A “vibrant and inclusive” secondary school in east Bristol was judged to have maintained its ‘Good’ educational standards by Ofsted. The City Academy Bristol, on Russell Town Avenue in Redfield, was inspected on November 26 and 27.
The secondary school has 992 pupils on its school roll and was subject to an ungraded inspection. Ofsted found that the school has maintained standards identified in its last inspection in April 2019, where the school was rated as ‘Good’.
Pupils enjoy attending City Academy, which Ofsted said had a community “where cultural diversity is celebrated”. Pupils learn in a “safe and tolerant environment” with safe spaces available if they need a calm area or support from a trusted adult.
The school has a specially resourced provision for pupils with special educational needs and/or disabilities (SEND) who have speech, language and communication needs. Currently 20 pupils attend this, who enjoy attending school and are well supported.
The report said: “The school has high expectations of the pupils that attend City Academy. Typically, pupils live up to these by working hard, behaving and achieving well. If any pupils fall short of meeting these expectations, a clear behaviour policy is followed, and appropriate sanctions are put in place.
“Many pupils volunteer to be a member of the school council and pupils with SEND are well represented and have a strong voice in the school. Governors consider pupils’ views when making decisions about the school. Pupils can access a range of extra-curricular activities such as sports clubs, drama and chess club, however, only a minority of pupils take up these opportunities regularly.”
The curriculum is “broad and ambitious” and published outcomes show that pupils make good progress in their learning. City Academy recognises that more pupils need to attain higher grades to be well prepared for their next steps and results in some subjects are showing improvement.
The school has a high proportion of pupils with SEND and these pupils have their needs met well. Systems in place to identify these needs are clear and work effectively. Many pupils join the City Academy with reading ages “significantly below” their actual age, they are identified quickly and given support to improve on their reading.
The report said: “Teachers have strong subject knowledge, they deliver the content of the shared curriculum well. In relevant subjects, pupils engage in thoughtful debate about topical issues. However, at times, teaching does not carefully check pupils’ understanding of what they have learned and lessons sometimes move on without pupils’ gaps in knowledge or any misunderstandings addressed.
“The school is a calm and orderly place and pupils make use of opportunities to be active at social times. Most pupils are consistently polite and respectful to each other and to adults. In lessons, low level disruption can occur, but this is managed quickly and effectively by staff. Poor behaviour is not allowed to persist.”
The personal development offered at the school helps pupils to feel safe in the community. Pupils experience a “well-considered careers programme” from when they join the school and are supported to consider plans for the future. But some pupils do not complete a work experience placement successfully during their time at the school.
Staff told inspectors that they value the training provided by the school and appreciate the time given to refine the curriculum in their subject areas. Leaders, including governors, are “approachable and considerate of staff well-being”.