Thomas Clarkson Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are doing well now at Thomas Clarkson Academy.

Leaders have made substantial improvements to the quality of education for pupils since the previous inspection. Parents and carers, pupils, staff and members of the community comment on the positive changes at the school. They say that the school is unrecognisable compared with a few years ago.

Pupils say that the quality of teaching and behaviour has improved a great deal. Most pupils behave sensibly in class and around the school. Leaders have high expectations of all pupils and what they can achieve.

Relationships between staff and pupils are very positive. Staff increasingly motivate pupils to work ha...rd and try their best. Sixth-form students want to learn, and adults prepare them well for their future.

Students are good role models to younger pupils.

Pupils feel safe and well supported in school. They are known as individuals by their teachers and other staff.

Most pupils behave well during social times and the atmosphere in the school is a calm and orderly environment. Leaders do not tolerate bullying and pupils say that adults deal with it effectively.

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

Leaders have designed a curriculum that helps pupils to succeed.

Pupils study a broad range of subjects. Leaders want pupils to gain qualifications that will act as 'tickets for life' and help pupils to move on successfully to the next stage of education or employment. Leaders have arranged the curriculum topics thoughtfully and carefully.

Pupils gain the skills and knowledge they need for future learning.

The curriculum is ambitious for pupils with special educational needs and/or disabilities (SEND) and those who are disadvantaged. Pupils with SEND and those who speak English as an additional language study the same subjects as all pupils.

In the resource unit, pupils learn and achieve well.

Teachers' subject knowledge is strong in many subject areas, particularly mathematics and English. Teachers use their understanding of what needs to be taught to plan learning that meets the needs of pupils.

Teachers advise pupils well so that pupils understand what they are learning and how to improve further. Sometimes, there is too much variation in the way adults provide opportunities for pupils to learn the technical vocabulary that is essential in all subjects. Equally, there are some pupils who could achieve even more.

Leaders know that they need to provide further training to adults to raise expectations for these pupils.

Behaviour in the school has improved since the previous inspection. Staff have high expectations of pupils' conduct.

Most pupils live up to these expectations in lessons and during social times. Leaders provide effective support for pupils with social, emotional and mental health needs. The amount of persistent poor behaviour leading to exclusion has reduced.

Fixed-period exclusions are now below the national level.

Pupils' attendance is improving. Leaders have clear strategies to challenge pupils' absence and these are rigorously applied.

These strategies are beginning to have an impact.

Leaders are committed to developing pupils' wider interests and talents. The range of extracurricular activities continues to further develop.

Pupils, particularly those who are disadvantaged, take part in the activities that are offered. Leaders have planned pupils' personal, social and health education (PSHE) effectively. Pupils have opportunities to learn about the wider world and their place in it.

Leaders provide helpful careers advice and guidance to broaden pupils' aspirations. Almost all Year 11 pupils move on to further education, employment or training.

Leaders ensure that sixth-form students have the support required to be successful.

Students value the distinctiveness of the sixth form while still feeling part of the school community. They can choose from a wide range of subjects. Students' attitudes are very positive.

They maintain a strong focus on their studies. Teachers use their subject knowledge well to challenge students and help them learn.

Leaders are committed to the national aim of increasing the number of pupils studying the English Baccalaureate (EBacc).

Currently, the number of pupils entered for examinations in the full range of EBacc subjects (English, mathematics, science, history or geography, and languages) is below the national average.

The school is well led. The dedication of leaders and governors to the school, the pupils and the local community is impressive.

Governors and trustees know the school well and provide effective support and challenge for leaders. Leaders work hard to engage parents and gain the confidence of the community. Staff are proud to work at the school.

Safeguarding

The arrangements for safeguarding are effective.

Staff with responsibility for safeguarding are suitably trained. Staff know their pupils well and can spot potential safeguarding concerns.

When concerns arise, staff act swiftly and appropriately. Leaders work effectively with external agencies to ensure that vulnerable pupils receive the support they need.

Leaders carry out the necessary checks on adults who work in the school to ensure they are suitable to work with children.

Governors and trustees are rigorous in ensuring that school leaders carry out their responsibilities effectively.

The great majority of pupils who spoke with inspectors said that they feel safe in school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

The curriculum is carefully planned in most subjects.

In a small number of subjects, such as modern languages, leaders are beginning to adapt and revise the curriculum to better support pupils' needs. Leaders need to ensure that the curriculum is coherently planned and taught equally well across all subject areas. .

Leaders have taken effective steps to develop teachers' subject knowledge in many subjects. However, there remains too much variation in how pupils develop their vocabulary in all subjects. This is especially the case for pupils who have the potential to achieve higher standards.

These pupils do not have sufficient opportunities to demonstrate what they know. Leaders should continue to raise teachers' expectations of what pupils can do and the vocabulary pupils need to fully understand all subjects. .

Leaders have been very effective in securing improvements across the school. With the help of the trust, they have provided support to build the skills of middle leaders, some of whom are relatively inexperienced. Leaders should refine this work further so that curriculum planning, implementation and outcomes continue to improve across all subjects.

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