|Name||De Lacy Academy|
|Ofsted Inspection Rating||Good|
|Inspection Date||24 January 2017|
|Address||Middle Lane, Knottingley, West Yorkshire, WF11 0BZ|
|Religious Character||Does Not Apply|
|Number of Pupils||602 (50% boys 50% girls)|
|Number of Pupils per Teacher||18.4|
|Academy Sponsor||Delta Academies Trust|
|Percentage Free School Meals||23.3%|
|Percentage English is Not First Language||2.3%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about this school
The school is in the Delta Academies Trust. In summer 2016, the School Partnership Trust Academies changed its name to Delta Academies Trust, under a new chief executive officer and board of directors. The executive principal provides formal support to other schools in the Delta Academies Trust. The associate principal took up post in January 2017. In summer 2016, the small sixth form closed. The school is smaller than the average-sized secondary school. The proportion of pupils supported by the pupil premium is above average. The proportion of pupils who have special educational needs and/or disabilities is below average. Most pupils are White British. A small number are from minority ethnic backgrounds. The school uses the following alternative providers for a very small number of pupils: The UCAN Centre, Skills Exchange and Action to Change. In 2016, the school met the government’s floor standards, which set the minimum expectations for progress at the end of key stage 4. The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish.
Summary of key findings for parents and pupils
This is a good school Strong and purposeful leadership by the executive principal has brought about significant improvements since the last inspection. The academy trust’s new leadership and recently increased support have accelerated the pace of improvement. Firm performance management and coherent professional development have improved the quality of teaching and learning. Effective whole-school approaches underpin the good teaching. As a result, pupils learn consistently well across year groups and subjects. In a few cases, teachers are still learning to apply recently introduced methods. The trust has been instrumental in setting high standards of behaviour. Behaviour is good in classrooms and around the school. Pupils work hard, concentrate well, enjoy learning and get on with minimum disruption. A few pupils have not fully accepted the higher expectations and their non-compliance has led to more fixed-term exclusions. Good personal development widens pupils’ experience, develops their self-confidence and supports their academic achievement, including disadvantaged pupils. Strong accountability, accurate assessment, sharp analysis and prompt action are driving improvements in pupils’ progress. Pupils’ overall progress in the 2016 GCSE results was above the national average. Disadvantaged pupils achieved particularly well. Progress was strong in performing arts, sports and information technology. Pupils’ progress in English, mathematics, science, humanities and modern foreign languages was in line with national figures. The most able did less well in science and disadvantaged pupils did less well in English. Teachers and teaching assistants are working effectively to improve pupils’ literacy at key stage 3. However, the library and its resources are limited. Attendance remains below average.