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Benjamin Britten Academy of Music and Mathematics Blyford Road, Lowestoft, Suffolk NR32 4PZ

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Benjamin Britten Academy of Music and Mathematics Blyford Road, Lowestoft, Suffolk NR32 4PZ School report Benjamin Britten Academy of Music and Mathematics Blyford Road, Lowestoft, Suffolk NR32 4PZ Inspection dates 8–9 May 2019 Overall effectiveness Good Effectiveness of leadership and management Outstanding Quality of teaching, learning and assessment Good Personal development, behaviour and welfare Good Outcomes for pupils Good Overall effectiveness at previous inspection Not previously inspected Summary of key findings for parents and pupils This is a good school The headmaster’s clear, unwavering vision Leaders and governors ensure that the focuses very effectively on supporting pupils’ school’s curriculum is a key strength. Pupils achievements, both in and out of the have access to a very effective range of classroom. Staff implement the vision very curricular and extra-curricular activities. well. As a result, the quality of education Leaders ensure that pupils are well looked provided to pupils has improved significantly. after and that they are kept safe. Pupils’ Leadership is outstanding. Leaders know what spiritual, moral, social and cultural they do well, but they concentrate their development is a strength of the school. energies on what they could still do better. Disadvantaged pupils and pupils with special New leaders are very well supported. educational needs and/or disabilities (SEND) Consequently, the capacity of leaders to are well supported. Their additional funding is continue to improve the school is high. used effectively to ensure that they make Governors have a clear and very accurate view strong and increasingly better progress. of the school’s strengths. They provide leaders Although the pupil premium grant has been with effective support and challenge that used to support significant improvements in ensure that the school continues to improve at pupils’ progress, the impact of different a rapid pace. initiatives is not reviewed closely enough. Staff are proud to work at the school and are The overall quality of teaching is good, and very grateful for the many training and teachers are well supported by the team of development opportunities that are open to teaching assistants. However, teachers’ whole- them. Staff morale is high. class questioning does not consistently deepen The overall progress that pupils make has pupils’ knowledge and understanding. improved considerably. In 2018, pupils’ overall Leaders’ actions have improved pupils’ progress was in line with that of pupils with progress in science. However, their progress in similar starting points nationally. Pupils make science is still not as strong as it is in other particularly strong progress in mathematics. subjects. Progress in some technology subjects Pupils are proud of their school and its ethos. is not improving quickly enough. They are welcoming, caring and respectful. Pupils behave well. Full report What does the school need to do to improve further? Improve the overall quality of teaching, learning and assessment by ensuring that teachers’ use of whole-class questioning is more effective in ascertaining, and responding to, what pupils know and understand. Ensure that high-quality teaching enables pupils to make progress in science and technology that is similar to that made in other subjects. Improve the rigour of pupil premium grant planning by including clear and measurable outcomes that enable leaders and governors to evaluate the impact of individual initiatives more effectively. Inspection report: Benjamin Britten Academy of Music and Mathematics, 8–9 May 2019 Page 2 of 10 Inspection judgements Effectiveness of leadership and management Outstanding Leadership is outstanding. The headmaster and senior leaders have very high expectations of themselves, the school’s staff and its pupils. Leaders focus relentlessly and successfully on raising pupils’ expectations of themselves and providing them with a very wide range of activities, both in and outside of the classroom. Governors, teachers and other adults share this vision and they implement it in a consistent manner. As a result, the quality of education that pupils receive has improved rapidly and considerably. Staff morale is high. Middle leaders said they are valued, supported and trusted to make important decisions. Teachers and teaching assistants said that they are well looked-after and that leaders are very effective at taking their workload into account when making decisions. Trainee teachers, and those new to the profession, are particularly well supported. Staff said that communication in the school is excellent and that they receive high-quality training. A significant majority of parents who responded to Ofsted’s online questionnaire, Parent View, are supportive of the school and would recommend it to other parents. One parent, reflecting the views of others, wrote, ‘A lot of positive changes have been implemented and success celebrated. Children feel valued and inspired to do well.’ Another stated, ‘My son’s life is fulfilled in many ways, and every day is a good day.’ Leaders know their school very well and they review its effectiveness routinely. They are accurate in their assessment of the school’s strengths and in the identification of areas for development. Improvement plans include demanding and appropriate targets that leaders and governors review routinely. However, leaders are not content with the successes they have achieved. Instead, they continually and successfully strive to improve the school. Leaders are also very accurate in their evaluation of the strengths and weaknesses of teaching, learning and assessment. They use this evaluation to ensure that staff receive high-quality training that both develops their individual areas of need and supports whole-school goals. Staff, including trainee teachers, are particularly grateful for the high-quality professional development that they receive. Leaders have developed a challenging curriculum that deepens pupils’ knowledge, skills and understanding. There is a strong academic core at the centre of the curriculum. For example, leaders’ development of the school’s mathematics hub ensures that the there is a high level of challenge in this area from the moment pupils join the school. The arts are valued highly. For example, all pupils in Year 7 participate in the school choir. Pupils said that they enjoy the subjects that they study. They appreciate the visits that they undertake and the interesting and very wide range of extra-curricular activities that are on offer. Leaders have appropriate and rigorous plans in place to ensure that pupils’ progress in science is as strong it is in English and mathematics. As a consequence, pupils’ progress is improving in this area, but more time is required for the impact of leaders’ plans to be fully realised. Leaders are very effective in promoting pupils’ spiritual, moral, social and cultural development. Pupils are taught to understand and celebrate differences, to support Inspection report: Benjamin Britten Academy of Music and Mathematics, 8–9 May 2019 Page 3 of 10 each other and to reflect on their own actions. They get involved in a wide range of fund-raising and charity work, and undertake a range of visits to places of cultural significance. Fundamental British values, such as democracy and the rule of law, are embedded within the school’s culture. Leaders have a very clear understanding of the barriers to learning that are faced by pupils with SEND. They understand their needs, track their progress closely and provide them with additional support when needed. Leaders use the additional funding they receive to provide pupils with access to a wide range of support and to enable them to participate in additional educational activities. Literacy support in Year 7 is effective. By the end of the year the vast majority of identified pupils catch-up to where they should be. Support for the development of pupils’ numeracy skills in Year 7 is well coordinated by the mathematics department. The pupil premium grant has been used very effectively to provide pupils with high- quality support, access to extra-curricular activities and additional tutoring. Leaders monitor the progress of this group of pupils particularly closely and modify the support offered to individual pupils as and when necessary. As a result of leaders’ actions, there has been a significant improvement in the overall progress of this group of pupils. However, leaders’ do not review the impact of individual actions closely enough in order to evaluate their effectiveness. It is not clear whether all initiatives have the same level of impact, or if some are more effective than others. Governance of the school The board of trustees (who also operate as the school’s governing body) have very effectively coordinated a period of rapid and transformational change, following the judgement that the predecessor school required special measures. They have ensured that the school has been well supported in terms of governance, school leadership, staff training and shared services. Governors know the school very well. They have an accurate understating of its strengths, but they also focus closely on its priorities for improvement. Governors are highly effective at holding leaders to account. They do this through challenging leaders at governing body meetings and when undertaking visits to the school. Governors ensure that their legal duties, especially in safeguarding pupils’ welfare, are fully met. The link safeguarding governor checks safeguarding arrangements, including
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