Cecil Jones Academy

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About Cecil Jones Academy

Name Cecil Jones Academy
Website http://www.ceciljonesacademy.net
Ofsted Inspections
Mr Richard Micek
Address Eastern Avenue, Southend-on-Sea, SS2 4BU
Phone Number 01702440000
Phase Academy
Type Academy sponsor led
Age Range 11-18
Religious Character None
Gender Mixed
Number of Pupils 883
Local Authority Southend-on-Sea
Highlights from Latest Inspection

What is it like to attend this school?

Pupils and sixth-form students at Cecil Jones Academy are enthusiastic and engaged learners. They want to do well in their studies.

Most rise to staff's high expectations for achievement and conduct. Pupils, like staff, will not put up with 'any nonsense'. They call out disrespectful behaviour.

Pupils value others for who they are. They respect each other regardless of beliefs or background. Pupils appreciate staff's efforts to look after them.

They know that they care. Many commented that staff frequently 'go the extra mile'.

Pupils follow an ambitious curriculum.

Lessons are purposeful and interesting. Pupils like to debate and express the...ir opinions. Pupils look forward to the 'daily dilemmas' in tutor time as they get to learn about life through various scenarios.

They also enjoy making a difference to their community. There are many opportunities to contribute. This may be through joining the youth parliament, creating personal protective equipment for care homes or reading to local children.

Sixth-form students, like their younger peers, have high aspirations. Increasing numbers of students are gaining places at university. Most go on to the next stage of education, employment or training.

Students appreciate the opportunity to undertake work experience. This recently restarted after stopping during the pandemic.

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

The trust has turned the school around.

As several parents and carers commented, the school is much better and is helping their children thrive. The school's sharp focus on improving behaviour means that pupils have an environment in which they want to learn. Attendance is improving because pupils want to go to school.

Pupils know that in lessons they will learn a well-planned curriculum. More pupils are studying for the full range of subjects that make up the English Baccalaureate. Sixth-form students have access to a broad spectrum of courses.

While the quality of education is showing significant improvement, pupils are not yet securing the highest outcomes in their qualifications. For some pupils, poor attendance in previous years and moving schools often play a part in this.

The curriculum builds pupils' knowledge step by step.

Teachers explain concepts clearly. They break down complex ideas so that these are easy for pupils to understand. Quite often, they will link pupils' learning to what is happening in the news or locally in Southend.

This is so that pupils can relate to what is being taught. Teachers use assessment information well. One example is their use of reading material.

They make sure that pupils read extracts and texts that are suitable for their reading abilities.

Pupils who are learning to read are well supported. Staff receive regular training so that they can deliver reading programmes effectively, including phonics.

The trust's view is that 'reading opens every door'. It has made significant investments in a new library, books and digital resources. School-wide reading approaches are helping pupils develop positive reading habits.

Many pupils enjoy sitting down with a good book during the school day.

At this school, a substantial number of pupils need extra support. This may be because they are learning to speak English, are from a disadvantaged household or have special educational needs and/or disabilities (SEND).

The trust has increased specialist staffing and access to external services so that pupils get the support they need. This includes appropriate use of alternative provision. In lessons, experienced teachers use pupils' support plans effectively.

Some teachers with less experience do not cater so well for the wide-ranging needs of pupils in their classes. Where this occurs, learning for these groups of pupils slows.

Staff follow the behaviour policy consistently.

The school has strong routines so that pupils understand the expectations clearly. Lessons are calm, and social times are civil. Typically, staff manage well those who exhibit challenging behaviours.

However, suspensions are high for pupils in Years 10 and 11. Staff are using a range of strategies to help re-engage pupils in their learning. Pupils who join from other schools on a managed move are successful in their placements.

Like their younger peers, sixth-form students enjoy a comprehensive programme for personal development. They receive helpful advice and guidance on aspects that will help them live independently, such as how to manage a budget. Students value the many opportunities they have to develop their leadership skills.

Learning about careers is carefully mapped. It is woven through pupils' and sixth-form students' enrichment experiences and wider activities.

Trustees and representatives of the academy committee hold leaders to account effectively for the quality of education at the school.

Staff value the support that leaders provide for their well-being. Staff are proud to work at the school.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• At times, teachers do not adapt learning to meet the individual needs of pupils, including those pupils with SEND and those who are learning English, as well as they could. This means that some pupils do not have a consistent learning experience to enable them to be as successful as they could be. The trust should ensure that staff consistently support the range of needs in their classes so that pupils achieve well.

• Suspensions for a small group of pupils in key stage 4 are still high. This interrupts their learning and their progression through the curriculum. The trust should continue with its efforts to improve pupils' behaviours for learning so that they are ready to learn and are engaged in lessons regardless of who is teaching them.

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