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The academy is a good one that is demonstrating an accelerating trend of improvement across almost all of its provision. It is not yet outstanding because : teaching is not yet consistently outstanding and standards of attainment are not yet high enough. Achievement is good.
In Key Stage 3, progress and attainment accelerate until in Year 9 progress overall is better than expected, especially in mathematics. The proportion of students gaining 5 or more GCSEs at grades A* to C including English and mathematics has improved steadily and is now close to the national average. Differences in the progress made by boys are girls are decreasing.
Achievement in the satisfactory sixth form is close to t...he national average with clear evidence of improvements. Teaching is good, resulting in good progress. The best teaching encourages skills of independent learning, and helps students to achieve well.
Many teachers use assessment to adapt work to students' different learning needs, but this good practice is not consistent across the academy, and students with high prior attainment are not always challenged sufficiently. Teaching and intervention to give individuals extra support, especially in literacy, are strong. Marking of homework is sometimes insufficiently helpful to the learner.
Around the academy, behaviour is orderly. Inspectors observed students occasionally restless when not fully challenged in class. The overwhelming majority of students are right to feel safe and their parents and carers agree.
Bullying is rare and students comment that it is dealt with effectively if it happens. The principal and managers at all levels give the academy clear direction for improvement and manage performance well. The relentless drive for improvement has ensured rapid improvement in teaching and students' outcomes.
Self-evaluation is accurate and resulting action and improvement plans are purposeful. Assessment and monitoring of the academy's performance is good, although governors recognise the need to update their understanding of school performance data.
Information about the academy
Ormiston Bushfield Academy opened in 2009.
It is smaller than most similar institutions. The academy is due to relocate to new premises which were being completed at the time of inspection. The academy has a high proportion of students known to be eligible for free school meals.
The proportion of disabled pupils and those with special educational needs supported by school action plus or by statements of special educational needs is higher than average. The academy meets current floor standards, which are the minimum standards expected by the government for students' attainment and progress. The academy has specialist status for performing arts, sport and mathematics.
