Babington Academy

What is this page?

We are, a schools information website. This page is one of our school directory pages. This is not the website of Babington Academy.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Babington Academy.

To see all our data you need to click the blue button at the bottom of this page to view Babington Academy on our interactive map.

About Babington Academy

Name Babington Academy
Ofsted Inspections
Principal Mrs Fiona Laywood
Address Strasbourg Drive, Beaumont Leys, Leicester, LE4 0SZ
Phone Number 01162221616
Phase Academy
Type Academy converter
Age Range 11-16
Religious Character None
Gender Mixed
Number of Pupils 1344
Local Authority Leicester
Highlights from Latest Inspection

What is it like to attend this school?

This school provides an inclusive and supportive environment for its pupils. It is a welcoming community. Leaders have developed a curriculum that is aspirational and meets the needs of its pupils.

Pupils enjoy coming to school. They live up to the school's 'PROUD' values. These include being resilient and daring to dream.

Pupils learn about diversity. They say that they are accepted for who they are. Pupils learn to value others' views.

This helps them to grow into respectful citizens. It is central to the provision for personal development. Pupils are active in helping to further improve the school.

They benefit from a rich offer of wider opportuni...ties beyond the academic curriculum.

The pastoral care is strong. Pupils say they feel safe.

They are confident that on the rare occasions that bullying occurs, it is dealt with effectively. Most pupils behave well in lessons. This means that the majority of pupils can focus successfully on their learning.

Leaders and staff are ambitious for all, including disadvantaged pupils and those with special educational needs and/or disabilities (SEND). Leaders have prioritised high expectations and equal opportunities for all.

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

Leaders have developed an ambitious curriculum.

It is broad and balanced. Leaders recognise the need for more pupils to study the English Baccalaureate suite of subjects at key stage 4. Progress has been made towards this aim with more curriculum time given to pupils studying French and Spanish at key stage 3.

Although some of the published examination results are low, current pupils are achieving well in their chosen courses. This is particularly true for pupils with SEND.

Leaders have planned and sequenced the subject curriculums well.

Each curriculum includes the essential knowledge that pupils need to learn. Leaders have thought carefully about the order in which pupils learn this important knowledge. This is helping to make sure that most pupils build on what they already know and can do.

Teachers have strong subject knowledge. They adapt the delivery of the curriculum to ensure that pupils with SEND develop their knowledge and skills appropriately. In most subjects, teachers check that pupils' knowledge is secure before moving on to new content.

However, in some subjects, teachers sometimes move pupils on to new learning before they are ready. They do not always check well enough that all pupils have the secure understanding they need to progress. Consequently, some pupils do not progress as well as they could.

Pupils who do not yet read with confidence and fluency receive effective support. Key stage 3 pupils benefit from a variety of reading interventions and activities.These are designed to improve their basic literacy skills and to encourage and promote a love of reading.

Most pupils behave well. Relationships between pupils and staff are positive. The school's procedures and policies for managing behaviour are established and understood.

Pupils generally move calmly around the school and settle well into lessons. However, a small number of pupils struggle to behave well all of the time. When this occurs, other pupils can be distracted from their learning.

Leaders provide pupils with a rich set of experiences through the wider curriculum. Some of these experiences are designed to develop pupils' confidence and character. Pupils are taught about how to keep themselves safe as well as how to treat others with kindness and respect.

Leaders provide frequent leadership opportunities, for example through becoming a 'safeguarding ambassador' or joining the school council. Careers guidance is well planned. Pupils receive plentiful information on the options open to them in the future.

They learn to understand and value how they can make a positive difference to the lives of others in modern Britain.

Staff feel very well supported by leaders. They receive frequent opportunities to develop professionally.

They feel their well-being is considered. Governors support the school effectively, for example through regular link visits.


The arrangements for safeguarding are effective.

There is a strong culture of safeguarding in the school. Pupils are taught how to stay safe. Staff are well trained.

They understand their responsibilities to keep pupils safe. They take prompt action if they see signs of pupils at risk of harm. Leaders respond swiftly to any safeguarding concerns.

This helps to keep pupils safe.

Leaders work closely with families and other agencies. The single central record shows that all the necessary checks are made when appointing staff.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, teachers move pupils on to new learning too quickly. Pupils do not always have a deep enough understanding of the previously learned content before learning something new. Leaders should ensure that teachers make precise checks on what pupils have learned, address any gaps in their knowledge and move pupils on to new content only when pupils are ready.

• A small number of pupils do not consistently behave well. This poor behaviour can distract other pupils and disrupt learning. Leaders should ensure that staff have the knowledge and skills to help these pupils regulate their poor behaviour and therefore prevent pupils' learning from being interrupted.

  Compare to
nearby schools