Ormiston Sudbury Academy

Name Ormiston Sudbury Academy
Website www.ormistonsudburyacademy.co.uk
Ofsted Inspection Rating Good
Inspection Date 05 June 2014
Address Tudor Road, Sudbury, Suffolk, CO10 1NW
Phone Number 01787375131
Type Academy
Age Range 11-19
Religious Character None
Gender Mixed
Number of Pupils 689 (45% boys 55% girls)
Number of Pupils per Teacher 16.8
Academy Sponsor Ormiston Academies Trust
Local Authority Suffolk
Percentage Free School Meals 16.8%
Percentage English is Not First Language 3.9%
Persisitent Absence 16.9%
Pupils with SEN Support 8.4%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Ormiston Sudbury Academy is a smaller than average-sized school for students aged from 11 to 18. It converted to academy status in September 2012 and is a member of the Ormiston Academies Trust. When its predecessor school, Sudbury Upper School and Arts College, was last inspected by Ofsted, it was judged to be satisfactory. The proportion of students known to be eligible for support through the pupil premium is average. This is additional funding allocated by the government for groups of pupils, including those looked after by the local authority and those known to be eligible for free school meals. The great majority of students attending the academy are White British and the proportion of students who speak English as an additional language is below average. The proportion of disabled students and those who have special educational needs receiving extra support through school action is average. The proportion of students supported at school action plus or with a statement of special educational needs is also average. The school meets the government’s current floor standards, which set the minimum expectations for the attainment and progress of students by the end of Year 11. The school offers work-related training for one day per week for 10 students in Y10 and 51 students in Y11 through provision at West Suffolk College.

Summary of key findings for parents and pupils

This is a good school. Students’ achievement at GCSE is improving rapidly because they are taught well. They make good progress overall and do particularly well in English. Disabled students and those who have special educational needs make good progress because the support they are given is well planned and their progress is tracked carefully. The sixth form is good and the 16-19 study programme offered to students provides a good range of subjects. Students’ behaviour is good. They have positive attitudes to their learning, show good respect for others, look after the academy buildings well, and say that they feel safe. Students’ progress towards demanding targets is reviewed in good detail and extra support for those who need it is quickly put in place Teaching is good and improving strongly because managers at all levels have high expectations and track the impact of teaching well. Teachers plan activities carefully and explain them well to students. The Principal and senior leaders have provided strong and effective leadership since the academy was formed through raising standards, developing teaching, improving the range of subjects studied and ensuring that students behave and attend well. They have a clear view of how to improve student achievement still further. Governors are experienced and well trained. They have a good knowledge of the strengths and areas for development in the academy and have a good understanding of students’ progress. They offer good support and challenge to school leaders. It is not yet an outstanding school because : Progress in mathematics and science is not as strong as in English, particularly for younger students. Students occasionally allow their standards of behaviour and concentration to drop when the work set does not interest them enough. Progress in the sixth form is not consistently strong across all subjects. Teachers do not always mark students’ work in enough detail so that they know what they need to do to improve, and students do not always respond to their teachers’ comments when they are offered. Sometimes teachers do not explain what is needed to achieve the higher grades in examination classes.