Hazelwood Academy, located in Swindon, Wiltshire, has recently undergone an inspection on November 1 and 2, 2023, and has been rated as good in overall effectiveness, quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision. The headteacher, Suzanne Lloyd, leads the school, which is part of the Academies Enterprise Trust. The trust is overseen by CEO Rebecca Boomer-Clark and a board of trustees chaired by David Hall, with regional education director Chris Taylor responsible for this school and four others.
The school aims to equip pupils with essential knowledge for their current and future learning. Pupils express enjoyment in their learning experiences and demonstrate resilience, understanding that challenges in learning can be overcome with time and support from teachers. The school fosters a respectful and polite environment, where pupils are aware of behavioural expectations and the importance of the school's values, encapsulated in the 'Golden Bees' principles of being safe, respectful, and ready. Positive behaviour is recognized and rewarded, motivating pupils to strive for excellence.
Pupils are educated on safety in various contexts, including online environments, and are encouraged to prioritize their mental health. The school provides a supportive atmosphere where pupils feel safe and know they can seek help from adults if needed. The curriculum is ambitious, with a well-structured design that outlines what pupils should learn and retain in each subject. The school employs various strategies to assess pupils' knowledge and understanding, allowing teachers to identify gaps and inform future learning.
However, some foundation subjects have recently introduced new curricula, leading to less secure understanding among pupils regarding their previous learning. Assessment in these areas is not yet effective, resulting in some pupils struggling to recall prior knowledge. The school recognizes reading as a critical component of learning across the curriculum. Although recent outcomes in reading were lower than in other subjects, the school has prioritized reading by implementing a new phonics scheme. Pupils begin learning to read as soon as they start school, using books that align with their phonetic knowledge. Nonetheless, inconsistencies in phonics instruction have been noted, with some misconceptions not being addressed, hindering pupils' reading fluency and comprehension.
The school has also introduced a new reading curriculum, providing access to a diverse range of high-quality texts. Pupils show enthusiasm for reading and discuss their favorite books and authors. The early years program engages children with songs, rhymes, and stories, fostering a love for literature. The school effectively identifies pupils with special educational needs and disabilities, ensuring they receive necessary support. Teachers adapt learning to accommodate all pupils, breaking down tasks into manageable steps when required.
The school environment is calm, with pupils demonstrating sensible behaviour in lessons. Most parents express positive views about the school, noting that their children feel safe and well cared for. The school collaborates closely with parents to improve attendance, which is on the rise. The personal development curriculum teaches pupils to be responsible citizens, promoting respect and understanding of equality and inclusion. Pupils engage in enriching experiences through trips and the 'Votes for Schools' program, which encourages discussion and debate.
The trust provides strong support to the school, understanding its strengths and areas for improvement. Staff appreciate the training and development opportunities available to them. The safeguarding arrangements are effective, ensuring a safe environment for all pupils. To enhance the school's performance, it is recommended that assessment in the wider curriculum be refined to better track pupils' knowledge and understanding. Additionally, the phonics curriculum needs full implementation to ensure all pupils achieve reading fluency.
