|Ofsted Inspection Rating||Outstanding|
|Inspection Date||04 March 2015|
|Address||Spinks Lane, Witham, Essex, CM8 1EP|
|Religious Character||Does Not Apply|
|Number of Pupils||1034 (50% boys 50% girls)|
|Number of Pupils per Teacher||16.9|
|Academy Sponsor||Academies Enterprise Trust (Aet)|
|Percentage Free School Meals||7.8%|
|Percentage English is Not First Language||4%|
Information about this school
Maltings Academy is similar in size to the average secondary school. It has a small sixth form. The academy is a member of the Academies Enterprise Trust (AET). It has its own Principal, senior leadership team and governing body. Most students are of White British heritage, with a below average proportion of students from minority ethnic groups and few whose first language is not English. The proportion of students who are disadvantaged and supported by the pupil premium, (which provides additional funding for students who are known to be eligible for free school meals or are who looked after by the local authority) is broadly in line with the national average. The proportion of disabled students and those who have special educational needs is below average. At present, no student at the academy attends off-site or alternative provision. The academy meets the government’s current floor standards, which set the minimum expectations for students’ attainment and progress.
Summary of key findings for parents and pupils
This is an outstanding school. The Principal and other leaders and governors have pursued improvements in teaching and learning relentlessly and successfully. Students believe that they can and will achieve and understand how to do so. They approach their learning with enthusiasm, confidence and determination. Levels of achievement have risen sharply since the previous inspection. Students’ behaviour is excellent, both within lessons and around the academy site. Relationships are characterised by mutual respect. Students feel, and are, safe and well cared for. In the words of one student, ‘teachers care for and support every single one of us.’ These positive relationships help ensure students work productively and with purpose in lessons. Teaching is highly effective. Activities are always interesting, and teachers use a variety of very effective techniques to help students develop their thinking and responses. Teachers’ regular and precise feedback help students to meet, and often exceed, their challenging targets. However, not all students always act on the advice they receive from teachers as promptly or purposefully as they could. The curriculum is broad and allows students to choose courses that are a good match for their abilities and interests. Effective advice about careers and higher education help students to achieve their ambitions. Students make rapid and substantial progress from their different starting points, regardless of their abilities. High proportions make expected, or above expected, rates of progress in English and mathematics at GCSE. The gaps between the progress and attainment of disadvantaged students and that of others have reduced dramatically since the last inspection. The proportion of these students gaining A* to C grades in English was higher than that of other students nationally in 2014. The sixth form is good. Students’ progress is increasing because of the improvements that leaders have made. The academy makes a good contribution to sixth form students’ personal development. Occasionally, some sixth form teachers do not set activities that are sufficiently challenging, or as well matched to the needs and abilities of different groups of pupils, as they are where teaching is at its most effective.