|Name||TBAP Unity Academy|
|Ofsted Inspection Rating||Good|
|Inspection Date||04 June 2019|
|Address||Almond Road, St Neots, Cambridgeshire, PE19 1EA|
|Religious Character||Does Not Apply|
|Number of Pupils||88 (76% boys 24% girls)|
|Academy Sponsor||Tbap Trust|
|Percentage Free School Meals||49.4%|
|Percentage English is Not First Language||1.1%|
|Catchment Area Information Available||No, we only have catchment area data for schools in England|
Information about this school
The school joined the TBAP multi-academy trust in August 2016. The school aims to provide special provision for pupils who are non-attenders from mainstream education. The school does not use alternative provision. The school operates over two sites; TBAP Unity St Neots and TBAP Unity Wisbech. Both sites are led by one head of school and shared senior and middle leadership teams. When it’s predecessor school was last inspected by Ofsted, it was judged to require improvement overall. The acting head of school, previously the deputy headteacher, has been in position since the previous headteacher left in December 2018. The executive principal took up post in September 2018. The head of school reports to the local advisory board. The chair of the local advisory board is a member of the regional advisory board. The chair of the regional advisory board is a trustee. The executive headteacher reports to the regional advisory board, who reports to the trust board. There are 90 pupils on roll. There are 60 pupils at the St Neots site and 30 pupils at the Wisbech site. All the pupils have social, emotional and mental health needs. All pupils have an education, health and care plan. A few pupils are taught off-site, at home. The local authority is aware of the pupils and the professional support provided to them. A larger proportion of pupils than average are eligible for the pupil premium. Most pupils are boys; a smaller-than-average number are from minority ethnic backgrounds. The school is registered to admit pupils between the ages of 11 to 16. At the time of the inspection, five pupils of post-16 age were on the school roll. Cambridgeshire local authority is aware of this and supports their placement at the school. Inspectors found evidence to show that the Education and Skills Funding Agency (ESFA) continues to process the school’s application to accommodate up to 10 post-16 pupils at the school. As such, the government website ‘Get information about schools’ does not currently display the correct age range of pupils attending the school.
Summary of key findings for parents and pupils
This is a good school The acting head of school sets high aspirations for both pupils and staff. Her commitment and care, along with that of dedicated staff, are the driving forces for school improvement. Pupils respond well to the high expectations set and are ready to learn. There is effective support from the executive principal, enabling leaders to focus on the quality of education, behaviour and welfare of pupils. The quality of teaching, learning and assessment across the curriculum is good. Teachers capture pupils’ interest well with relevant activities. The curriculum provides an appropriate range of subjects that is tailored to match the needs and interests of pupils of different abilities. The school provides a safe and nurturing environment. Pupils know what they can and cannot do and how to ask for help if needed. Pupils say they feel safe in school and that bullying is not tolerated. They are confident that incidents get dealt with quickly and effectively. Most pupils concentrate well in lessons and are focused on their learning. They enjoy their lessons and learn well. The pupil premium is used effectively to improve the outcomes of disadvantaged pupils. The school maintains a coherent record of the provision made for every pupil, especially those who are taught at home or are on part-time timetables. All pupils leave the school with a place in education, training or employment. The vast majority of parents who replied to Ofsted’s free-text service are very positive about the work of the school. Teachers currently have a range of data from which to work. However, this information is overcomplicated. While the attendance of many pupils is low when they arrive, it quickly improves as they begin to re-engage in education. However, attendance remains below the national average. Pupils do not routinely focus on their spelling, punctuation and grammar or write at length in a range of subjects other than English. Some pupils do not act upon the written advice given by staff in order to improve their work. Pupils do not know enough about other faiths and cultures to be fully prepared for life in modern Britain.