Long Field Academy


Name Long Field Academy
Website http://www.longfieldtrust.org.uk
Ofsted Inspection Rating Good
Inspection Date 31 January 2018
Address Ambleside Way, Melton Mowbray, Leicestershire, LE13 0BN
Phone Number 01664561234
Type Academy
Age Range 11-19
Religious Character None
Gender Mixed
Number of Pupils 645 (47% boys 53% girls)
Number of Pupils per Teacher 17.5
Academy Sponsor The Spencer Academies Trust
Local Authority Leicestershire
Percentage Free School Meals 14.4%
Percentage English is Not First Language 6%

information about the school’s effectiveness. Governors use this information well to ask

pertinent questions about pupils’ progress and the quality of teaching. Safeguarding The arrangements for safeguarding are effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. Required checks are made on all adults who work in the school. Leaders provide staff with regular safeguarding training and updates. Staff understand the procedures to follow if they have any concerns. There are clear systems in place to help them do this. Safeguarding leaders maintain detailed and accurate records. Effective relationships with external agencies provide leaders and pupils with any support they may need. The link governor for safeguarding, although new to the role, has made a comprehensive start to checking on the school’s approaches to keeping children safe. Pupils were confident when explaining to the inspectors about feeling safe. Leaders ensure that they provide pupils with relevant and pertinent guidance and advice on how to keep themselves safe. Parents agree that their children are safe and looked after well. Quality of teaching, learning and assessment Good Good teaching is enabling pupils to make good progress. Teachers have high expectations of pupils. Relationships are positive between adults and pupils. Lessons are typically conducted in a calm and productive manner. Pupils have time to think and work without distraction. Teachers have good subject knowledge. They use this well to provide pupils with engaging and motivating activities. Pupils use subject vocabulary accurately, and with confidence, to show good knowledge of the topics they are learning about. Pupils take pride in their work. The presentation of pupils’ work is of a high standard. Pupils’ handwriting has improved since the last inspection. Teachers, in different subjects, take opportunities to develop pupils’ literacy skills. Pupils play an active role in assessing their own learning. Teachers use this, together with their own checks on pupils’ learning, to plan tasks that meet pupils’ needs. Teachers also use assessment information to provide pupils with opportunities to fill any gaps in their learning. For example, in Year 7 mathematics different pupils were practising different algebraic skills that they had not previously understood. Other pupils who had understood the earlier learning progressed onto tasks that were more difficult. Teaching assistants provide pupils with helpful strategies to aid their learning. At times, teaching assistants work adeptly with the teacher to provide quick help. For example, in Year 8 English the teaching assistant provided timely support for pupils so that they could quickly show their increased understanding to the teacher. Some teachers challenge the pupils through the demanding activities they set. At times, teachers use questions to extend pupils’ learning, develop their skills, and increase their understanding. This is not routinely the case, however. Sometimes, pupils do not think hard enough to reach the high standards in their learning they should. Teachers make valuable use of homework. Pupils explained how helpful this is in increasing their confidence and in extending their knowledge and skills. Personal development, behaviour and welfare Good Personal development and welfare The school’s work to promote pupils’ personal development and welfare is good. Long Field Academy is a small, inclusive school which tailors its support and care well to meet the needs of all its pupils. Pupils show high levels of respect for each other, for staff and for visitors. They take great pride in their school. Pupils benefit from a wide-ranging educational programme that supports their good spiritual, moral, social and cultural development. Opportunities to develop pupils’ self-confidence are embedded into their daily routines. Pupils are confident and articulate in their communications. Pupils learn about and understand the importance of British values. During tutor time, pupils were deeply engaged in a discussion about tolerance and individual liberty. The school’s records show that incidents of bullying and racism are rare. Pupils confirmed this during their discussions with the inspectors and in their responses to Ofsted’s surveys. They explained to the inspectors that when any incidents do occur, members of staff are quick to deal with them. Leaders provide pupils with a variety of extra-curricular activities. These range from charity and community-based work to enrichment days. The school has also recently become an associate school of The Royal Shakespeare Company. Leaders ensure that pupils receive effective independent careers advice and guidance. This raises pupils’ aspirations and ensures that they move on to accessible and appropriate career pathways. Behaviour The behaviour of pupils is good. Pupils are polite, considerate and welcoming. At social times, their conduct is good. Pupils told the inspectors that behaviour was typically good and pupils who responded to Ofsted’s online survey shared this view. Most parents also agreed that the school makes sure that pupils are well behaved. Most staff apply the school’s behaviour policy consistently. Pupils respond quickly to adult instructions. Incidents of poor behaviour are reducing. Pupils are keen to learn and they cooperate well in class with adults, whom they respect. The number of pupils who receive a fixed-term exclusion for poor conduct is above the national average. Although the number of fixed-term exclusions is reducing, it remains high for disadvantaged pupils. Attendance has improved and is now average. The number of pupils who have SEN and/or disabilities is increasing. This has reduced leaders’ effectiveness in improving the attendance of these pupils. The attendance of disadvantaged pupils has improved but not at the same rate as for their peers. Leaders recognise that further actions are required to rectify this difference. The behaviour and attendance of the small number of pupils who attend alternative education is good. Leaders maintain regular contact with staff from different educational establishments to check on the pupils who attend them. They keep detailed records of how well the pupils are doing. Outcomes for pupils Good Pupils’ progress has improved since the last inspection. In 2017, pupils’ overall progress at the end of key stage 4 was average. Pupils of different abilities all made good progress and the lower-attaining pupils made above-average progress. The school’s assessment information indicates that, for current pupils, most are making good progress. In some subjects, pupils’ progress is accelerating. Pupils’ workbooks, sampled during the inspection, confirmed this good progress. Pupils’ attainment across a range of different subjects is good. A large number of pupils choose to study the English Baccalaureate subjects. Pupils attain well in these subjects, especially the most able pupils, and achieve above the national average. Pupils make good progress and attain well in most of their different subjects. Leaders provide pupils who have SEN and/or disabilities with effective support. Leaders make good use of the school’s assessment system to make regular checks on these pupils’ progress, which is typically good. Pupils’ progress in mathematics has shown a continued improvement since the previous inspection and is now average. Leaders are aware, however, that progress in English has not been as rapid. They have taken action to address this and have made changes to the teaching of English. Pupils currently in the school are now making faster progress in English. Boys, however, especially in key stage 3, are making less progress than the girls. Leaders, supported by the trust, have prioritised the achievement of disadvantaged pupils. Disadvantaged pupils’ progress has improved. They now make similar progress to their peers and to other pupils nationally. Leaders are aware, however, that in key stage 3 their actions have not consistently accelerated pupils’ progress in some subjects. They are taking effective action to rectify this. Leaders’ effectiveness in developing pupils’ literacy and numeracy skills for pupils who start Year 7 below the expected national standards is good. These pupils make good progress. Some pupils make rapid progress and catch up with their peers. The pupils inspectors listened to during the inspection read with confidence and fluency. Pupils’ understanding of what they were reading was also strong. Leaders are taking effective action to accelerate pupils’ progress where it remains less rapid. Pupils are becoming increasingly better prepared for the next stage of their education, training or employment. The proportion of pupils who do not progress to some form of education, employment or training is very low. However, it is a little higher for disadvantaged pupils. School details Unique reference number 138628 Local authority Leicestershire Inspection number 10041572 This inspection of the school was carried out under section 5 of the Education Act 2005. Type of school Secondary comprehensive School category Academy sponsor-led Age range of pupils 11 to 16 Gender of pupils Mixed Number of pupils on the school roll 579 Appropriate authority Board of trustees Chair Debi Williamson Principal Christopher Haggett Telephone number 01664 561234 Website www.longfieldtrust.org.uk Email address [email protected] Date of previous inspection 2–3 February 2016

Summary of key findings for parents and pupils

This is a good school Long Field Academy has continued to improve since the last inspection. Pupils’ progress and attainment are now good. The principal provides strong and high-quality leadership. Senior leaders have a clear understanding of the school’s strengths and what they need to do to make the school even better. Pupils’ progress has become more rapid in most subjects. The proportion of pupils achieving the English Baccalaureate is above the national average. Further improvement is needed, however, in English. Most disadvantaged pupils make good progress. The difference between their progress and that of other pupils nationally is diminishing. The quality of teaching, learning and assessment is good. Teachers use good subject knowledge to enrich learning in lessons. Sometimes, however, teachers’ questioning skills do not encourage pupils to think hard enough and understand their work at a deeper level. The curriculum is good. The use of alternative education is effective. The pupils who attend alternative education achieve well. Pupils’ spiritual, moral, social and cultural development is strong. Positive relationships between staff and pupils help to ensure that pupils are happy and feel safe at school. Pupils’ behaviour is typically good. Most pupils have positive attitudes towards learning and are keen to do well. Pupils’ attendance has improved and is now average. However, the attendance of disadvantaged pupils, although improving, has not yet caught up with that of their peers. The number of pupils who receive a fixed-term exclusion for poor behaviour has fallen. Disadvantaged pupils, however, continue to be excluded for fixed terms more than their peers. Staff know the pupils who have special educational needs (SEN) and/or disabilities well. They achieve well because they benefit from good support. The governing body and the academy trust play a valuable role in the school’s success. They provide senior leaders with good support and an appropriate level of challenge. Parents and carers value the school’s work. They are particularly approving of the principal’s leadership. Parents recognise the improvements made to the quality of their children’s education.