|Name||Malvin’s Close Academy|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||14 July 2016|
|Address||Albion Way, Blyth, NE24 5BL|
|Number of Pupils||458 (49% boys 51% girls)|
|Number of Pupils per Teacher||21|
|Academy Sponsor||Wise Academies|
|Percentage Free School Meals||23.2%|
|Percentage English is Not First Language||3.1%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about this school
The school is part of the Blyth Quays Trust. The school is larger than average. Children attend part time in Nursery and full time in Reception. Most pupils are of White British heritage. The proportion of pupils who are eligible for support from the pupil premium is higher than average. The pupil premium is additional government funding for children looked after by the local authority and pupils known to be eligible for free school meals. The proportion of pupils who have special educational needs and/or disabilities is above average. In 2015, the school did not meet the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress by the end of Year 6. The school runs its own breakfast club and offers a range of after-school activities. The school’s website complies with statutory requirements.
Summary of key findings for parents and pupils
This is a school that requires improvement The quality of teaching and learning is variable across the school. This means that rates of progress for pupils are inconsistent. The most able pupils are not being challenged to think deeply enough to apply their learning. They do not have enough activities which stretch them. Teachers often do not pick up pupils’ misconceptions quickly enough. During lessons, this results in pupils carrying out activities which they have misunderstood. Teachers do not always follow the school’s marking policy. Suggestions for improvement are not always helpful to improve learning and pupils do not always respond to the suggestions. There are inconsistencies in the teaching of phonics (letters and the sounds they make). Pupils are not given enough opportunities to practise their writing skills. This means that some pupils are not making rapid progress to catch up. Outcomes by the end of Year 6 are too low. Not enough pupils are demonstrating the understanding needed to ensure that they are ready for the next stage in their education. Attainment gaps for disadvantaged pupils remain wide in comparison to their peers. However, they are making similar rates of progress over time. The school has the following strengths Since her appointment 18 months ago, the headteacher has been resolute in her determination to improve outcomes for all pupils. The quality of teaching and learning has improved during this time. The headteacher has created a distributed model of leadership where leaders take full ownership of their areas of responsibility. This means that leaders are now clear about the impact of their actions to improve. The local governing body knows the school’s strengths and areas for improvement well. The members challenge leaders and have high expectations to improve outcomes. Leadership and provision in the early years is a strength of the school’s work. Children make a good start to their educational journey because : staff know them well and provide learning activities to engage them.