|Name||Queen Elizabeth Academy|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||18 June 2019|
|Address||Chesterfield Road South, Mansfield, Nottinghamshire, NG19 7AP|
|Number of Pupils||579 (49% boys 51% girls)|
|Number of Pupils per Teacher||17.8|
|Academy Sponsor||Diverse Academies Trust|
|Percentage Free School Meals||27.6%|
|Percentage English is Not First Language||19.2%|
Information about this school
The school opened in September 2016. The school is a smaller than average-sized secondary school. The proportion of disadvantaged pupils is well above average. The proportion of pupils from White British backgrounds is above the national average. While not designated as a school with a religious character, the school has a formal partnership agreement with the Church of England, Diocese of Southwell and Nottingham. The school is sponsored by the Diverse Academies Trust. The trust provides a broad range of support to the school. The trustees delegate some functions to the local governing body. Local governors make checks on the day-to-day running of the school, especially teaching, learning and assessment, and pupils’ progress. Senior executive leaders help manage the relationship between trustees and local governors. The post-16 students on the school’s roll are educated at the Hucknall Sixth Form Centre. The centre is a collaborative provision involving Queen Elizabeth Academy, Holgate Academy and the National Church of England Academy. The school uses Rhubarb Farm and Cast Angling Project, to provide part-time alternative provision for a very small number of pupils.
Summary of key findings for parents and pupils
This is a school that requires improvement Leaders are dedicated to improving the quality of education at the school. However, the impact of their work to date has not been strong enough. Pupils have been absent and excluded from school more often than their peers nationally. Their absence and exclusion are now reducing. However, pupils with special educational needs and/or disabilities (SEND) are still absent and excluded from school more often than other pupils. Pupils’ progress has been below the national average. Pupils at key stage 4 still make less progress than they are capable of. Key stage 3 pupils are now making better progress in their studies. Previously, disadvantaged pupils and pupils with SEND made weak progress. Leaders’ use of the pupil premium and SEND funding is now effective. Disadvantaged pupils and pupils with SEND are now making better progress. The quality of teaching is improving but still varies. Teaching is strong, however, in English and mathematics. Teachers do not always make sure that the work they set matches pupils’ abilities closely enough. Leaders have planned the curriculum well to help fill the gaps in pupils’ knowledge and understanding. Currently, however, pupils have limited opportunities to study geography, music and drama. The school has the following strengths Leaders are ambitious for pupils. They have challenged the existing culture of low aspiration which limited pupils’ prospects. Staff morale is high. School staff at all levels are committed to improving the school further. Leaders ensure that pupils have an effective spiritual, moral, social and cultural (SMSC) education. Pupils are happy at school. They behave well in lessons and during social times. Staff support and care for pupils well. Because of this, pupils’ personal development, behaviour and welfare are good. The sixth-form provision is good. This is because post-16 teaching is now consistently good. Students progress well in their studies. They go on to well-planned next steps when they leave school.