Chantry Academy

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About Chantry Academy

Name Chantry Academy
Ofsted Inspections
Principal Mr Craig D'Cunha
Address Mallard Way, Ipswich, IP2 9LR
Phone Number 01473687181
Phase Academy
Type Academy sponsor led
Age Range 11-16
Religious Character None
Gender Mixed
Number of Pupils 950
Local Authority Suffolk
Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Chantry Academy make the school a welcoming and friendly place. The school plays an influential role within the local community and is rightly proud of its inclusive ethos.

Adults have high expectations for what pupils, including those with special educational needs and/or disabilities (SEND), can achieve.

The school equips all pupils with the knowledge and skills they need to lead happy, successful lives. The school's values of 'ready, respectful, safe' support these aspirations well. Pupils learn well.

Typically, pupils behave well. They move around the school calmly and are polite and courteous to others. The recently raised expectations for beha...viour and attendance mean that pupils understand the consequences of not following the rules.

Pupils are safe in school. Their attendance has improved greatly and is now close to national average. Pupils do not always report bullying if it occurs.

When they do, the school deals well with their concerns.

Pupils benefit from the wide range of clubs and visits that are on offer. These include debating, chess and book clubs.

There are numerous sporting and performing arts enrichment activities. Many older pupils participate in the Duke of Edinburgh's Award.

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

All pupils at Chantry Academy learn a thoughtfully planned and ambitious curriculum.

It is adapted well to meet the needs of pupils with SEND. Teachers set out important concepts clearly and revisit them methodically. They use assessment well to check that pupils know and remember more over time.

The school recognises that pupils have not achieved well enough in the past. It is addressing this by making effective changes to the curriculum, particularly at key stage 4. Pupils whose attendance is strong benefit most from these changes and now achieve well.

The school supports pupils with SEND effectively. It works closely with these pupils and their parents to identify and meet their needs.

Reading is a priority for the school.

Teachers have chosen a rich selection of texts for pupils to read through the English curriculum. Those who find reading tricky receive the help they need to become confident and fluent readers. Teachers have been trained carefully in how to teach reading and how to improve pupils' skills in thinking and speaking aloud.

Behaviour has improved over time. Most pupils behave well in lessons and around the school. They understand the school's behaviour policy and the consequences for not following the rules.

A small number of pupils still do not behave well. The strong pastoral team helps them improve their behaviour if it falls below expectations. This has led to a large reduction in the number of behaviour incidents which result in suspension.

The school deals effectively with bullying concerns that are brought to its attention. Some pupils, however, choose not to share their concerns, which means that the school is unable to resolve them.

Teachers value their work with colleagues, sharing good practice and their strong subject knowledge.

Staff at all levels are well supported by leaders, both professionally and personally.

Recently, and with effective support from the trust, the school has focused on improving attendance. Pupils understand the benefit of being in school regularly.

Most pupils now attend well. The proportion of pupils who are persistently absent is now lower than average. However, some continue to attend too infrequently.

The school has developed an exciting extra-curricular offer. Pupils, including those with SEND, can participate fully in a wide range of clubs and educational visits. Careers education is carefully planned.

It gives pupils lots of information about the different opportunities they can access in the future. Pupils are taught about appropriate relationships and sex education, which gives them the knowledge they need to build healthy relationships. As a result, pupils are tolerant and respectful of others.

School and trust leaders have an accurate understanding of the school's strengths and areas for development. The local governing body fulfils its responsibilities well.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some pupils do not attend regularly enough. They miss too much learning time and do not benefit from the pastoral support that the school provides. These pupils do not achieve as well as they could.

The school, with support from the trust, should implement the actions they have planned to continue to improve the attendance of these pupils. ? Some pupils and parents do not feel that the school deals with bullying quickly or effectively enough. As a result, some pupils choose not to report concerns that they have.

The school is consequently unable to deal with worries and concerns when they arise. Leaders should ensure that they communicate clearly to pupils and parents how they resolve bullying concerns. They should continue to evaluate the impact of their actions.

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