|Ofsted Inspection Rating||Good|
|Inspection Date||11 June 2015|
|Address||Field Lane, Fakenham, Norfolk, NR21 9QT|
|Religious Character||Does not apply|
|Number of Pupils||781 (50% boys 50% girls)|
|Number of Pupils per Teacher||19.3|
|Academy Sponsor||Sapientia Education Trust|
|Percentage Free School Meals||15.6%|
|Percentage English is Not First Language||3.2%|
|Pupils with SEN Support||15.2%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Fakenham Academy is smaller than the average-sized secondary school. In September 2013, it converted to an academy as part of the trust called Norfolk Academies which is sponsored by the Transforming Education in Norfolk (TEN) group. Its predecessor school, Fakenham High School, was judged inadequate and placed in special measures when inspected in March 2013. The sixth form, called Fakenham College, takes students from different parts of North Norfolk as well as those from Fakenham Academy itself. The large majority of students are from White British backgrounds and few students speak English as an additional language. The proportion of disadvantaged students supported through the pupil premium is average. This is additional funding allocated by the government for students who are looked after by the local authority or known to be eligible for free school meals. The proportion of disabled students and those who have special educational needs is average. The school meets the government’s current floor standards, which set the minimum expectations for Year 11 students’ attainment and progress in English and mathematics. There are no students educated off-site for any part of the week.
Summary of key findings for parents and pupils
This is a good school. Achievement at GCSE is improving strongly, particularly in English and science, where teachers explain assessment tasks very clearly and all students, including disadvantaged students, make good progress in lessons. The progress of disabled students and those who have special educational needs is good. They receive effective support from staff when working in small groups, and teachers know their individual learning needs well. The sixth form is good. Achievement is high in a wide range of subjects because teaching and assessment are managed effectively. Students behave well in lessons and have positive attitudes to their learning. They are polite and courteous. They are kept safe, and they say they feel safe. The principal, senior managers and governors monitor the impact of teaching carefully. Teaching and learning are good and improving well because staff have well-planned opportunities to develop their teaching expertise and they set demanding targets for students’ achievement. The principal has ensured that new teachers and managers are held to account for students’ achievement through regular monitoring and performance review. Faculty heads, subject leaders and heads of house make good use of tracking information about students’ progress to identify and support any who are falling behind. Governance is organised successfully. Governors are well informed about developments in standards in the academy and use this information appropriately to challenge senior leaders. It is not yet an outstanding school because : Some middle-ability students do not make as much progress in mathematics as in other subjects because they are not given enough help to identify and overcome their difficulties in understanding. Not all disadvantaged students make the progress they should in mathematics because they are not given the extra support they need soon enough. Some teachers do not use the academy behaviour policy consistently and effectively enough, so that some younger students, in particular, do not have positive attitudes to their subject. Teachers do not always give students enough guidance on what they need to do to improve their work.