Hetton Academy

Highlights from Latest Inspection

What is it like to attend this school?

Hetton Academy is a rapidly improving school.

Leaders from the school, and from the Northern Education Trust, have successfully embarked on transforming the school. While some of this improvement work is ongoing, other aspects are embedded. For example, pupils' performance in external examinations has improved rapidly.

The school's published outcomes are now well above local and national averages.

Staff have high expectations for pupils' conduct both in and out of lessons. As a result, the school is calm.

The school provides individuals with the support that they need to improve their behaviour. However, some pupils are still removed too frequently f...rom lessons, particularly those in key stage 3. Pupils and staff have positive relationships with each other.

This ensures that pupils feel safe.

The school offers extra-curricular activities that some pupils take advantage of. Clubs such as various sports activities develop pupils' interests.

School productions bring pupils together from across key stages to develop their talents in performing. Pupils on the school council feel heard by adults and appreciate that changes are made due to their feedback.

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

Subject leaders have set out the important knowledge that pupils will learn and when.

Staff are well trained to teach the curriculum and check that pupils have understood their learning. Opportunities to revisit topics mean that pupils recall their learning well over time, but this is more secure for some older pupils. For example, pupils develop a more sophisticated understanding of how to analyse texts in English due to a consistent approach to interpretation that deepens understanding.

The school is ambitious that pupils will study the English Baccalaureate suite of subjects (EBacc). Approximately half of pupils at key stage 4 currently study the EBacc.

The school quickly identifies the needs of pupils with special educational needs and/or disabilities (SEND).

Teachers know pupils well and use their knowledge of pupils' individual needs to make adaptations that enable them to access the curriculum. As a result, outcomes for pupils with SEND have increased of late. Pupils who need additional support receive this when required, including, for example, through small group work.

As a result, the school is inclusive and disadvantaged pupils learn in line with the rest of the school.

Pupils who attend the specially resourced provision access much of their education alongside their peers. They are fully included in the life of the school and receive bespoke support.

The weakest readers in key stage 3 are supported to develop their decoding skills, fluency and confidence through a range of appropriate interventions. This helps to ensure that pupils can access the texts used across the curriculum.Attendance is a school and trust priority, not least following the challenges faced following the COVID-19 pandemic.

Leaders communicate their high expectations for attendance with pupils and families. The school closely tracks the attendance of pupils. This ensures that there is timely and appropriate support put in place.

This has resulted in improvements in attendance and a reduction in persistent absence for key groups of pupils, such as those with SEND.

The school has created a positive culture of respect and kindness. The majority of pupils feel confident that the school would take quick and effective action should bullying occur.

Pupils' behaviour has improved significantly in the last two years and suspensions have notably fallen. However, overall suspensions remain high. On occasion, the school's high expectations for behaviour are not met.

Where this happens, this impacts the otherwise positive learning environment.

The provision for personal development prepares pupils to understand society in modern Britain. Many pupils engage well with their learning.

However, some do not fully recognise its relevance to their own lives. This is particularly the case for pupils in Year 11. In some cases, these pupils experience notable gaps when revisiting important knowledge, for example about relationships education, that they need in order to be fully prepared for life beyond school.

There is an inspiring careers programme at the school that provides pupils with the information they need when making decisions about their future. This means that they learn about the world of work, including apprenticeships. Consequently, most pupils move on to destinations that align with their future goals.

Pupils in all year groups can confidently discuss their careers education.

There have been significant changes made to improve the curriculum and raise expectations of pupils. During this period, the school and trust have been considerate of the workload and well-being of staff.

Many of the changes are already beginning to lead to improvements. There is commitment from leaders at all levels to continue to develop the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• There is variability in the extent to which the school's work on aspects of personal development is benefiting older pupils. This means that some pupils do not remember important information about relationships. The school should address these gaps to make sure that pupils are fully prepared for life after school.

Rates of suspension remain high, and leaders rightly want these to reduce further. When not in schools, pupils are not benefiting from the school's much-improved curriculum. Leaders should embed the positive climate for learning so that suspensions reduce further.

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