of work. Leaders have plans to address this. The programme to support the development of sixth-form students’ wider skills is not meeting all their needs well enough.