St Ivo Academy

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About St Ivo Academy


Name St Ivo Academy
Website http://www.astreastivo.org/
Inspections
Ofsted Inspections
Headteacher Mr Anthony Meneaugh
Address High Leys, St Ives, PE27 6RR
Phone Number 01480375400
Phase Academy
Type Academy converter
Age Range 11-18
Religious Character Does not apply
Gender Mixed
Number of Pupils 1672
Local Authority Cambridgeshire
Highlights from Latest Inspection

What is it like to attend this school?

Learning in lessons is generally calm and purposeful. Most pupils experience a well-thought-through curriculum, attend well and learn effectively. However, behaviour around the school is much more variable.

Pupils and parents feel that there is poorer behaviour by a core group of pupils during social times, such as break and lunchtimes, and that staff do not always deal with this effectively.

While many pupils feel that bullying does not happen or is dealt with well, a significant number of pupils are not clear on the process for reporting concerns, or do not feel that all staff will deal with their concerns effectively. Some pupils and parents feel that there is a gr...oup of pupils who do not show respect for others.

These pupils and parents feel that staff do not ensure that this group of pupils develops a better understanding of how to behave and treat others.

Many pupils enjoy the roles and responsibilities they hold across the school. For example, as head boy and head girl, house captains and vice captains.

There are a range of extra-curricular activities on offer. However, a significant number of pupils say that they do not access these clubs on a regular basis. Pupils take part in educational visits and a broad range of activities that enhance the curriculum.

In the sixth form, students achieve well and enjoy their learning. They enjoy the range of subjects that they get access to.

What does the school do well and what does it need to do better?

The quality of education is good.

Leaders have focused their energies on developing the curriculum. Staff are clear about what pupils need to learn in the longer term. Curriculum plans focus on what pupils learn, when and how in each subject.

Teachers give much thought to the order in which they teach concepts. Pupils steadily build up their knowledge as they move from year to year. Teachers have a good focus on making sure that pupils remember what they are taught over time.

Most pupils can recall key knowledge and skills.

Pupils study a broad range of subjects. They do well because staff plan and deliver learning effectively.

Teachers make effective use of information about pupils with special educational needs and/or disabilities (SEND) to adapt their planning to ensure pupils with SEND access the same curriculum as their peers. Most pupils get the right support.

Students achieve well in the sixth form.

There is a broad range of subjects on offer for students to study. Students say that they study courses they are interested in and link to their career aspirations. Students enjoy the sixth form and have positive attitudes.

They appreciate the support they get from their teachers. The curriculum in the sixth form is well planned, and staff are well trained to deliver the various subjects. Teachers' subject knowledge is strong.

Students become confident in the subjects they study and use subject-specific vocabulary well to explain key ideas.

Behaviour is calm and orderly in lessons. Most pupils are well behaved and respectful when they are in class.

However, some pupils do not conduct themselves well around the school. Some pupils perceive that staff interventions do not stop poorer behaviour among a significant minority of pupils. There is a small core of pupils who lack courtesy towards others and use language that is disrespectful to others.

Leaders have established a new approach to improving pupils' behaviour and attitudes to learning. This approach has met with a varied response from pupils and parents.

Although the school delivers topics such as healthy relationships and discrimination in the personal, social, health and economic (PHSE) programme, these are not supporting all pupils to have a thorough and age-appropriate understanding about the importance of these topics to their own lives.

Often, staff deliver the topics but do not check that pupils have gained a thorough understanding of the importance of this learning in their day-to-day lives. Additionally, leaders have failed to consult with parents on the relationships and sex education curriculum within the statutory deadline. The consultation with parents began during the inspection.

The school meets the requirements of the Baker Clause which requires schools to provide pupils in Years 8 to 13 with information about approved technical education qualifications and apprenticeships. The careers programme gives pupils an insight into the world of work. However, some pupils struggle to remember what they have been taught about careers education.

Some parents and pupils do not feel that pupils have been given sufficient information.

Leaders have created systems to record information about behaviour, bullying, safeguarding, and alternative provision. Multiple leaders have responsibility for aspects of this work.

However, these leaders do not share or review where this information overlaps. As a result, leaders have an overgenerous view about the quality of some of the provision in the school and whether they are doing as much as they can to improve it.

The trust provides a range of training for staff.

They have worked closely with the headteacher to develop the curriculum provision in the school. Most staff are proud to work at the school and feel well supported. Leaders are mindful of staff workload.

Safeguarding

The arrangements for safeguarding are effective.

The appropriate checks on adults' suitability to work with children have been completed. Adults have the necessary safeguarding training to help them identify risks to pupils' safety.

Staff know the risks that pupils face, including those in the local community from county lines gangs. Staff know who to speak to if they have any concerns about a pupil. Leaders work with a range of external agencies and make appropriate referrals when appropriate.

However, some record-keeping lacks detail and precision.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have created systems to record information regarding bullying, behaviour, safeguarding, and alternative provision. However, the multiple leaders involved do not routinely share information, or look at their collective impact.

As a result, leaders do not have a sharp insight into the quality of some of the provision in the school. Senior leaders and the trust need to provide leaders at all levels with the right training and support to be able to bring secure improvements in the oversight of behaviour, bullying and alternative provision. ? The behaviour of a significant minority of pupils is not as positive as it should be.

Pupils sometimes behave poorly outside of lessons. Not all pupils feel confident to report concerns to an adult. Leaders should further raise the expectations of all pupils so that there is an open culture of respect, where all pupils feel confident to report concerns, knowing that they will be taken seriously and dealt with effectively.

• Pupils demonstrate a lack of understanding of how important topics such as discrimination and relationships impact on their self-esteem and identity. Staff do not adapt the provision for PHSE to ensure that pupils receive the guidance they need. Leaders should ensure that the delivery of students' personal development topics supports pupils to better understand the importance of core values such as respect, peer pressure and tolerance, and how it contributes to pupils' development of character.


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