Chantry Academy

Name Chantry Academy
Ofsted Inspections
Address Mallard Way, Ipswich, IP2 9LR
Phone Number 01473687181
Type Academy
Age Range 11-16
Religious Character None
Gender Mixed
Number of Pupils 882 (51.8% boys 48.2% girls)
Number of Pupils per Teacher 17.9
Academy Sponsor The Active Learning Trust Limited
Local Authority Suffolk
Percentage Free School Meals 29.9%
Percentage English is Not First Language 11.5%
Persistent Absence 16.2%
Pupils with SEN Support 10.7%%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Inspection

Information about this school

Chantry Academy is smaller than the average-sized secondary school. Most pupils are from a White British background and very few speak English as an additional language. The proportion of pupils with SEND is above average.

The proportion of disadvantaged pupils supported by the pupil premium is well above average. The school is sponsored by the Active Learning Trust. It joined the trust in 2015.

The board of trustees for the Active Learning Trust is responsible for the governance of the school but has delegated some responsibilities to a small local governing body (LGB). The LGB is responsible for holding the headteacher to account for the standards of education in the school. There are currently a small number of pupils in key stage 4 who are attending full-time alternative provision at Suffolk New College.

Summary of key findings for parents and pupils

This is a good school Senior leaders, including governors, continue to drive improvements. They have established a culture of high expectations leading to improved outcomes for pupils. Leaders have made effective improvements in the quality of teaching and learning.

As a result, pupils are now making good progress in most subjects. Most teachers prepare lessons that interest pupils and are pitched at the right level. Pupils can develop their literacy and numeracy skills across a range of subjects.

The progress of most pupils who leave Year 11 has improved. It is now in line with the national average. Disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND) make good progress because they receive effective teaching and good support.

The promotion of pupils’ personal development and welfare is strong. As a result, pupils feel safe and well supported. The school’s arrangements for keeping pupils safe are effective.

Behaviour in most lessons and around the school is good. Pupils have positive attitudes towards learning. Leaders have effectively improved the reputation of the school within the community.

Parents have confidence in the school and the overwhelming majority would recommend it. Provision for pupils’ spiritual, moral, social and cultural development is particularly strong. Pupils can participate in a number of clubs, trips and curriculum events.

The local governing body effectively challenges and supports senior leaders. Governors know the school well. Pupils’ achievement in science is weaker than in other subjects.

This is because not all teachers of science let pupils develop their scientific knowledge and skills. Pupils are not being given the chance to use their analytical and evaluation skills often enough to deepen their understanding. The school provides a rich and relevant curriculum that allows pupils to follow academic and vocational subjects.

However, not all subjects provide pupils with the opportunity to deepen their knowledge or apply their skills. Subject and pastoral leaders fulfil their roles. However, they are not yet precise in evaluating the impact of their work on raising standards.