Serlby Park Academy


Name Serlby Park Academy
Website http://www.serlbyparkacademy.org.uk
Ofsted Inspection Rating Good
Inspection Date 12 February 2013
Address Whitehouse Road, Bircotes, Doncaster, South Yorkshire, DN11 8EF
Phone Number 01302742535
Type Academy
Age Range 3-18
Religious Character None
Gender Mixed
Number of Pupils 834 (53% boys 47% girls)
Number of Pupils per Teacher 21.3
Academy Sponsor Delta Academies Trust
Local Authority Nottinghamshire
Percentage Free School Meals 25.3%
Percentage English is Not First Language 1.8%
Persisitent Absence 9.9%
Pupils with SEN Support 9.2%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Serlby Park Academy is an all-age school with a primary phase, secondary phase and a sixth form. It is of average size for a secondary school. The sixth form is small. More pupils than average join and leave the school part-way through their education. The proportion of pupils supported by the pupil premium (additional government funding for some pupils, including those known to be eligible for free school meals) is well above average. The proportion of pupils from minority ethnic backgrounds is low. The proportion of disabled pupils and those who have special educational needs supported at school action is well above average. The proportion supported at school action plus or through a statement of special educational needs is well below average. The academy specialises in business and enterprise and in modern languages. A small number of pupils currently attend work-based courses off-site. A few pupils attend another academy in a reciprocal arrangement with partner academies. The academy exceeds the current government floor standards, which set the minimum expectations for pupils’ attainment and progress. The academy opened in September 2011. It is sponsored by the School Partnership Trust Academies. It was formerly Serlby Park, a 3-18 Business and Enterprise Learning Community. Two new assistant principals were appointed to the secondary phase in September 2011. In September 2012, the Principal went on secondment and was replaced by the Principal Designate. At the same time, a new Head of Primary was seconded to the academy. The School Partnership Trust Academies has also seconded a primary and a secondary school improvement officer to contribute to leadership and management for the equivalent of one day a week. A privately run pre-school setting is based on the secondary site and is inspected separately.

Summary of key findings for parents and pupils

This is a good school. Achievement is good in the primary and secondary phases. From low starting points, pupils reach average levels in English and mathematics by the end of Year 6. This represents good progress. Pupils’ attainment in GCSE courses has risen markedly and reached national averages in 2012. Pupils make good progress in the secondary phase, especially in mathematics, science and modern languages. The sixth form requires improvement because : pupils do make enough good progress. Teaching is good in the primary and secondary phases and pupils enjoy learning. Lessons have clear objectives, interesting learning activities and good resources. Relationships are good and pupils feel safe at school. A strong sense of community and good behaviour contribute to the calm atmosphere and good learning in the academy. Leaders’ have high expectations. They have taken robust action to improve achievement and the quality of teaching in the primary and secondary phases. It is not yet an outstanding school because : Teaching in the sixth form does not always provide enough challenge. Some pupils are not gaining the skills and confidence they need to learn independently. Checks on the quality of teaching in the sixth form have only recently been implemented. Attainment is lower in English than in mathematics from the Early Years Foundation Stage to Year 11. Pupils’ progress in reading and writing is uneven in the primary phase. In the secondary phase, higher-ability pupils do not make as much progress in English as others. Teaching does not consistently provide enough challenge for higher-ability pupils. Marking and feedback are not consistently good.