Montgomery Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are warmly welcomed by staff each morning as they arrive at Montgomery Academy. The positive relationships between pupils and staff contribute to pupils feeling well cared for, safe and happy. Pupils are proud to be members of their school.

They were keen to tell inspectors how much the school has improved.

Pupils strive to follow the school's rules. Most pupils behave well in lessons and around school.

They have positive attitudes towards their learning. Similarly, pupils learn the importance of treating each other with kindness and respect.

Over recent years, the school has considerably increased its expectations of pupils' academic success....

Stable staffing, and a renewed and ambitious curriculum offer, means that pupils currently at the school typically achieve well.

The school provides a wide range of extra-curricular opportunities to develop pupils' interests, including boxing, gaming, first aid and working towards the Duke of Edinburgh's Award scheme. Additional activities also complement pupils' learning of the curriculum, for example through taking part in science club or reading challenges.

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

The school, with the support of the trust, has successfully brought about positive change since the previous inspection. The impact of this work is evident in pupils' attitudes to school, their behaviour and their progress through different subject curriculums. Members of the trust have a secure insight into the school's strengths and weaknesses.

Their work has contributed considerably to the school's improvement.

The school has overhauled the curriculum offer to ensure that it is broad, ambitious and tailored to pupils' needs and future success. For example, an increasing number of pupils are choosing to study the English Baccalaureate suite of subjects.

Staff have been supported well during this period of change. The school has made sure that staff have not felt any additional pressure on their workload throughout this time.

Over time, the published data for this school does not reflect the impact of recent changes.

In 2023, the proportion of pupils who left school with the qualifications that they needed to make a smooth transition to further education or employment was significantly below the national average. This was due to weaknesses in the previous curriculum offer, instability in staffing and high pupil absence levels.

The school has overcome these challenges and these factors are no longer playing a part in pupils' learning.

For example, the school's effective approach to promoting good attendance means that far fewer pupils are regularly absent. Consequently, most pupils know and remember what they have been taught across a range of different curriculum areas. Even so, some older pupils, especially those in Year 11, have gaps in their learning which make it difficult for them to build new knowledge.

In most subject curriculums, the important knowledge that pupils should know and the order in which it should be taught is clearly identified. In these subjects, teachers design activities to help pupils build key knowledge effectively. Teachers use their subject expertise to explain concepts to pupils clearly.

They typically use assessment information well to address misconceptions in pupils' learning.

In a small number of subjects, teachers do not deliver the curriculum consistently well. Sometimes, teachers do not ensure that pupils have sufficient opportunities to apply their knowledge in different contexts.

As a result, in these subjects, some pupils do not deepen or extend their learning as effectively as they could.

The additional needs of pupils with special educational needs and/or disabilities (SEND), are identified well. Staff are furnished with the information that they need to adapt the delivery of the curriculum to meet pupils' needs effectively.

Staff value the training that they receive to continually develop their teaching expertise. This enables teachers to provide appropriate support so that pupils with SEND can learn successfully.

Reading is of utmost importance across the school.

Staff identify any gaps in pupils' reading knowledge accurately. These pupils receive targeted support to help them to catch up quickly. As a result, pupils become fluent and confident readers.

Pupils develop a love of reading, for example through exposure to high-quality texts during regular, whole-class reading sessions.

Pupils demonstrate positive attitudes to learning. On occasion, when pupils' behaviour does not meet the high expectations demanded by the school, staff deal with these incidents consistently well.

Pupils follow a well-designed programme that promotes their personal development. They learn about the importance of healthy relationships and staying safe. Interwoven through this programme are clear messages about equality and diversity.

Pupils also receive a wealth of information about careers. As a result, they feel well informed about their next steps in education and training.

The school provides a range of extra-curricular activities and visits.

Some pupils take full advantage of these opportunities. However, some pupils are reluctant to participate in these activities and, as such, miss out on the chance to expand their interests and talents.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some older pupils, particularly those in Year 11, still have gaps in their learning from weaknesses in the previous curriculum. This hampers them from benefiting fully from the improved curriculum offer. The school should ensure that the gaps in pupils' knowledge are identified and addressed swiftly so that pupils are well prepared for the next stage of their learning or employment.

• In a small number of subjects, teachers do not provide pupils with sufficient opportunities to apply their learning to more sophisticated concepts and ideas. This means that some pupils do not learn as deeply as they could. The school should ensure that teachers are well equipped to deepen pupils' knowledge of the subjects that they study.

• Some pupils do not choose to participate in the extra-curricular offer. This limits their opportunity to expand their interests or find new talents. The school should review the current offer to encourage wider participation and promote pupils' wider development.