Leeds East Academy

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school The principal, supported by the trust, has high expectations of what pupils can achieve. The large majority of pupils and staff are very positive about the school's trajectory of improvement.

The curriculum is broad and balanced, with strong systems in place for checking how well pupils are doing. The wider curriculum provides pupils with a range of opportunities to develop as young citizens. The quality of teaching, learning and assessment is strong.

Teachers know their pupils well and set work which challenges them at the right level. Leaders have put in place an effective programme for pupils' personal development and welfare. Pupils t...alk enthusiastically about how the school keeps them safe and prepares them for life after school.

The very large majority of pupils describe a tolerant school which respects diversity. Pupils' behaviour during the inspection was very good, with high standards of conduct in lessons and around the school. The very large majority of staff and all pupils who spoke to inspectors agree that behaviour is improving.

Leaders have taken effective action to improve rates of attendance and reduce rates of persistent absence. Overall, pupils' progress was in line with the national average at the end of key stage 4 in 2017/18. Pupils currently in the school are making strong progress across a range of subjects and years, including those with special educational needs and/or disabilities (SEND) and those who are disadvantaged.

While behaviour is good overall, at times, a minority of pupils' behaviour is not of the same high standard. Although rates of attendance have improved over time, the rates of attendance of some pupils are below where they need to be. At times, some of the least-able boys make less progress than their peers and girls.

Information about this school

The school joined the White Rose Academies Trust in September 2014. Governance responsibility rests with the trust board, with some delegated authority passed to the local accountability board. The principal was appointed in April 2018.

Two senior vice-principals have been appointed recently, one in December 2018 and one in January 2019. The majority of pupils are of White-British heritage. A small proportion of pupils are of White-Romany heritage.

Smaller proportions of pupils are from a variety of ethnic backgrounds. A higher-than-national-average proportion of pupils are disadvantaged. A higher-than-national-average proportion of pupils speak English as an additional language.

The school has a formal agreement for support in place with the GORSE multi-academy trust. This support is to provide development and training for aspects of middle leadership. The school has links with several providers of alternative education: Southway; MAP; The Steven Longfellow Academy; Involve; Oil; Pivot Academy; Leeds City College; and Aspire and Achieve.