Torquay Academy

Highlights from Latest Inspection

Outcome

Torquay Academy has taken effective action to maintain the standards identified at the previous inspection.

The principal of this school is Steve Margetts. This school is sponsored by Torquay Boys' Grammar School Multi-academy Trust, which means other people in the trust have a responsibility for the school.

The trust is overseen by a board of trustees, chaired by Christine Weston. The chair of the school's local governing body is Vince Flower.

What is it like to attend this school?

There are high expectations of pupils who attend Torquay Academy.

The school is ambitious for all pupils and is relentless in its drive to ensure pupils are ready for the next stage of... their education. The vast majority of pupils behave very well and many achieve highly. Pupils are proud to attend their school.

They value the way that academic rigour is balanced with fun and wider opportunities. This helps them to become confident and resilient.

The school's curriculum is broad and meticulously planned.

Pupils enjoy and achieve well in sports and creative arts subjects, alongside a strong academic core. They are supported to read widely and often, including learning about different cultures and important issues outside of the main curriculum.

The school's mantra of 'every second counts' is understood and lived out by staff and pupils, including students in the sixth form.

Alongside their academic studies, the school offers pupils an exceptionally wide range of extra-curricular opportunities. As well as elite 'academies' in sports, music, performing arts and academic study, the school offers clubs, such as robotics, yoga and archaeology. Many pupils participate in the Combined Cadet Force and Duke of Edinburgh Award, effectively developing pupils' talents and interests.

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

Subject experts have designed curriculums that meet the needs of pupils. The school has identified the most important knowledge pupils need to learn. They have ensured that the way in which this is delivered helps pupils remember what they have learned.

Pupils, including those with special educational needs and/or disabilities (SEND), are able to learn confidently because they understand how their current learning builds on what they have learned before. Staff explain concepts clearly. They skilfully show pupils how to apply their knowledge.

They regularly check that pupils have understood and ensure there is time for them to work independently and embed their knowledge. However, sometimes pupils do not complete work to the high standards expected. At these times, pupils do not demonstrate their learning fully in their written work.

While the number of pupils completing the full suite of subjects in the English Baccalaureate is low, these subjects are available to all pupils. Improvements to the modern foreign languages curriculum has led to an increase in the number of pupils choosing to take a language at GCSE.

The school accurately identifies the needs of pupils with SEND.

The vast majority of these pupils learn alongside their peers. When pupils require additional support, they receive this in a timely and appropriate way. This includes support for pupils who have fallen behind with reading.

The school accurately identifies precisely what kind of additional help these pupils need in order to become confident, fluent readers.

The school ensures that students in the sixth form work towards aspirational destinations. Subject experts have written curriculum resources, which enable students to develop a deep understanding of their subjects.

The published outcomes do not reflect the current quality of provision. Students in the sixth form are excellent role models to younger pupils, leading clubs and house events and volunteering in the local community.

The school has strong systems in place to support positive behaviour.

Staff use the behaviour policy consistently and fairly. Pupils feel that, when bullying does happen, staff deal with this effectively. Pupils learn about the protected characteristics and how to treat one another with respect.

While a small number of pupils feel more could be done to make sure this is the case, the school is taking positive action to address this. Pupils and staff value regular opportunities to write post cards of thanks to one another, exemplifying the warm and respectful relationships that exist within the school.

Pupils remember important information about how to keep themselves safe and physically and mentally healthy.

They learn about consent and healthy relationships. In the sixth form, students learn about budgeting and professional behaviours. Pupils regularly learn about different religions, world views and important issues, such as the environment.

Pupils and students in the sixth form receive careers advice and guidance and have the opportunity to attend careers fairs, visit universities and complete work experience. This helps to ensure they are well informed about their next steps.

Governors have a strong oversight of the school.

They hold leaders to account for the quality of education pupils receive and support leaders to ensure that staff feel valued. As a result, there is an exceptionally strong shared commitment to continuous improvement and a drive to ensure that pupils' life chances are at the heart of all decisions.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Staff do not consistently ensure that pupils' written work is completed as intended. This means that some pupils are not demonstrating their learning with accuracy and care when writing or developing their answers and ideas fully. The school must ensure the quality of pupils' written work is completed to the high standards expected by staff, so that more pupils complete this as intended: accurately and, when required, at length.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be good for overall effectiveness in June 2016.