Ofsted conducted a visit to Ilminster Avenue E-ACT Academy on 15 October 2020, following the government's directive for schools to fully reopen to all pupils in September 2020. This visit was part of a broader initiative to assess how schools were managing the return to full education after the disruptions caused by the COVID-19 pandemic. The visit was not an inspection and did not involve graded judgments or the usual range of inspection activities, such as classroom observations or reviewing students' work. Instead, the focus was on discussions with school leaders about the measures taken since the reopening.
During the visit, discussions were held with the headteacher, the deputy headteacher, and the family support worker. Due to protective measures in place, inspectors did not engage with pupils directly. The context of the visit was to gather insights into how the education system was adapting post-pandemic, with a sample of approximately 1,200 schools being visited across various categories, including maintained schools, academies, and special schools.
The findings from the visit indicated that the school had successfully reopened to all pupils on 3 September 2020, with Reception Year children initially attending part-time until 21 September 2020. Current attendance levels were reported to be similar to those from the previous year, suggesting a smooth transition back to school. The curriculum remained consistent, with some adjustments made to include additional personal, social, and health education to support pupils' well-being, which was expected to normalize over time.
Leaders at the school had prioritized reading and phonics, implementing two phonics lessons daily for pupils in Years 1 and 2, while Year 3 students received extra phonics support. In mathematics, the focus was on essential knowledge, such as times tables, with teachers adapting their plans to ensure pupils had adequate time to grasp fundamental concepts. The curriculum in other subjects was also streamlined to emphasize the most critical learning objectives.
In the Reception Year, teachers concentrated on enhancing children's speaking and listening skills. For pupils unable to attend school, arrangements were in place to provide daily tasks in reading, writing, mathematics, and other subjects, along with activities aimed at personal development. This approach ensured that all pupils continued to receive educational support, regardless of their circumstances.
The visit concluded without any significant concerns being raised, and the information gathered would contribute to Ofsted's national reporting, informing future educational policies. The headteacher expressed gratitude for the opportunity to share insights that would aid in understanding the broader educational landscape during this challenging period. The letter summarizing the visit's findings would be shared with relevant stakeholders, including the board of trustees and the regional schools commissioner, and published on the Ofsted website for public access. Overall, the visit highlighted the school's effective response to the challenges posed by the pandemic and its commitment to maintaining educational standards and supporting pupil well-being.
