Nunthorpe Academy

Highlights from Latest Inspection

What is it like to attend this school?

Nunthorpe Academy is a school where pupils and students feel safe.

In many subjects, pupils enjoy their learning. They say that they learn most when their lessons are interesting. However, some lessons in key stages 3 and 4 are disrupted by poor behaviour, which means that suspensions are high.

Students in the sixth form are positive about school and are benefiting from a structured, nurturing, and focused learning environment.

Pupils have access to a broad curriculum. The curriculum is designed to prepare pupils for the next stages of their education and employment.

The careers programme is extensive and helps pupils to make informed choices.
...r/>The school has a wide range of clubs, particularly in key stage 3. There are many opportunities to access experiences both in and out of school, such as at darts club.

Pupils are encouraged to develop their leadership skills by joining the school council. The school council recently arranged a vintage afternoon at a local care home on D-Day.

Pupils with special educational needs and/or disabilities (SEND) do not consistently receive the support that they need in lessons.

Teachers do not always use the strategies identified in 'pupil passports' to effectively identify and address the gaps in knowledge of pupils with SEND. The school is working to address the issue. Currently, the attendance of pupils with SEND is not as high as that of other children.

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

The school has created a broad curriculum. Curriculum plans identify the important knowledge that pupils need to know to succeed. Subjects are broken down into key concepts and themes and it is clear what teachers are expected to teach.

Most teachers have the subject knowledge to confidently deliver their subjects well.

In lessons, teachers give thought to what knowledge pupils need to revisit, using recall tasks at the start of lessons to recap learning from previous lessons. However, in a number of subjects the gaps in pupils' knowledge are not effectively identified.

This means that opportunities are missed to identify the knowledge that pupils need. It also delays pupils in building on what they have learned before. Some teachers have not received sufficient training to help them plan and deliver lessons that help to identify and fill the gaps in pupils' knowledge.

As a result, pupils cannot consistently recall key information.

The school has started to develop a reading programme for all pupils. This is still at an early stage.

Pupils who need support to become fluent readers are receiving appropriate support. The school is aware that it needs to improve its offer to pupils to encourage them to read widely and more often.

Attendance is low.

New systems to secure improvements in attendance have shown recent signs of improvement. However, pupils with SEND continue to attend less frequently than their peers.

Pupils say that there is a small amount of bullying in school.

This often involves the use of discriminatory language and name-calling. Pupils are encouraged to report bullying incidents, but do not always feel confident that it will be taken seriously by staff.

Students in the sixth form benefit from study programmes that are ambitious and well developed.

The school has ensured that students develop the independent skills they need to be successful. Ambition is high for students, and they are well supported through pastoral systems and effective teaching that helps them to make progress. In lessons, teachers have secure subject knowledge and check students' understanding regularly.

The school is proactive and successful in its approach to sixth form attendance.

The personal, social and health education programme is extensive. Pupils learn about topics such as healthy relationships, diversity, and mental health awareness.

The school delivers regular assemblies on a range of topics. The programme does not have enough content relating to different faiths. Pupils are less well informed about different cultures and about people who are different to them.

Staff say that they enjoy working at the school and that leaders take account of their well-being and workload. Most staff feel that they are supported by leaders and that they have their best interests at heart.

Governors and trust leaders know the school well.

They are honest about the challenges that they face and know what is needed to improve the school. They ensure that all of their statutory duties are met.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum is not designed or implemented to consistently identify the gaps in pupils' knowledge, or the next steps necessary to deepen their learning. As such, pupils do not develop the depth of knowledge they could across a range of subjects. The school should train and support staff to more effectively use assessment to identify the gaps in pupils' knowledge and misconceptions, and ensure that any follow-on strategies to address these matters are successful.

• The curriculum is not adapted sufficiently well in lessons to support pupils with SEND. As a result, some pupils with SEND do not make as much progress from their starting points as they could. The school should ensure that the strategies identified to support these pupils are implemented across all subjects.

• Too many pupils do not attend school regularly or are suspended. These pupils miss out on important learning. The school should continue to focus on reducing suspensions and pupil absences, particularly for disadvantaged pupils.

• Some pupils do not have confidence that staff will deal with bullying and the use of prejudicial language when they arise. As a result, some issues do not get reported and dealt with appropriately. The school should take action to ensure that staff consistently apply leaders' high expectations as outlined in the anti-bullying policy.

• Pupils' understanding of different faiths and of the protected characteristics is not as developed as it should be. As a result, pupils do not consistently demonstrate tolerance and understanding towards people who are different to themselves. The school should develop the curriculum offer so that pupils understand more about the different groups of people that make up modern Britain.

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