Richard de Clare Community Academy in Halstead, Essex, has undergone significant improvements since its previous inspection, moving from an inadequate rating to a good overall effectiveness rating. The inspection conducted on March 15 and 16, 2022, highlighted the positive changes in the school environment, curriculum, and leadership. Pupils express enjoyment in attending the school, noting that recent changes have made it a better place for learning. They describe the school as brilliant, reflecting a positive atmosphere where staff maintain consistent expectations for behavior and achievement. This has resulted in hard-working students and minimal instances of poor behavior.
The curriculum at Richard de Clare is well-planned and sequenced, allowing pupils to build on their prior knowledge effectively. Subjects such as English and mathematics show strong achievement, with pupils demonstrating detailed writing and a solid understanding of mathematical concepts. The school's approach to reading is particularly effective, with a consistent method that helps pupils read quickly and confidently. Those at risk of falling behind receive additional support, ensuring that all students can progress in their learning.
Extracurricular activities are abundant, with various clubs and trips that enrich the pupils' educational experience. The school fosters a sense of community, encouraging pupils to engage in charitable events and understand the needs of others. The relationships between staff and pupils are warm and supportive, with staff addressing any unkind behavior promptly, leading to a reported absence of bullying.
Despite the overall positive findings, the inspection identified areas for improvement, particularly in early years provision. While children in Nursery are thriving, the Reception class lacks sufficient opportunities for developing early writing and number skills. The outdoor learning environment also requires enhancement to match the quality found in the Nursery. Leaders are aware of these issues and are working to ensure that all children have ample opportunities to practice essential skills in both indoor and outdoor settings.
The school has made strides in supporting pupils with special educational needs and disabilities, with detailed plans in place to provide appropriate support. However, some parents remain concerned about the quality of this provision, indicating a need for improved communication and collaboration with families to build confidence in the support being offered.
Behaviour in classrooms is focused and calm, with pupils motivated by a clear behaviour code and regular recognition of their achievements. The leadership team is stable, with a permanent headteacher in place and support from the multi-academy trust. Staff report feeling well-supported in their professional development, contributing to consistent teaching practices across the school.
Safeguarding measures are effective, with a strong emphasis on the safety and well-being of pupils. Leaders have improved site security and ensure that pupils are educated about safety both in the physical environment and online. The school has established a culture of safeguarding that is prioritized by all staff members.
In summary, Richard de Clare Community Academy has made significant progress in providing a good quality of education, fostering positive relationships, and ensuring the safety and well-being of its pupils. Continued focus on early years provision and collaboration with parents of pupils with special educational needs will further enhance the school's effectiveness.
