The Thetford Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy and enjoy their time at The Thetford Academy. Pupils take part in many clubs and programmes, such as the Duke of Edinburgh's Award scheme.

Pupils appreciate being able to learn a musical instrument. Recently, pupils had the chance to share their talents performing in a concert to parents and carers.

Pupils, including sixth-form students, say that they feel valued and cared for.

Pupils say that if they have any difficulties, staff listen. Pupils trust adults to act swiftly if they experience unkind behaviour or bullying. Such incidents are rare.

There are high expectations of pupils' behaviour. Pupils say that due to the new behaviour... policy, 'you can't get away with stuff anymore'. Pupils appreciate this and say that being well behaved in lessons helps them to learn.

Throughout the school, pupils benefit from a well-planned curriculum that focuses on deepening their knowledge. Pupils read often. There is time during the school day to read for pleasure.

However, students in the sixth form do not regularly experience as good a curriculum across all subject areas as in the rest of the school. Where this is the case, students do not achieve as well as they should.

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

More recently, there has been a sharp focus on getting behaviour right.

As one pupil said for many, 'It is helping us to learn the skills to get on in life.' Teachers appreciate the fact that they can now teach without interruption. Leaders' approach of 'let's work together to get it right' means that staff and pupils feel supported.

Leaders' high expectations are clear. Pupils aspire to meet these because they want to do well.

Subject leaders and teachers have planned a curriculum that ensures pupils deepen their thinking.

Teachers revisit prior learning so that pupils are not left behind. For example, in Year 7 mathematics, pupils repeat calculations in different contexts. Teachers make sure that pupils understand before moving on.

Last year, Year 11 pupils' mathematics progress was in the top 20% of schools nationally. This was also the case for science and modern foreign languages.

Where the quality of the curriculum is more effective, leaders consider carefully how pupils develop skills, knowledge and understanding.

For example, in English, teachers plan activities that explain clearly the mechanics of writing. This means that pupils can express themselves well. The development of pupils' reading skills is also well planned.

Pupils who are struggling readers or those pupils who are learning English as an additional language very quickly gain confidence so their reading improves.

Pupils' personal development is thought through. Every department has a personal development focus.

For example, in physical education (PE), pupils learn about nutrition. Through the careers programme, pupils participate in a range of employer events and Technology, Entertainment and Design (TED) talks. Through assemblies and form time, pupils receive regular input about British values.

Staff's confidence in identifying pupils with special educational needs and/or disabilities (SEND) and supporting these pupils in the classroom is growing. Staff have recently received training on supporting pupils with SEND. This is recent work and has not had time to be fully developed throughout the school.

As a result, there is inconsistent practice by staff when responding to some pupils' needs.

Sixth-form students' achievement in some areas of the curriculum is better than in others. Where this is stronger, subject leaders and teachers have considered what students know and what they need to learn.

Where there is weaker planning, students struggle to follow and keep up. Some students tread water rather than moving on and gaining the knowledge they need to deepen their learning.

Sixth-form students enjoy mentoring younger pupils, work experience, politics club… the list goes on.

Students say that they are well informed about choices post-18. More students than previously secure their next steps in either university, work or apprenticeships.

More staff are helping pupils access support services, for example, for mental health.

Pupils' social and emotional needs are being met. There are fewer fixed-term exclusions and incidents where pupils are sent out of lessons. Pupils are sensible when they move around the school.

There is a calm atmosphere where pupils sit chatting during social times. Canteen staff say the difference in attitudes and behaviour is 'fantastic'.

The trust is supportive and makes sure that leaders have the resources they need.

The attendance team is working well to help pupils attend more regularly. Attendance is improving, but it is not yet where it needs to be, particularly for disadvantaged pupils and pupils with SEND.

Safeguarding

The arrangements for safeguarding are effective.

The diligence of leaders regarding their duties for safeguarding is impressive. They ensure agencies are responsive so that all, including the most vulnerable pupils, are safe. Staff are well informed about risks, including local risks such as county lines.

Pupils are confident that they know what to do if they witness violence online. Pupils are also aware that sexting is illegal and morally wrong. Leaders make full use of the link safer schools police officer, who advises on different risks, such as countering radicalisation.

Governors monitor carefully the safeguarding culture of the school. Record keeping is thorough.

What does the school need to do to improve?

(Information for the school and appropriate authority)

Previously, there has been a lack of understanding about how to support pupils with SEND in the classroom.

To address this, leaders ran staff training. This is in its early stages and there remains inconsistent practice when responding to some pupils' needs. Leaders need to ensure that teachers know and use the best methods of supporting pupils with SEND so their needs are met and consequently, pupils with SEND achieve well.

. Students' achievement in the sixth form has been too low. There has been a focus on improving the rigour and ambition of the curriculum as well as the quality of teaching in some subjects.

Leaders need to ensure that there is consistency in planning and delivery so that pupils achieve more highly. In particular, leaders should ensure that teachers match activities to meet students' needs. .

Some pupils do not attend school well enough. This hampers their learning of the curriculum. Leaders need to continue their drive to support these pupils to attend more often.