Offa’s Mead Academy


Name Offa’s Mead Academy
Website http://www.offasmeadacademy.org
Ofsted Inspection Rating Inadequate
Inspection Date 11 December 2018
Address Beachley Road, Sedbury, Chepstow, Gloucestershire, NP16 7DT
Phone Number 01291622932
Type Academy
Age Range 4-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 171 (42% boys 58% girls)
Number of Pupils per Teacher 21.6
Academy Sponsor Academies Enterprise Trust (Aet)
Local Authority Gloucestershire
Percentage Free School Meals 12.9%
Percentage English is Not First Language 6.4%
Persisitent Absence 19%
Pupils with SEN Support 16.4%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Offa’s Mead is smaller than the average-sized primary school, comprising six classes. One class has a mixed-aged year group with Years 4 and 5. There have been significant staffing changes since the last inspection. An acting executive headteacher has been in place since May 2018 (three days per week). Additional leaders have been brought in by the trust to bolster the leadership of SEND (two days a week) and the early years (one day per week). The school became part of the Academies Enterprise Trust (AET) in September 2012. AET multi-academy trust is comprised of 57 schools across seven regions of the UK. The overarching responsibility for governance of the group’s academies lies with the group’s board of trustees. Day-to-day responsibilities for challenge, support and intervention are delegated by the trustees to a local governing board. The academy is situated in Chepstow, close to Beachley Barracks. The academy draws 40% of its pupils from the families of service personnel based at the barracks. As a result, the proportion of pupils eligible for the extra funding provided for children of service families is above average. Most pupils come from a White British background. The proportion of pupils who receive support for SEND is above average. The proportion of pupils with an education, health and care plan is broadly average. A high proportion of pupils start at the academy after the early years foundation stage, and they often join part-way through the school year. Many pupils also leave part-way through the school year. The school runs a breakfast and after-school club.

Summary of key findings for parents and pupils

This is an inadequate school The school’s performance has declined significantly since the previous inspection. There is limited leadership capacity. Leaders have not remedied the school’s weaknesses. The culture of safeguarding is weak. Governors have not fulfilled their statutory duties. Leaders have not ensured that all staff understand and follow the school’s policies. The school’s curriculum fails to prepare pupils well for life in modern Britain. Too few pupils are well prepared for the next stage of their education. School leaders have not ensured that the pupil premium funding is used effectively to support pupils’ academic and emotional development. Pupils with special educational needs and/or disabilities (SEND) are not well supported. Until very recently, the school did not comply with the SEND Code of Practice. Leaders have failed to carry out sufficient checks on the quality of teaching and provide teachers with the guidance they need. Consequently, teachers’ expectations are too low, and pupils make inadequate progress. Underachievement is widespread, and standards are too low. Attendance rates are below the national average. Too many pupils are persistently absent from school. Fixed-term exclusions have been high. Teaching is inadequate. Consequently, pupils make insufficient progress from their different starting points. Leaders do not use accurate assessment information to ensure that pupils make enough progress. This holds too many pupils back. Pupils and parents express concerns about the management of behaviour. Teaching in the early years does not prepare children adequately for Year 1. The school has the following strengths Current leaders are starting to take some of the right actions to bring about improvement. Additional sport funding is used effectively. Children settle quickly into the early years. Parents recognise improvements made by new leaders.