Skip to content ↓

Flying Bull

Challenge Partners

The Flying Bull Academy is a member of Challenge Partners.

They are a charity, owned and led by schools, who work together to lead school improvement. At The Flying Bull Academy, we are committed to continually developing every area of the academy to give children the very best learning opportunities throughout their time with us. Being a member of Challenge Partners helps us by giving us: annual reviews carried out by a team of reviewers to validate the school’s judgements and challenge us to be even better, access to a range of support from fellow member schools and a focus for collaboration with other local member schools to drive improvements for all of our children.

2019 Review

Following our latest review carried out by Challenge Partners we are very proud that they have given us an overall estimate of OUTSTANDING again! On the 12th and 13th March 2019, a team of reviewers (made up of senior leaders from other schools) carried out a review at The Flying Bull Academy. To read the full report click here.

The full report is extremely complimentary about the three areas upon which they focus:

•             School Improvement Strategies - Outstanding

•             Outcomes for pupils - Good

•             Quality of Teaching, Learning and Assessment - Outstanding

•             Overall - Outstanding

Here are some of the things mentioned in our report that reflects the excellent work of everyone associated with The Flying Bull Academy:

“Strategies that were new at the time of the last review have had time to embed and are having a positive impact.”

“Through working closely as a team with senior leaders and being highly focused on the improvement plan, phase leaders are effectively driving improvements forward.”

“Pupils say that adults know them well and this gives them confidence that challenges will be at the right level to move them on."

“High quality cover supervisors take over when teachers are out of class for professional development, phase leader duties or subject leader duties.”

“Leadership is distributed well. The four phase leaders meet regularly with the headteacher and deputy headteacher and bring back reports of how initiatives are going and where extra support is needed.”

“The special educational needs coordinator (SENDCo) is highly effective in managing the TA team and the unit provision.”

“Flying Bull benefits greatly from contact with Chichester University, drawing on lecturers’ expertise in reading and spelling development for example.”

“Having the capacity to think about their learning – metacognition – gives pupils great confidence and security about their ability to succeed.”

“Teachers are confident in encouraging pupils to take risks and face challenges. This is well supported through the ‘growth mindset’ approach that encourages pupils’ resilience.”

“The willingness of staff to share and respond to expertise means that spreading good practice readily and frequently takes place.”

“There is a strong sense of everyone working as a team. This sense of teamwork extends to older pupils supporting younger ones in their reading time.”

“…teachers deepen pupils’ learning is to engage in questioning that requires pupils to reflect on and justify their answers.”

“All classrooms have helpful displays to remind pupils about recent learning, so they can apply this to the task in hand.”

"Pupils are willing to take ‘risks’ because it is not wrong to make a mistake; what matters is thinking about it and learning from it.”

“Pupils clearly enjoy the stimulating learning environment that the school provides. They are proud of their school and work hard because they feel privileged to be part of it.”

“Learners receive appropriate support from TAs in class or in interventions out of class. The LAPS team are also on call to withdraw pupils and help them refocus on learning, or to work alongside them in class.”

“The high impact of the school’s approach to developing reading skills and wider reading is evident.”

“Pupils with SEND make very good progress from very low baselines as a result of an exceptionally wide range of personally targeted support strategies.”

“Pupils’ books show a variety of approaches to problem-solving and use of reasoning as well as plenty of accurate calculation.”


2018 Review

Following our latest review carried out by Challenge Partners we are very proud that they have given us an overall estimate of OUTSTANDING. On the 15th and 16th March 2018, a team of reviewers (made up of senior leaders from other schools) carried out a review at Flying Bull. To read the full report click here.

The full report is extremely complimentary about the three areas upon which they focus:

  • School Improvement Strategies - Outstanding
  • Outcomes for pupils - Good
  • Quality of Teaching, Learning and Assessment - Outstanding
  • Overall - Outstanding

Here are some of the things mentioned in our report that reflects the excellent work of everyone associated with The Flying Bull Academy:

"The passionate headteacher has a clear vision of improvement for the school."

"He is ably supported by a skilled deputy and a team of middle leaders who eagerly share the drive to move the school forwards."

"Continuing professional development is plentiful and includes all adults."

"...the school now has its own Flying Bull curriculum that is more bespoke to the needs of the pupils."

"...there is a wide-ranging extra-curricular programme to compliment and extend learning."

"Improvement in the quality of teaching and learning since last year’s Challenge Partners review is testament to the strategies leaders have embedded."

"They know them extremely well and use this knowledge to adjust lesson content appropriately."

"Teachers exhibit strong subject knowledge..."

"Questioning is a key strength in the school. Teachers astutely pose probing questions that test pupils’ understanding."

"Levels of pupil engagement are high in all classes in all year groups."

"Additionally, they enjoy the frequency of partner-talk they are allowed when discussing topics."

"Teachers deploy the teaching assistants (TAs) attached to their class very effectively."

"Pupils are able to access a wide range of rewards that celebrate improved behaviour and attendance, as well as successful work."

"To support the good progress of pupils with SEND, the school has a wide-reaching programme led by experienced TAs."

 

 


2017 Review

Following our latest review carried out by Challenge Partners we have some very positive feedback to share. On the 14th and 15th March 2017, a team of reviewers (made up of senior leaders from other schools) carried out a review at Flying Bull. To read the full report click here.

The full report is extremely complimentary about the three areas upon which they focus:

  • School Improvement Strategies - Outstanding
  • Outcomes for pupils - Good
  • Quality of Teaching, Learning and Assessment - Good

Here are some of the things mentioned in our report that reflects the excellent work of everyone associated with The Flying Bull Academy:

"Infectious enthusiasm from the EYFS leader and staff promotes positive attitudes to learning within and engaging learning environment."

"Pupils are very proud of their school and respectful of their teachers."

"Year 6 pupils feel well prepared for Year 7."

"Pupils' behaviour is excellent because rules and routines are well established and positive behaviour management is consistent across the school."

"Engagement in learning is high; pupils understand how to improve through appropriate pace and a variety of activities."

"Positive relationships at all levels help pupils feel valued and the work on growth mindsets results in an excellent climate for learning. Pupils said, 'it's all about learning' 'it's ok to make mistakes.'"

"Teachers know each pupil well."

"Teacher's excellent, confident subject knowledge ensures effective progression."

"Pupils are very articulate in explaining their learning."

"The headteacher and deputy headteacher act as excellent role models, being visible, hands-on leaders across the school so that learning pervades at all levels."

"Leaders at all levels are driven by high expectations of pupils' achievement."

"The dynamic learning culture has been created through valuing the adults' learning as well as the pupils, so high quality opportunities impact productively on professional development."

"Teaching assistants make an effective contribution to learning because they receive training that is linked to the appraisal cycle and mirrors the valuable training that teachers receive."