Ashington Academy

Highlights from Latest Inspection

What is it like to attend this school?

Leaders and wider staff have worked hard to address weaknesses so that pupils now receive a good quality of education. This includes those students who attend the sixth form. Most pupils would recommend the school to a friend.

They recognise the positive changes that have happened over time. Staff enjoy working at this school. They are proud of the changes they now see.

Pupils are well supported by teachers who have high expectations of them. Pupils say that teachers are kind and will always help them. They speak highly of the pastoral support staff, including the year group leaders.

There are strong systems of support in place for those who need them.
...r/>Pupils behave well in the majority of lessons, and at other times of the day. Little learning time is lost.

Bullying does happen occasionally. Pupils know how to report concerns. Most say that adults would help them with anything that they were worried about.

Leaders have placed a strong emphasis on broadening pupils' knowledge and use of vocabulary. This continues in the sixth form, where students are encouraged to read widely. Many pupils make use of the wider curriculum activities to develop their talents and interests.

Pupils tell leaders what clubs they would like. As a result, there is now a well-being club for pupils. However, leaders have not ensured that there is a well-planned programme of careers information, education, advice and guidance to support pupils in their next steps.

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

Leaders have made significant improvements to the curriculum. They have identified the important knowledge that they want pupils to know and remember. Curriculum planning sets out the prior knowledge that pupils need to understand so that they can make sense of new concepts.

This enables teachers to plan sequences of learning that link to what pupils have learned before.

In most subjects, teachers carefully check that pupils have learned the important knowledge set out in the curriculum. There are regular opportunities for pupils to revisit key learning.

Where this happens consistently, pupils are more able to remember what they have learned. However, teachers do not consistently check that pupils have learned the content covered in the personal development programme. Some pupils do not have a strong knowledge of different faiths and beliefs.

Teachers know which pupils in their class need additional help with their learning. Adults use the strategies that are set out in support plans to help pupils with special educational needs and/or disabilities (SEND). Typically, this enables those pupils to access the same curriculum as others in their class.

However, some pupils with SEND have previous gaps in their knowledge and understanding which are not precisely identified by some teachers. As a result, some pupils with SEND struggle to access and understand new learning.

Pupils at the earliest stages of learning to read are identified on entry to the school.

These pupils receive effective support from trained staff. As a result, they quickly learn to read. Ongoing support further develops pupils' fluency and comprehension of different texts.

The focus on developing a love of reading is evident throughout the school. Pupils and students in sixth form are encouraged to read widely.

All staff have high expectations for pupils' behaviour.

In most lessons, pupils behave well and engage with their learning. There are clear, well-established routines. There are lots of staff around to help pupils and intervene when a few pupils do not behave well.

This is reassuring to most pupils. However, a small number of pupils sometimes hear unkind comments from others, and they are reluctant to report this to adults. Others are worried about bullying, although this is increasingly rare.

Teachers have strong subject knowledge. They value the ongoing training that leaders have arranged for them. Those teachers at the earliest stages of their career are well supported.

They say they feel that the school community is 'like a family'. Staff more widely agree. They speak positively about the changes that leaders have brought about.

Leaders are rightly proud of the increasingly ambitious next steps that many pupils and students take after leaving school. Pupils in Year 11 receive effective support to help them select the right courses in the school's own sixth form. However, there is not a strong, strategic approach to ensuring effective careers provision for all pupils.

A number of pupils do not receive timely and well-planned information and support about careers and apprenticeships. Some pupils and their parents are understandably concerned about this.

Governors understand their strategic role.

They challenge school leaders effectively and check that the actions being taken to improve the school are having the desired impact. There are close links between governors and the wider trust. Together, they ensure that there are effective systems in place for further improvement.

Safeguarding

The arrangements for safeguarding are effective.

Leaders regularly check that all staff have a strong knowledge of effective safeguarding. There are regular training updates and briefings to ensure that all staff are kept up to date.

Staff are aware of the local safeguarding concerns. They know the signs that suggest a pupil may be at risk of harm. Staff know who they should report any concerns to.

There are strong systems in place to keep pupils safe. Leaders make timely referrals to wider safeguarding partners. Pupils know how to keep themselves safe, including online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Teachers do not consistently identify where there are gaps in prior knowledge for pupils with SEND. As a result, some pupils with SEND struggle to learn new content. Leaders should ensure that there are clear strategies to check that these pupils learn the important knowledge they need to make progress.

• Leaders have not ensured that there is a strong, strategic approach to developing pupils' knowledge of different careers and other education and training opportunities. This means that many pupils do not receive sufficient information early enough to raise their aspirations and to help them make informed choices about their next steps. Leaders should ensure that there is a considered approach to ensuring that all pupils benefit from a well-planned careers programme.

• Leaders do not check that pupils have learned the important information within the personal, social, health and economic education curriculum. As a result, they have not identified that some pupils cannot recall information about topics such as the protected characteristics. Leaders should ensure that there are clear systems in place to check that pupils have learned the important knowledge that leaders have identified in order to support their personal development.