Mary Astell Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils join Mary Astell Academy after a permanent exclusion or if they need time away from mainstream school. The school works to re-engage pupils with positive school routines. Leaders have created a purposeful school environment.

Pupils who attend full time, learn in key stages. Each key stage learns in a separate part of the school building. Pupils on temporary placements learn in their own dedicated area.

This helps pupils to settle into familiar age-appropriate learning spaces.

Many pupils attending the school have special educational needs and/or disabilities (SEND). Some pupils have an education, health and care (EHC) plan.

Pupils access perso...nalised support in 'The Hub'. This is a therapeutic space where pupils receive a range of support and targeted interventions. Leaders are proactive in supporting the assessment of pupils' SEND.

This allows pupils to make a quick start to learning.

The number of pupils entering the school has stabilised over time. Incidents of negative behaviour have reduced.

This means that most pupils are happy and feel safe in school. The school is well resourced. Dedicated spaces for food technology, pupil recreation and multi-use sports engage pupils.

Pupils show pride in their school. Some pupils have painted engaging murals that promote the school's values of aspiration, integrity, kindness and resilience. Most pupils reflect the school's values in their conduct.

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

After a period of instability, the school has focused on improving the curriculum. Additional leadership capacity, provided by the trust, has ensured the school is now able to take the right action to improve the curriculum experienced by pupils. Some areas are more developed than others.

For example, in food technology, pupils learn essential skills to better prepare them for life and future careers. In contrast, the school's programme to develop pupils' reading and phonics knowledge is in its early implementation. Staff are not consistently developed in its delivery.

Leaders acknowledge that some curriculum improvements are being embedded and refined to ensure that they meet pupils' needs well. This includes pupils with SEND. The impact of the curriculum improvements is still to be realised.

Leaders are closely monitoring the improvements to ensure they are effective.

The school has invested in resources and staffing to help pupils attend school regularly. Despite this, too many pupils do not attend school regularly and some pupils are severely absent.

This impacts their learning and wider development. When pupils do attend school, the environment is calm and orderly. Pupils are generally polite and courteous.

They are effectively supported by staff who know each pupil well. Staff follow pupils' support plans carefully. They implement well-thought-out strategies to help pupils to manage their emotions.

Staff take time to build trusting relationships. Pupils know they can rely on adult support if they have a concern. This reassures pupils.

Pupils' personal development is clearly mapped out. It includes a range of experiences and opportunities to develop pupils' resilience. They visit local places of interest such as Durham Cathedral to strengthen their cultural knowledge.

The trust funds residential visits to destinations that include the Tower of London. These strengthen pupils' understanding of British history. Pupils learn how to keep themselves healthy and look after their mental health.

For example, they understand the benefits of eating well and the positive impact of exercise. Pupils develop their talents and interests through a range of activities. They speak highly of opportunities to express themselves in artistic or musical ways.

Some of their artistic work has featured on the television. Pupils learn about the world of work and next steps after school. They are effectively supported with frequent impartial guidance.

This means most pupils go on to positive destinations when they leave Year 11.

Staff are mostly positive about working at the school. They feel well trained and supported by leaders to manage their workload.

Teachers, including early career teachers, receive professional development to strengthen their practice. For example, they have received training on questioning and how to develop pupils' vocabulary. Governors and trustees are well informed and knowledgeable.

They insightfully challenge and support leaders about the school's work. They, along with the CEO and director of school improvement, have an accurate view of the school's strengths and areas to improve.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school does not have a coherently sequenced phonics and reading programme in place. This means that some pupils do not become fluent readers quickly enough. The school should ensure that an effective phonics and reading strategy is put in place and staff are skilled to deliver this.

• In some subjects, the curriculum is new and not fully embedded. This means that pupils are not learning as well as they could. The school should ensure that the subject curriculums are implemented consistently well in all subject areas.

• Too many pupils do not attend school regularly. They miss important learning, which negatively impacts their academic progress and personal development. The school should continue to work with pupils and families to raise awareness of the importance of good attendance so that more pupils attend school every day.

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