|Ofsted Inspection Rating||Good|
|Inspection Date||05 May 2016|
|Address||Orchard Street, Kempston, Bedford, Bedfordshire, MK42 7PS|
|Number of Pupils||352 (51% boys 49% girls)|
|Number of Pupils per Teacher||15.3|
|Academy Sponsor||The Challenger Multi Academy Trust|
|Percentage Free School Meals||14.8%|
|Percentage English is Not First Language||28.7%|
Information about this school
As a middle-deemed-secondary school, Daubeney Academy is much smaller than the average-sized secondary school. The majority of pupils are from White British backgrounds. The proportion of pupils who are from minority ethnic backgrounds is above average. The proportion of pupils who speak English as an additional language is well above average. The proportion of disadvantaged pupils for whom the school receives pupil premium funding (additional government funding to support pupils who are known to be eligible for free school meals and children looked after by the local authority) is average. The proportion of pupils who have special educational needs or disability is slightly lower than the national average. Most of the pupils start in Year 5 then continue their education at the school until they leave at the end of Year 8. The school does not make any use of off-site educational provision. The school meets the government’s current floor standards, which set the minimum expectations for the attainment and progress of pupils by the end of Year 6. The school is currently planning to change its age range to become a secondary school for 11–16-year-olds.
Summary of key findings for parents and pupils
This is a good school The effective leadership of the headteacher and his senior team has brought about rapid improvement at the school. Pupils are achieving well in a wide range of subjects, including English and mathematics. Pupils make good progress in key stage 2 and key stage 3. The quality of teaching, learning and assessment is good across both of these key stages. Pupils behave very well and they develop positive attitudes to their learning. They are happy at the school and work hard. Pupils take great pride in their work and almost always present it carefully. Pupils who have special educational needs or disability are very well supported by teachers and teaching assistants. Pupils are very well prepared for their move to their next school. Achievement is improving because school leaders and governors focus effectively on challenging underperformance and strengthening the quality of teaching. It is not yet an outstanding school because : Over time pupils do not experience enough outstanding teaching and as a result outcomes are not high compared to national figures. Some teachers do not always plan enough challenge in their lessons or sufficiently emphasise subject-specific vocabulary. Leaders and managers do not use assessment data to compare the progress of pupil groups frequently enough. Communication with parents is not always as effective as it should be.