Derby Pride Academy

Highlights from Latest Inspection

Outcome

Derby Pride Academy has taken effective action to maintain the standards identified at the previous inspection.The headteacher of this school is Mark Hatton. This school is part of Esteem Multi-Academy Trust, which means other people in the trust also have responsibility for running the school.

The trust is run by the chief executive officer (CEO), Julian Scholefield, and overseen by a board of trustees, chaired by Mark Emly.

What is it like to attend this school?

Pupils who start attending Derby Pride Academy have usually had negative experiences of education in their previous schools. The immediate warmth, care and structure the school provides, allows pupils to develop positive,... respectful relationships with staff.

Many pupils describe Derby Pride Academy as their 'safe place'.

The school carefully considers each pupil's barriers to learning, special educational needs and/or disabilities (SEND) and missed learning to put in place education that will help each pupil better self-regulate and catch-up on previous missed learning.

Most pupils re-integrate successfully back into their mainstream schools.

Other pupils complete their education here and achieve qualifications that allow them to take their next steps in education, training or employment.

The nurturing environment of this school does not compromise the high expectations that staff have of pupils. Pupils' behaviour and attendance improve rapidly.

Over time, pupils develop to recognise their successes. They start to demonstrate the school's values of determination, pride and ambition. They also recognise and celebrate when other pupils demonstrate these values.

Pupils actively begin to support the well-being of others.

Commissioning schools, parents and carers value and acknowledge the positive transformation they see in their children after they start attending Derby Pride Academy.

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

The school's curriculum has undergone necessary and appropriate changes recently.

The key stage 3 curriculum identifies the essential knowledge pupils need to learn to successfully re-integrate back into their mainstream school. At key stage 4, pupils study a range of entry level to level 2 qualifications, including GCSEs. The key stage 4 curriculum also ensures that pupils can either re-integrate back into a mainstream school or leave this school with the qualifications they need for their future next steps.

There is a sharp focus on assessing pupils' reading ability, numeracy skills and literacy skills when they join the school. Staff use this information purposefully to identify and address gaps in pupils' knowledge so they can better access other subjects in the curriculum. The school ensures that pupils get ample opportunities to practise reading and become more fluent readers.

Teachers demonstrate strong subject knowledge. Pupils with SEND receive the support and teaching adaptations they need to achieve. Most teachers present subject matter well and use appropriate resources alongside engaging teaching activities.

This helps pupils learn. Teachers link the curriculum to future careers to raise aspirations. For example, in science, they build pupils' understanding of the work of an optometrist.

Pupils confidently describe the features of an eye and look forward to the opportunities they have to carry out practical experiments, such as dissecting an eye.

The school continues to train teachers to use the most effective teaching methods. However, there are still occasions when these methods are not used effectively as they could be.

The school carefully plans and delivers rich experiences to broaden pupils' horizons. Pupils talk enthusiastically about visits to Alvaston castle, art galleries and other weekly enrichment activities. The school has an exceptional strength in building pupils' character and resilience.

Pupils begin to accept the mistakes they make and learn from them. They learn to strive. Pupils benefit from studying a careers module, visiting local colleges and receiving independent careers advice.

Pupils gain age-appropriate relationships and sex education, as well as education about how to keep themselves safe.

Pupils' behaviour transforms because of the intelligent and effective action that the school takes. The school is calm and orderly.

Pupils demonstrate improved attitudes to learning. They begin to enjoy school and become better attenders than previously. They are keen to receive 'DPA points' for their improved behaviour and attitudes.

The school celebrates this success. Pupils are awarded 'star of the week' or, in exceptional circumstances, invited to have breakfast with the headteacher.

Those responsible for governance carry out their roles diligently.

Leaders have managed recent change effectively, not to compromise staff workload and well-being. Leaders engage well with staff at all levels.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Sometimes, the curriculum is not implemented consistently well. Where this is the case, pupils do not learn as effectively as they could. The school needs to continue to support staff to deliver the curriculum effectively.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged outstanding for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be outstanding for overall effectiveness in April 2014.