The culture at this school is summed up by its motto, ‘Aspire to Achieve’. From Year 7 through to the sixth form, pupils learn to think ambitiously about their futures. They are proud of their achievements and eager to meet their teachers’ high expectations of them. The school is a calm and orderly place for pupils to learn. Pupils treat each other with respect in lessons and during social times. Pupils feel safe at school and know who to go to if they have a problem. They trust their teachers because they are confident that they will receive support and guidance when they need it. This includes effective responses to any bullying. Pupils, parents and carers feel proud of their school. They recognise that it is a place where teachers care about each pupil. One parent told us: ‘I feel the teachers really know my daughter as an individual and teach her accordingly. We are really impressed with the school, the ethos and the staff.’ What does the school do well and what does it need to do better? Leaders are determined that pupils receive a good education. They have created a broad curriculum to build pupils’ knowledge from Year 7 through to Year 13. Careful thought has been given to what pupils should learn and in what order. As a result, they work with increasing levels of confidence and independence. They enjoy frequent opportunities to apply what they have learned to challenging questions, particularly in the sixth form. Leaders and teachers have identified that some older pupils have gaps in their learning. There is a clear and consistent approach to recapping on prior knowledge which is effective for the vast majority of pupils. However, teachers do not always check whether this has been successful before moving on with the lesson. Pupils find the teaching of key vocabulary useful when learning new ideas and expressing what they have learned in writing. Leaders have ensured there is a strong emphasis on this across the curriculum, including in the sixth form. This is benefiting all pupils, but particularly those with special educational needs and/or disabilities (SEND). Support for pupils with SEND is effective because pupils’ needs have been accurately identified. Teachers understand these needs and the strategies that will help pupils to learn. Teaching assistants are well trained so they know how to support pupils. When pupils fall behind, effective strategies are used to help them catch up. Reading is a priority in the school. Teachers use well-selected and challenging texts in different subjects. Reading for pleasure is promoted successfully through a range Inspection report: The Sir Robert Woodard Academy 19 and 20 October 2021 2 of competitions and initiatives. Pupils who are struggling to read receive appropriate support to help them catch up. Leaders have ensured that the school provides a rounded education where pupils develop personally as well as academically. Pupils are taught about the importance of listening to others. Some pupils are trained as mediators and work across year groups to provide support to one another. Pupils from Year 7 to sixth form enjoy a range of practical, sporting, creative and academic clubs. The arts are particularly valued in the school and participation in theatre, dance and musical events is high. Pupils are inspired by a range of opportunities to learn about future careers. Alongside careers advice, there are visits to workplaces and universities as well as careers events involving local and national employers. Pupils’ experience of careers education begins early but is particularly strong in the sixth form, where they receive increasingly tailored guidance. Leaders have built on strengths in the school’s pastoral system to create a purposeful culture where pupils focus on learning. The school’s behaviour policy is well understood and applied by teachers. As a result, low-level disruption is rare. Behaviour incidents are dealt with quickly so that they do not become more serious. Leaders’ actions have improved overall attendance. There has also been an improvement in the attendance of a small number of pupils who do not attend school regularly enough. Leaders recognise that there is still work to do to reduce these pupils’ absence even further. Trustees and executive leaders bring significant educational experience to the trust. Their effective challenge and advice support leaders to make quick and effective improvements. They understand the school’s priorities and are well placed to identify the next steps in its development.