Acle Academy

Name Acle Academy
Ofsted Inspection Rating Requires improvement
Inspection Date 01 May 2018
Address South Walsham Road, Acle, Norwich, Norfolk, NR13 3ER
Phone Number 01493750431
Type Academy
Age Range 11-16
Religious Character None
Gender Mixed
Number of Pupils 447 (50% boys 50% girls)
Number of Pupils per Teacher 15.6
Academy Sponsor The Wensum Trust
Percentage Free School Meals 14.4%
Percentage English is Not First Language 0.7%

Information about this school

Since being judged inadequate in 2015, Acle Academy has joined the Wensum Trust, a multi-academy trust. Leaders are accountable to the trust and to a local governing body. The Wensum Trust provides centralised services, financial support and leadership support. The academy makes use of alternative education provision at the St Edmunds Society charity in Norwich for some pupils. Acle Academy meets the current government floor standards for the minimum standards and progress pupils should achieve at key stage 4. It is a smaller than average sized secondary school, with a broadly average proportion of boys and girls. The proportion of pupils who have been eligible for free school meals at any time in the last six years is broadly average. The school has a lower proportion of pupils eligible for special educational needs support than the national average, but a greater proportion with a statement of special educational needs or an education, health and care plan. A smaller than average proportion of pupils are believed to have a first language other than English.

Summary of key findings for parents and pupils

This is a school that requires improvement Leaders and governors have made sufficient improvements for the school to no longer require special measures. They have the capacity to sustain these improvements and to continue to improve the school. However, the quality of education is not yet good. The quality of teaching, learning and assessment has improved, but remains inconsistent. Pupils in the school now generally make more progress than pupils in the past. However, their rates of progress vary depending on which teacher they have. Some teachers do not set work which interests pupils. When this happens, some pupils become bored and easily distracted. While diminishing, differences remain between the progress made by disadvantaged pupils and other pupils nationally. Strategies to support pupils who have special educational needs (SEN) and/or disabilities have some positive impact but are not consistently applied across the school. Most-able pupils continue to make less progress than they are capable of. The teaching of literacy is not well developed across the school. The school has the following strengths Pupils’ personal development and welfare are good. Leaders have ensured that pupils respect each other’s differences. Bullying is rare and, when it does happen, pupils have confidence that it will be dealt with well. Leaders have successfully improved pupils’ attendance. Levels of attendance are now above average. Leaders have successfully secured the support of most parents and carers, pupils and staff for the improvements they are making. One parent, for example, commented that the ‘tide has turned’.